Slide deck providing an overview of MOOC & blended learning. Including personalized, social and individual learning benefits. This deck provides an overview of the pedagogies used by iMinds to design courses that strengthen professional learners. Practical guidelines and theoretical frames are described briefly.
2016 MOOC to Blended; pedagogies & personalised learning
1. MOOC to Blended Pedagogies
& Personalising Learning
Inge (Ignatia) de Waard
2. MOOC experiences differ: what’s yours?
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Which platform?
How much content did you cover?
What did you like the most? What did you hate?
3. Natural learning …
=> Social component: social & individual learning
=> Individual preferences: content, context and familiarity
=> Motivation translates in Emotions
Challenges to reach a mental state of accomplishment
Learning is in our genes
4. 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…
7. Why do learners enrol?
More committed enrolment: personal or professional need
Less committed enrolment: Leisure learners, unclear expectations,
loosely interested (format or content)
9. Free versus paid
• Same learning preference
• Different expectations ROE => paid must meet expectations
• Quality Assured courses => different contexts, different needs
10. Golden rules
• Simple to complex
• Start with a simple exercise to boost confidence
• Create for complexity (= personalisable tasks) to ensure ROE
11. 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
12. 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.
13. 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.
14. 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.
20. 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
21. 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
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22. 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)
23. Social learning & serendipity
21th century learning is social and collaborative, trust: existing knowledge
resides in all adult learners: many experts strengthen each other
Let the learners come up with ideas that help them.
26. 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
29. 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
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30. 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
31. Balancing Complexity and Capacity
Juggling: personal needs, preferences, assessments, goals…. Complex
32. 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
34. Learner retention = providing growth
We learn because we like to solve problems = grow
• The Flow: Mihaly Csikszentmihaly
• Directed Motivational Currents: Zoltan Dornyei
38. 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
39. Enabling personalised learning
• Increase ease of organising the learning experience
• Provide transparent learning analytics (learner dashboard)
• Design for personalised action (learner characteristics)
43. 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)
44. 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