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Mooc 입문기 20140418
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2016 MOOC to Blended; pedagogies & personalised learning

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Slide deck providing an overview of MOOC & blended learning. Including personalized, social and individual learning benefits. This deck provides an overview of the pedagogies used by iMinds to design courses that strengthen professional learners. Practical guidelines and theoretical frames are described briefly.

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2016 MOOC to Blended; pedagogies & personalised learning

  1. 1. MOOC to Blended Pedagogies & Personalising Learning Inge (Ignatia) de Waard
  2. 2. MOOC experiences differ: what’s yours? 2 Which platform? How much content did you cover? What did you like the most? What did you hate?
  3. 3. Natural learning … => Social component: social & individual learning => Individual preferences: content, context and familiarity => Motivation translates in Emotions Challenges to reach a mental state of accomplishment Learning is in our genes
  4. 4. What is a MOOC? SPOC • Massive: no limits for enrolment (Small) • Open: publicly accessible (Private) • Online: all the content and discussions shared online • Course: a stand-alone or part of training/curriculum, certificates or not…
  5. 5. The Numbers Trap Enrollment numbers aren’t useful. MOOC numbers break down report (MITX + HarvardX)
  6. 6. MOOC as mandatory curriculum
  7. 7. Why do learners enrol? More committed enrolment: personal or professional need Less committed enrolment: Leisure learners, unclear expectations, loosely interested (format or content)
  8. 8. Practical guidelines we use
  9. 9. Free versus paid • Same learning preference • Different expectations ROE => paid must meet expectations • Quality Assured courses => different contexts, different needs
  10. 10. Golden rules • Simple to complex • Start with a simple exercise to boost confidence • Create for complexity (= personalisable tasks) to ensure ROE
  11. 11. Feedback frequent & meaningful • Learners choose what to learn: feedback must be efficient = where to find answers within or outside course • Feedback needs to be specific: add to knowledge gap
  12. 12. LMS – Cohort Learning – Open Learning • LMS: learning path => step by step content release • Cohort Learning => weekly content release • Open Learning: content free and accessible at all times.
  13. 13. Individual learning • Most common type of learning. Reflection, critical selection of information, based on preferred actions. Quickest in terms of information absorption. • But limited to the learner’s views and actions to reach solutions. Limited to their own experiences, capacities.
  14. 14. Social learning enriches • Authentic experiences • Latest information from authentic environments • Multiple solutions depending on contexts • Additional reflections on the learners own experience & why they solved something their way.
  15. 15. iMinds approach: Increased specialized learning MOOC & SPOC • Basic content Blended • WS, context specific 1 on 1 • Specialised
  16. 16. Theoretical frames on which we build
  17. 17. Personalised learning
  18. 18. MOOC learning = Informal, Personal Learning Personal learning? • Learning goals • (Intrinsic) motivation
  19. 19. Learner retention? Valued learner outcomes Functional assessments, quizzes & tasks Personalized content and tasks Challenging material, clear learning goals
  20. 20. Keeping learners engaged? Personal learning goals & needs are met : • Continuity throughout a course • Clear descriptions • Relevant feedback • Personalized tasks/assignments • Learning from fellow learners/peers/tutors
  21. 21. Self-directed learning Self-directed learning (SDL) e.g. in professional MOOCs Milligan, LittleJohn, 2014), self-esteem, motivation & ‘Big 5 traits’ paper , Furnham, Monsen, Ahmetaglu, 2010) • Give clear instructions and descriptions • High expectations (Meece, Anderman & Anderman, 2006): e.g. multiple tests, big overview (cut off certificate: 85%) • Use social cognitive constructs 21
  22. 22. Social and individual learning • Social learning increases understanding of content: multiple viewpoints, related contexts • Individual learning is reoccurring: starting point (prior knowledge), mid-point (reflection), final conclusion (rational & interpretation)
  23. 23. Social learning & serendipity 21th century learning is social and collaborative, trust: existing knowledge resides in all adult learners: many experts strengthen each other Let the learners come up with ideas that help them.
  24. 24. MOOC & Blended learning skills Digital & communicative skills, self-regulated / self- determined learning 24
  25. 25. Useful contemporary pedagogy
  26. 26. Merrill’s First Principles of Instruction •Demonstrate new information •Encourage learners to practice skills •Connect to prior knowledge •Integrate newly acquired knowledge in their context Integration Activation DemonstrationApplication Problem to be addressed
  27. 27. Align learning objectives & assessment Meaningful learning outcomes Assignments & feedback Content Learning objectives
  28. 28. Course design: evaluate knowledge 28
  29. 29. Assessment & certification • Certificate or not? • Self-assessment options: highest score, how many times can they take a test? • Uploading documents/groupwork ? Understanding new information Test scores: +85% Taking part in discussions 29
  30. 30. Certification? Credits are an option (based on face-to-face assignments, study hours…). Job options: Nano degrees. Higher Ed initiative: Global Freshman Academy. Or group various MOOCs: EdX XSeries Programs
  31. 31. Balancing Complexity and Capacity Juggling: personal needs, preferences, assessments, goals…. Complex
  32. 32. Learning: different speeds according to learning needs & complexity Known paradigms • Simply providing content through a MOOC does not work (just like eLearning: “we built it, but no one comes” • Wikipedia is good for content only, learning demands active complexity increase
  33. 33. Old school: Bloom’s taxonomy Course goal = mix & match of relevant tasks
  34. 34. Learner retention = providing growth We learn because we like to solve problems = grow • The Flow: Mihaly Csikszentmihaly • Directed Motivational Currents: Zoltan Dornyei
  35. 35. The Flow
  36. 36. Directed Motivational Currents
  37. 37. MOOC distinctions in Learning
  38. 38. Key enablers/inhibitors for Learning: Motivation & learning goals • Intrinsic motivation: content relevancy increases retention • If personal/professional learning goals are met, learner is willing to move forward in the MOOC
  39. 39. Enabling personalised learning • Increase ease of organising the learning experience • Provide transparent learning analytics (learner dashboard) • Design for personalised action (learner characteristics)
  40. 40. Organising learning (e.g. iMinds academy) 40
  41. 41. Learning analytics & MOOC LAK conference and research (2016 info) Learning analytics necessities paper here
  42. 42. Learner characteristics Self-esteem, confidence, socially or individually inclined, perseverance…
  43. 43. Concluding: Knowledge sticks if… • We acknowledge expertise • We provide links our own learning needs • It resonates with prior experiences (people & content) • It gives us a thrill to learn it (the Flow) • It challenges us (Directed Motivational Currents)
  44. 44. The learner must get something out of it • Every learning journey is personal • Everyone has a specific learning need (professional/personal) • Everyone has expectations before joining a course/class/workshop • You are the enabler => use generic assignments
  45. 45. Contact … 45 E-mail: ingedewaard (at) gmail.com Blog: ignatiawebs.blogspot.com Twitter: http://twitter.com/Ignatia Publications: http://www.ingedewaard.net/pubconsulpres.htm Presentations: http://www.slideshare.net/ignatia linkedIn: http://www.linkedin.com/in/ingedewaard

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