eMOOCs for Personalised Online Learning: A Diversity Perspective

eMOOCs for Personalised Online Learning:

A Diversity Perspective

Tanja Jadin & Martina Gaisch

Underlying Rationale

Demographic Diversity

Micro cultural approaches vs. macro culture

Big 6 (age, gender, sexual orientation, ethnicity, ideology, disability)

Diversity management

Cognitive Diversity

Differences in perceptual processes, interpretation, problem-solving strategies

leads to informed decision making, enlarged problem solving skills, more creative and

innovative solutions in groups

Positive impact on team decisions, reduced socio-emotional conflict

Learning differences: strategies, preferences

Trialogical Learning

Collaborative knowledge building

Inquiry and problem-based learning on a shared object

EMOOCs 2016, Graz 2

Method

Desktop research: review of existing instructional

design approaches

Drawing on collaborative & constructivist learning

individual differences are in line with the constructivist learning

paradigm (including MOOCs)

Main results were collected and a criteria catalogue was developed

for the instructional design of an eMOOC

Main set of criteria taken from Karagiorgi & Symeou (2005), Guàrdia,

Maina, & Sangrà (2013), Johnson & Aragon (2003), Jonassen &

Grabowski (1993)

EMOOCs 2016, Graz 3

EMOOCs 2016, Graz

Instructional Design for

eMOOCS

4

EMOOCs 2016, Graz

Profiling

Individual learning

preferences

Previous knowledge base

Excpected learning

outcomes

Learning goals

Relevant for team building

and reflection

5

EMOOCs 2016, Graz

Forming & Contextualisation

Team building based on

profiling

Advanced organisers and

structured overview

Individual content

selection

Different learning paths

and scaffolding for

learners (facilitators are key)

6

EMOOCs 2016, Graz

Problem Outline & Common

Ground

Introduction of the

problem in form of

shared objects (can be

an idea, a task, a product..)

Common ground is a

prerequisite for shared

views (expectations,

experiences)

7

EMOOCs 2016, Graz

Exploration

Content exploration

from a multitude of

perspectives

Supportive role of

facilitator

Cognitive and

collaborative tools

Overview of the

problem outline

8

EMOOCs 2016, Graz

Joint Collaboration

Working on the

shared object

Working in small

groups to develop a

first prototype, a

concept

Crucial: role of the

facilitator

9

EMOOCs 2016, Graz

Peer Review & External

Feedback

Presenting the shared

object to other groups

Getting feedback from

external experts

Reflective process,

including feedback in

phase 7

10

EMOOCs 2016, Graz

Modification

Based on the

previous phase and

critical reflection the

shared object will be

further developed and

improved

Facilator serves as

mediator and

provides support

Results are published

and shared through

social media

11

EMOOCs 2016, Graz

Reflection

Collaborative

reflection on the team

results

Individual reflection

regarding the learning

goals and expectation(in line with initial profiling)

12

Reflection and Discussion

Instructional design for personalised online learning

and collaborative knowledge creation

Further research is needed to test and evaulate this

framework

Role of shared artifacts and mediating tools in learning with

MOOCs

Role of demographic and cognitive diversity

MOOC or not MOOC? Follow or leave the paths?

EMOOCs 2016, Graz 13

If we teach today as we taught

yesterday, we rob our children of

tomorrow. (John Dewey)

Prof.(FH) Mag. Dr. Tanja Jadin & Mag. Dr. Martina Gaisch

University of Applied Sciences Upper Austria

[email protected]

[email protected]


mailto:[email protected]

mailto:[email protected]

References

Guàrdia, L., Maina, M., & Sangrà, A. (2013). MOOC design principles: A pedagogical ap-

proach from the learner’s perspective. eLearning Papers, (33).

Johnson, S.D. & Aragon, S. (2003). An instructional strategy framework for online

learning environments. New Directions for Adult and Continuing Education, 11, 31-43.

Jonassen, D. H., & Grabowski, B. (1993). Individual differences and instruction. New

York: Allen & Bacon.

Karagiorgi, Y. & Symeou, L. (2005). Translating constructivism into instructional design:

Potential and limitations. Journal of Educational Technology & Society, 8(1), 17-27.


eMOOCs for Personalised Online Learning: A Diversity Perspective

Education

Transcript of eMOOCs for Personalised Online Learning: A Diversity Perspective