2016 mooc to blended; pedagogies & personalised learning
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MOOC to Blended Pedagogies
& Personalising LearningInge (Ignatia) de Waard
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MOOC experiences differ: what’s yours?
Which platform?How much content did you cover?What did you like the most? What did you hate?
Natural learning …
=> Social component: social & individual learning=> Individual preferences: content, context and familiarity=> Motivation translates in EmotionsÞChallenges to reach a mental state of accomplishment
Learning is in our genes
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…
The Numbers Trap
Enrollment numbers aren’t useful.MOOC numbers break down report (MITX + HarvardX)
MOOC as mandatory curriculum
Why do learners enrol?
More committed enrolment: personal or professional need Less committed enrolment: Leisure learners, unclear expectations, loosely interested (format or content)
Practical guidelines we use
Free versus paid
• Same learning preference• Different expectations ROE => paid must meet expectations• Quality Assured courses => different contexts, different needs
Golden rules
• Simple to complex• Start with a simple exercise to boost confidence• Create for complexity (= personalisable tasks) to ensure ROE
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
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.
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.
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.
iMinds approach: Increased specialized learning
MOOC & SPOC• Basic content
Blended• WS, context
specific
1 on 1• Specialised
Theoretical frames on which we build
Personalised learning
MOOC learning = Informal, Personal Learning
Personal learning?• Learning goals• (Intrinsic) motivation
Learner retention?
Valued learner outcomesFunctional assessments, quizzes & tasksPersonalized content and tasksChallenging material, clear learning
goals
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
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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
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)
Social learning & serendipity
21th century learning is social and collaborative, trust: existing knowledge resides in all adult learners: many experts strengthen each otherLet the learners come up with ideas that help them.
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MOOC & Blended learning skills
Digital & communicative skills, self-regulated / self-determined learning
Useful contemporary pedagogy
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
Align learning objectives & assessment
Meaningful learning outcomes
Assignments & feedback
Content
Learning objectives
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Course design: evaluate knowledge
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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
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
Balancing Complexity and Capacity
Juggling: personal needs, preferences, assessments, goals…. Complex
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
Old school:Bloom’s taxonomy
Course goal = mix & match of relevant tasks
Learner retention = providing growth
We learn because we like to solve problems = grow• The Flow: Mihaly Csikszentmihaly• Directed Motivational Currents: Zoltan Dornyei
The Flow
Directed Motivational Currents
MOOC distinctions in Learning
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
Enabling personalised learning
• Increase ease of organising the learning experience• Provide transparent learning analytics (learner dashboard)• Design for personalised action (learner characteristics)
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Organising learning
(e.g. iMinds academy)
Learning analytics & MOOC
LAK conference and research (2016 info)Learning analytics necessities paper here
Learner characteristics
Self-esteem, confidence, socially or individually inclined, perseverance…
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)
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
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