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Designing MOOCs to Support Use of Different Types of Knowledge Resources
in Learning Anytime, AnywhereOEGlobalConference2016
Krakow,PolandEstherTan&ChristianM.Stracke
1. ResearchContext2. TheoreticalFramework3. CaseStudy
§ Researchdesign§ Dataanalysis§ Datafindings
4. Discussion&Conclusion
Presentation Outline
ExploreMOOCtosupportlearninganytime,anywhereHarnessaffordancesofMOOCs&mobiletechnologiestoconnectremotelearners&learnersonlocationtocontextualizeandconcretizethelearningexperience.(Sharples,Kloos,Dimitriadis,Garlatti &Specht,2015)
ResearchContext
1. OutdoorLearningasEnvironmentalInteraction&SituatedLearning§ Technologicalaffordancesredefineslearningspaces:
“…learninganytime,anywhere” (Milrad &Spikol,2007)§ Thesituatedness ofthelearningexperiencein
Outdoorlearning(Kerawalla etal.,2012)&Mobilelearning(Sharples,Taylor&Vavoula,2007)
§ “knowingasactivitybyspecificpeopleinspecificcircumstances”(Lave&Wenger,p.52)
***Thecriticalityofunderstandinglearners’interactionwiththespecificlearningcontexttocreateandconstructknowledgeinthemeaning-makingprocess.
Theoretical Framework
2. KnowledgeResourcesforSituatedLearning
Theoretical Framework
Prior knowledge
New Conceptual Knowledge
Contextualknowledge
Figure1:Knowledgeresourcesincollaborativemeaning-makingprocess(Fischer&Mandl,2005)
Learning materials &
information on a given topic
Existing knowledge
learners possess on a given topic
New theoretical concepts owing to interaction with the situated learning
context
Participants(FutureSchool@SingaporeProject)§ SchoolofScience&Technology§ 2classesofsecondarytwostudents§ Highability(GroupA)& mixedability(GroupB)
CaseStudy
Process-orienteddesigntoframelearners’discourseandinteractionwiththeenvironmentandwithpeers
1. Learningobjectives2. TaskType3. Levelofpre-structuring4. Technologymediation
ResearchDesign
1. Learningobjectives:§ Inquiry-basedLearning:BIGQuestion
(BIG:BeyondInformationGiven)§ CollaborativeKnowledgeBuilding§ Integratedconceptualunderstanding
(History,Geography&Biology)
ResearchDesign
BIGQuestion:Whydoescivilisationbeginatthemouthofariver?
ResearchDesign
Figure2:SingaporeRiverMysteryTrail
2. TaskType:§ Taskstructuredness:
well-structuredtoill-structuredtask
ResearchDesign
Tasktype Descriptionoftasks
Performative 1.MeasuretheriverwaterconditionsKnowledgeGenerative 2.Describetheidealwaterconditions
KnowledgeSynthesis 3.Discusstheimportanceofwaterquality
3. Levelofpre-structuring§ Positionthelearningtrailaspartofformal
curriculumwithpre&post-trailphase§ Provideanunstructuredactivityforsmallgroups
topursuetheirownresearchinquiriesafterthecompletionofalltrailactivities
ResearchDesign
Pre-TrialTune-in Activity
In-TrailActivities
Post-TrialSummary of learning
4. Technologymediation§ Web-basedplatformhostingtrailactivities§ Virtualfacilitation:broadcastalert&feedback§ Data-loggers&iPadwithembeddedapps
ResearchDesign
Figure3: Students measurewaterconditionsandenterresponses intheweb-basedplatform
1a.Whattypesofknowledgeresourcesdolearnersuseinthemeaning-makingprocessinasituatedlearningcontext?
1b.HowcanwedesignMOOCstosupportthemeaning-makingprocessandtoenhancethequalityofthelearningexperiencesof‘anytime,anywhere’?
ResearchQuestions
DataSource§ Audiofootage:verbatimtranscription§ Videofootage§ Fieldnotes
DataAnalysis§ Contentanalysis:useofsemanticboundaries,i.e.,
discussionthreads,ideasandturnoftalkstodefineanunitofanalysis(Chi,1997)
§ Codingschemeoncontentdimension(Fischer&Mandl,2005)toinvestigatetheuseofdifferentknowledgeresourcetypes
DataSource&Analysis
DataFindings
Figure4:FrequencyofKnowledgeResourcesTypesUsedinGroupDiscourseNote: CR= Contextual Resources, NCR= New Conceptual Resources, CR & NCR = Relations betweenContextual Resources and New Conceptual Resources, PKR = Prior Knowledge Resources, CR & PKR =Relations between Contextual Resources & Prior Knowledge Resources.
§ BothgroupsshowedhighusageofCRascomparedtootherknowledgeresourcetypes
§ BothgroupsgeneratedhighernumberofCR&NCRstatementsthanCR&PKRstatements
§ BothgroupsshowedthatCR&interactionwiththephysicalenvironmentplayasignificantroleinlearners’abilitytodevelopNCR
§ DevelopmentofNCRiscontingentontheinteractionwiththerichphysicalaffordances
DataFindings
1. LearningAnytime,Anywhere(SituatedLearning)§ Involves(environmental)interactionwithaspecificcontext§ Involvesre-contextualisation&concretisingthedifferent
typesofknowledgeresourcesinthatspecificcontext
2. DesignMOOCstosupportsituatedlearningcontext,i.e.,toconnectMOOCslearners&learnersonsite§ Includesprovisionofabaselinecontextualresources§ Includessupportingdevelopmentofnewcontextualresources§ Includesscaffoldingdevelopmentofnewconceptualresources
tofacilitatetheco-constructionofnewknowledgeand/oradvancingknowledge
Discussion&Conclusion
§ Fischer,F.&Mandl,H.(2005).KnowledgeConvergenceinComputer-SupportedCollaborativeLearning:theRoleofExternalRepresentationTools.TheJournaloftheLearningSciences,14(3),405-441.
§ Lave,J.&Wenger,E.(1991).Situatedlearning:Legitimateperipheralparticipation.Cambridge:CambridgeUniversityPress.
§ Milrad,M.,&Spikol,D.(2007).Anytime,anywherelearningsupportedbysmartphones:ExperiencesandresultsfromtheMUSISproject.JournalofEducationalTechnology&Society,10(4),62-70.
Reference
§ Orion,N.,&Hofstein,A.(1994).Factoringthatinfluencelearningduringascientificfieldtripinanaturalenvironment.JournalofResearchinScienceTeaching,31(10),1097-1119.
§ Sharples,M.,Taylor,J.,&Vavoula,G.(2007).ATheoryofLearningfortheMobileAge.InR.AndrewsandC.Haythornthwaite (Eds.),TheSageHandbookofElearning Research (pp.221-247).London:Sage,
§ Sharples,M.,Kloos,C.D.,Dimitriadis,Y.,Garlatti,S.,&Specht,M.(2015).MobileandAccessibleLearningforMOOCs. JournalofInteractiveMediainEducation,2015(1).
Reference
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