Wanted: MOOC Pedagogy

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This document summarizes a MOOC course on individualized learning pedagogy that was designed for vocational and further education educators. The course used a combination of cMOOC and xMOOC models on a Canvas LMS and was structured around the DIANA pedagogical model. It aimed to bring educators together from around the world to share best practices in individualized learning. While 155 students enrolled, only 6 study groups completed the final assignment and 11 students received a digital badge for demonstrating their competence in applying individualized learning models in practice. The summary reflects on challenges like the timing of the course and difficulties using the LMS, and suggests that more guidance, shorter tailored courses, and social constructivist approaches may help

Education

Wanted: MOOC
Pedagogy
Case: Making Learning Personal
@somesanna
@akorhonen

”MOOC pedagogy”
Courses are provided with ”a learning experience”:
• Video lectures (clips or cast interviews)
• Automated assesments (10-question quiz)
• Supporting messages
• Open resources (reading, links)
• Discussion forums (added some peer activities)
• What kind of learning this pedagogy supports?
• What´re learning outcomes?
• Where is pedagogy ?
• Why MOOC completion rate is less than 13 %?

Case: Making Learning
Personal
The course was designed for VET/FE educators who would
like to deepen their knowledge in individualization and
individual study plans.
One of the aims was to bring together VET/FE educators
from all over the world and recognize the best practices in
this field.

Facts about pedagogical approach
• Combination of MOOC
models (cMOOC, mOOC)
• Canvas LMS
• Based on collaborative,
dialogical and authentic
learning
• Learning process was
structured by using DIANA
pedagogical model
• 2 ECTS
• Digital bagde (student sent
an application by using the
Mozilla Open Badge Factory -
based on competence)
The four cornerstones of the DIANA model
(Aarnio & Enqvist 2015).

The four cornerstones of the DIANA model
(Aarnio & Enqvist 2015).

Digital Badge (Making Learning Personal)
• Mozilla Open Badge Factory
• Criteria:
• The student is able to apply the legislation concerning individualisation and
instructions from national and institutional level to his/her practical work
and to developing the processes of his/her educational institute. The
student is able to provide his/her students with dialogical guidance during
the various stages of the personalisation process.
• How to show your competence:
• In your application, include a synthesis of the ISP model (link) that you have
created with your study group - Add an explanation for using the model in
practice - You can present the explanation in your learning environment as
long as you include an appropriate link in the application form. - Briefly
describe your dialogic participation and knowledge creation in your study
group.

Figures
• 155 enrolled students (14
groups)
• After 4 weeks:
5 active study groups left (23
students)
• Course completed: 6 study
groups did the final
assignmnent
• Badge applications: all 16
(rejected 5, accepted 11)
• Why didn't all apply a badge?
• How should we count the
completion rate?
• based on competencies or other
evidendes?
Subscripers:
• Colleagues
• Education experts
• (e)Learning professionals
• People driven by curiosity
• Those who were interested of
the topic / part of it:
• Took what they needed and
then left
• How could we retain more of
these subscribers longer?
• Is this the key for higher
completion rate?

Groupping and collaboration
• The timing of the course ( end of the school year)
• Difficulties to find own group (strucling with the LMS)
• Changes between study groups (during ongoing course)
• More counselling and guidance needed

Summary • Deep and significant learning is a
hard work
• Collaborative learning require open
dialogue and engament
• Students must be involved/
engaged to the learning process
and have grit
• Opportunities have to be given to
construct students own and
autentic learning
• (Personal) guidandce and
counselling is needed instead of
automated messages
• Shorter and tailor made courses
are needed
• MOOC platforms should be
developed for collaborative
learning
• How to use Social Constructivism
approach and cognitive principles?
• And how to live with MOOCs
and love them?

The document discusses a MOOC course designed for vocational and further education educators to deepen their knowledge of individualization and individual study plans. The course used a combination of cMOOC and mOOC models on a learning management system and was structured using the DIANA pedagogical model. It enrolled 155 students but only 6 study groups completed the final assignment. Reasons for the low completion rate included the timing of the course at the end of the school year, difficulties forming study groups on the learning management system, and needing more guidance and counseling.

Wanted MOOC pedagogy OEB 2015

Sanna Ruhalahti

The document discusses a MOOC course designed for vocational and further education educators to deepen their knowledge in individualization and individual study plans. 155 students enrolled across 14 groups, but only 5 groups with 23 students remained active after 4 weeks. 6 groups completed the final assignment. While 11 students received a digital badge, not all 16 applicants received one. The course used a combination of cMOOC and mOOC models with a structured learning process based on the DIANA pedagogical model. The summary discusses how to apply socio-constructivist learning principles in MOOCs and retain student engagement and collaboration over the long term.

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