SELF-PACED AND LEARNING THROUGH CO-CONSTRUCTION IN MOOCS PAULA HODGSON & BETTY HUI THE CHINESE UNIVERSITY OF HONG KONG

Transcription

1 SELF-PACED AND LEARNING THROUGH CO-CONSTRUCTION IN MOOCS PAULA HODGSON & BETTY HUI THE CHINESE UNIVERSITY OF HONG KONG

2 OUTLINE Background of the study Platforms for massive open online course (MOOC) Types of MOOC Advantages and disadvantages of self-paced and weekly structured MOOCs Learning opportunities Design principles

3 BACKGROUND OF THE STUDY Ten MOOCs from three platforms (edx, coursera, FutureLearn) offered between 2014 and Learners can work towards certification for individual or series in MOOCs.

4 TYPES OF MOOC Weekly tasks: Leaders of Learning Assessment and Teaching of 21 st Century Skills Inspiring Leadership through Emotional Intelligence Making Sense of News Teach English Now! Foundational Principles Teach English Now! Theories of Second Language Acquisition Teach English Now! Lesson Design and Assessment Getting Started with Essay Writing

5 TYPES OF MOOC Self-paced: A Beginner s Guide to Writing in English for University Study. ContractsX: From Trust to Promise to Contract.

6 Platform University Course title Educator(s) Specialization edx Harvard University Leaders of Learning Richard Elmore coursera The University of Assessment and Teaching of 21st Century Patrick Griffin Melbourne Skills FutureLearn University of Reading A Beginner s Guide to Writing in English for Steve Thomas University Study edx University of Hong Making Sense of News Masato Kajimoto Kong edx Harvard University ContractsX: From Trust to Promise to Contract Charles Fried coursera Case Western Reserve University Inspiring Leadership through Emotional Intelligence Richard Boyatzis coursera Arizona State University Teach English Now! Foundational Principles Dr Shane Dixon Dr Justin Shewell Andrea Haraway coursera coursera coursera Arizona State University Teach English Now! Theories of Second Language Acquisition Arizona State University Teach English Now! Lesson Design and Assessment University of California, Irvine Dr. Shane Dixon Dr. Justin Shewell Jessica Cinco Dr. Shane Dixon Dr. Justin Shewell Jessica Cinco Inspired Leadership Specialization (4 courses + capstone) TESOL Certificate, Part 1: Teach English Now! TESOL Certificate, Part 2: Teach English Now! TESOL Certificate, Part 3: Teach English Now! Getting Started with Essay Writing Tamy Chapman Academic English: Writing Specialization Course 2

7 LEARNING WITH GLOBAL LEARNERS

8 ADVANTAGES AND DISADVANTAGES OF SELF- PACED COURSES Working on the content with my own sequence

9 ADVANTAGES AND DISADVANTAGES OF SELF- PACED COURSES Working on the content with my own pace

10 ADVANTAGES AND DISADVANTAGES OF SELF- PACED COURSES Complete all tasks in just over ONE week, although it is set for eight weeks of study.

11 ADVANTAGES AND DISADVANTAGES OF SELF- PACED COURSES Speedy completers Can read fairly few postings in the forum activities. May not be able to proceed with peer review. Won t read top-scoring responses (many peers have not done the assignment yet). Late starters Receive weekly reminders. Many postings to catch up. Miss deadlines on assignments. Miss resubmission in failing assessment tasks (a requirement to pass all the graded tasks). Sparkle starters Start working on week one only. May have low priority in working through the topics.

12 ADVANTAGES AND DISADVANTAGES OF WEEKLY STRUCTURED COURSES Learners can learn through organized weekly tasks for four to eight weeks. Manageable amount of time setting for study, i.e. 1 2 hrs or 3 4 hrs per week (half day or less commitment). Learners have opportunities to communicate/interact better with global learners.

13 ADVANTAGES AND DISADVANTAGES OF WEEKLY STRUCTURED COURSES Learners can only complete a MOOC within a set time. Working adult learners may not be able to spare time when on a weekly basis.

14 ONLINE TASKS Required Quizzes (formative and summative) Writing assignments with peer assessment Forum discussion Optional Reading Assessment task [project; quiz for bonus] Voluntary Forum discussion Reflection Self-assessment

15 REQUIRED TASK FOR SUMMATIVE ASSESSMENT

16 REQUIRED TASK FOR SUMMATIVE ASSESSMENT NECESSITATING ANALYSIS

17 REQUIRED TASK FOR SUMMATIVE ASSESSMENT NECESSITATING ACTION

18 REQUIRED TASK FOR SUMMATIVE ASSESSMENT WITH PEER AND SELF-ASSESSMENT

19 REQUIRED TASK FOR FORMATIVE ASSESSMENT

20 OPTIONAL TASK [SUMMATIVE ASSESSMENT]

21 OPTIONAL TASK [SUMMATIVE ASSESSMENT]

22 OPTIONAL TASK Watch a video and make analysis of a case Poll [over 800] Show overall results Discuss the case [optional]

23 OPTIONAL TASKS Source:

24 VOLUNTARY TASK: SELF-ASSESSMENT

25 VOLUNTARY TASKS: REFLECTION

26 VOLUNTARY TASKS: FORUM DISCUSSION

27 LEARN INDIVIDUALLY OR CO-CONSTRUCT LEARNING WITH OTHER GLOBAL LEARNERS IN MOOCS?

28 POLL AND DISCUSS Watch the scenario Make your poll Read the overall result [over 790] Read peer posts Respond to peers or create yours Can CHANGE your vote afterwards

29 CO-CONSTRUCTION OF KNOWLEDGE WITH PEERS IN FORUM

30 LEARNING THEORIES LEARNING THROUGH STIMULI Watching bite-size segments of video to avoid cognitive overload CO-CONSTRUCTIONISM Meaning making through interacting with global learners Combining check [quizzes, short exercises], and reflect [writing]

31 DESIGN PRINCIPLES THAT FACILITATE LEARNER ENGAGEMENT AND COMMITMENT (1) CONTENT-DRIVEN CO-CONSTRUCTION OF KNOWLEDGE 80% 20%

32 DESIGN PRINCIPLES THAT FACILITATE LEARNER ENGAGEMENT AND COMMITMENT (2) MANAGEABLE TASKS 80%

33 DESIGN PRINCIPLES THAT FACILITATE LEARNER ENGAGEMENT AND COMMITMENT (3) MANAGEABLE + TASKS WITH CHALLENGE 80%

34 PRACTICE AND ASSESSMENT WITH CLEAR GRADING CRITERIA

35 INDICATING PROGRESS AND VARIETY IN ACTIONS TO GAIN KNOWLEDGE PROGRESS FINAL RESULT

36 CONCLUSION Learning is not only about gaining one more certificate. MOOCs offer a different learning opportunity from traditional classroom learning; learners can choose educators, institutions and when to take. MOOCs offer flexibility to learn in both self-paced and weekly structured content. Learning no longer happens in a set and individual context. Learning with global learners is unprecedented. There can be a high possibility in co-constructing meaning through the interactions with global peers.