ENTER 2014 Research Track Slide Number 1

MOOCs’ pedagogy

• Elearning - MOOCs

• Collaborative learning

• Competencies

• Pros and cons.

ENTER 2014 Research Track Slide Number 2

MOOC PedagogyUOC vs MOOC Model (I)UOC mOOC

HE courses, mandatory, 14-16 weeks

Introductory course, voluntary, 6 weeks

Official tuition fees Free

Virtual Campus classroom, proprietary, “closed”

Wordpress + plugins (rating), open, manipulable

15-75 students per classroom, one teacher + additional support

500 preinscribed, no need to register, 1 organizer + 5 experts

Mostly textbooks, some open, a few videos and simulations

Some readings, “homemade” videos, BYOResources, OPEN

Continuous evaluation, proposed scheduling, teacher feedback

Mostly discussions, adaptive scheduling, partial feedback

Official accreditation No accreditation

ENTER 2014 Research Track Slide Number 3

Collaborative learning

• Social Identity Model

• new motivation to participate in SN

• Cognitive absorption is necessary

• How individual is captivated by ITC

• Beliefs and intention to use influence participation

ENTER 2014 Research Track Slide Number 4

Collaborative learning

• Social Cognitive Theory (Bandura)• Behaviour depends on

• influence of the system• personal conditions (expectancies, beliefs,..)

• Behaviour affects knowledge acquisition (learning)

• Personal conditions affected by emotions, self-efficacy

• Knowledge generation depends on social capital and social cognition

ENTER 2014 Research Track Slide Number 5

Collaborative learning

•Shared vision is important to exchange knowledge•Shared knowledge facilitates participation•Emotional identification

• Fosters intention to keep a stable relation• promotes loyalty• motivates knowledge exchange

•Fussion effects (cohesion) incentivates identification with the group

ENTER 2014 Research Track Slide Number 6

Improving competencies

Collaborative elearning includes the use and improvement of competencies related to a social and networked society

1.Adopt attitudes and behaviours according to ethics and responsibility2. Search, identify, organize and use appropriately the information3. Analyze, organize and plan the elearning activity4. Critical and synthetic analysis5. Team work and networked in multidisciplinary environment6. Negotiation7. Communicate correctly (written and oral) in the own language and in foreign language8. Use and apply ICT in the professional and academyc environment9. Entrepreneur and innovative behaviour

ENTER 2014 Research Track Slide Number 7

MOOCs as collaborative learning courses

Do MOOCs foster the acquisition and use of collaborative l competencies ?

Can MOOCs integrate these competencies?

Is it possible to practice these competencies in big massive environments as MOOCs?

ENTER 2014 Research Track Slide Number 8

MOOC PedagogyUOC vs MOOC Model (II)

The best of two worlds (improving UOC)

More videos (but not only videos)

More self-assessment + rapid feedback

More student participation (even as teachers) + P2P evaluation

More flexible scheduling (i.e. evaluation)

Some drawbacks

“Advanced compiler construction” cannot be massive!!!

Continuous evaluation (accreditation) needs tight dates if teacher feedback is provided, unless individualized