Wanted: MOOC Pedagogy

Case: Making Learning Personal@somesanna@akorhonen

Sanna RuhalahtiSenior LecturerHAMK School of Professional Teacher Education@somesanna

Anne-Maria KorhonenSenior LecturerHAMK School of Professional Teacher Education@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 PersonalThe 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).

Collaborative tools (study groups)

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?

Why the course? Time spended

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

Module 1.

Module 2.

Module 3.

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?