Teaching Presence in MOOCs: Perspectives and Learning Design Strategies
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Paper presentation at #NLC2016 with my colleague Apostolos Koutropoulos. The abstract and full paper are available here: http://www.networkedlearningconference.org.uk/abstracts/koseoglu.htm
![Why?
[Pedagogy] has been
noticeably under-
represented” in the MOOC
discourse (Bayne & Ross,
2014, p. 4).
Teachers’ roles in MOOCs
are “both significant and
neglected” (2014, p. 18).](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
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Teaching Presence in MOOCs: Perspectives and Learning Design Strategies
- 1. Teaching Presence in MOOCs Perspectives and Learning Design Strategies Suzan Koseoglu Apostolos Koutropoulos
- 2. Why? [Pedagogy] has been noticeably under- represented” in the MOOC discourse (Bayne & Ross, 2014, p. 4). Teachers’ roles in MOOCs are “both significant and neglected” (2014, p. 18).
- 3. What is teaching presence? It’s a shifting and evolving concept that is tied to the organization of learning and the learning ecology itself (Rodgers & Raider-Roth, 2006).
- 6. Teaching presence is more than synchronicity, direct communication, or visibility through multimedia; rather, it is about creating and maintaining a meaningful and receptive relationship with learners.
- 7. ...or among “esteemed co-learners” (Rheingold, 2014).
- 8. awareness...
- 9. empathy...
- 10. “...to be in connection with another human being a person needs to see and be seen by the other.” (Rodgers & Raider Roth, 2006, p. 274)
- 11. which leads us to… hybrid presence
- 12. One that is not firmly set in either teacher presence, or learner presence, but rather somewhere in between. Hybrid Presence briefly defined: https://youtu.be/BCoGkmDAo8U
- 13. Teachers can have complex and multidimensional roles in networked learning including “aggregating, curating, amplifying, modelling ... coaching or mentoring” (Kop, Fournier, & Mak , 2011). Some roles that cross boundaries: https://youtu.be/BTHXKbLmXjQ
- 14. Also through aggregating, remixing, repurposing, and feeding forward (Siemens and Downes, 2011), learners can, in fact, shape the course as much as, and perhaps more than, the instructor. Video link (facilitating factors for HP): https://youtu.be/F3qj8kAxL9o
- 21. You cannot possibly know every individual or see every blog post, comment, or tweet. This often means that you will miss some things, and in missing them, miss entire consequences built upon them. So there will also always have to be a humility of knowing we do not know. (Bali, 2015)
Hinweis der Redaktion
- We need teachers. [pedagogy] has been noticeably under-represented” in the MOOC discourse (p. 4). Furthermore, teachers’ roles in MOOCs are “both significant and neglected” (2014, p. 18).
- Note: For a brief discussion of different perspectives on Teaching Presence check our paper. In this presentation we focus on the learning design strategies.
- Differences in learning contexts, how that impacts TP: In MOOCs learning can be tightly organized...prescribed, predictable... linear progress from point A to B... individualized...
- Or it can be chaotic...communal...highly connected. TP looks different in such contexts than in a tightly choreographed context.our focus is networked learning environments.
- teaching presence encompasses both awareness and….
- ...empathy Meredith Hutchison (International Rescue Committee) asked Syrian girls who are refugees in Jordan what they want to be when they grow up. . http://edition.cnn.com/2016/02/16/middleeast/syria-battle-north/
- It’s a mutual process...
- Inspiration from: Neuroplasticity, or brain plasticity, refers to the brain's ability to CHANGE throughout life. The human brain has the amazing ability to reorganize itself by forming new connections between brain cells (neurons)
- ...An artist's studio (master/apprentice). No lecturing, but everyone works on the subject at hand (the model) and everyone critiques everyone else's work (and offers a hand when needed).
- UNIV200: The instructors of the course blogged along learners and encouraged open reflection and transparency throughout the course and beyond.
- UNIV200: The instructors of the course blogged along learners and encouraged open reflection and transparency throughout the course and beyond.
- Published on May 30, 2014 A welcome to our section trailer. A way of being present online, authentic identity. Not for facilitation or for directing “cognitive and social processes.” Doesn’t aim to control or establish authority.