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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