EMOOCs 2014 Research Track 4_Jadin
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Transcript of EMOOCs 2014 Research Track 4_Jadin
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Extending the MOOCversityA Mulit-layered and Diversified Lens for MOOC Research
Tanja Jadin & Martina Gaisch
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What about different
cultures?
In terms of learning
culture, institutionalculture, cultural
differences?
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Short Overview
Learning Culture & MOOCs
Behaviorism and xMOOCs
Drill & Practice, programmed instruction: quizzes and immediate feedback
Changing behavior through reinforcement
Connectivism and cMOOCs
To know where the information can be foundImpact of networks
Considering more tools for collaborating, communication and learning
Constructivism and Web 2.0
Inquiry and problem-based learning
Situated learning
Learning in groups
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Trialogical Learning(Paavola, Lipponen and Hakkarainen (2004)
Based on Cultural-Historical Activity Theory (CHAT) including the work
of Engestrm (expansive learning), Nonaka and Takeuchis's model of
knowledge creation and the theoretical considerations of Scardamelia
and Bereiter (knowledge building)
Three metaphors of learning:the acquisition metaphor: individual learning, learning facts
the participation metaphor: interaction with others
the knowledge-creation metaphor: interaction through shared objects
In the sense of cultural psychology and the approach of trialogical
learning, MOOCs can be enhanced through the deliberately use ofshared artifacts and knowledge creation.
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Shared Artifacts in MOOCs
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Picture by Ana Paula Pellegrino
MOOC The Future of
Storytelling (iversity).
Creative task of the
week:Think about what you
remember most about
stories
Shared artifactwith 90 comments
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Introduction of Enhanced MOOC
Enhanced means
considering knowledge creation through collaborative development of
shared artifacts
transforming social practices during learning by incorporating culture-sensitive material
diversified and customized learning material
culture-sensitive distribution of content
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Cultural Difference (Hofstede et al., 1991, Hall, 1984)
Individualism vs. Collectivism
Individualism: everyone is expected to look after himself/herself
Collectivism: strong ties between individuals, strong in-groups
High Context vs. Low-Context
High Context: the information is coded in the message, need to readbetween the lines
Low-Context: the information is explicitly given, no reading between the
lines necessary
Considerations of Space
Personal space, proximity, intimacy
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xMOOCs cMOOCs eMOOCs
LearningMetaphor
Knowledge Acquisition Knowledge Participation Knowledge Creation
Learning
Approach
Behaviorism Connectivism Constructivism and
Cultural Psychology
Focus Concepts, Facts Collaboration Shared Objects,
Mediated Artifacts
Learning
Environment
Video Lecture
Quizzes, Peer Grading,Discussion Boards
Video Lecture
incl. Web 2.0 i.e. Blogs,Microblogs; Social Media
Diversified and
Customized LearningMaterial;
Culture-sensitive
Content
Culture Epistemological Culture,
in a Technical Tradition
(ICT, Mathematics)
Low-context
More Pedagogically
Driven, in the Tradition of
the e-learning Community
High-context
Epistemologically
Diverse, both
Pedagogically and
Culturally Driven,
Based onPsychological Theories
Low-context and High-
context
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Summary
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Reflection and Discussion
Further research is needed to test our assumptions
Role of shared artifacts and mediating tools in learning with MOOCs
Considering different cultures and their acceptance and usage of
MOOCs
What about offering different possibilities of learning in line with the
dimensions stated?
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If we teach today as we taught
yesterday, we rob our children of
tomorrow. (John Dewey)
Prof.(FH) Mag. Dr. Tanja Jadin
University of Applied Sciences Upper Austria
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mailto:[email protected]:[email protected] -
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References
Hall, E. T. (1984). The dance of life: The other dimension of time. New York: Anchor
Books.
Hofstede, G., Hofstede, G. J., & Minkov, M. (1991). Cultures and organizations: Software
of the mind(Vol. 2). London: McGraw-Hill.
McAuley, A., Stewart, B., Siemens, G. & Courmier, D. (2010). The MOOC Model forDigital Practice. Retrieved from http://davecormier.com/edblog/wp-
content/uploads/MOOC_Final.pdf
Paavola, S., Lipponen, L. & Hakkarainen, K. (2004). Models of Innovative Knowledge
Communities and Three Metaphors of Learning. Review of Educational Research, 74(4),
pp. 557-576.
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