Combining openness and scalability, MOOCs have been spearheading the dramatic expansion of online education in recent years. However, very different pedagogical approaches can be found in this new form of education delivery. Apart from the more typical xMOOC model and the original connectivist cMOOC alternative pedagogical approaches have been developing in Europe, pioneered by the iMOOC model. In this workshop we will analyze the theoretical foundations and principles of MOOC design and explore the different pedagogies being mostly used in these courses.
This presentation was given during the EMMA Summer School, that took place in Ischia (Italy) on 4-11 July 2015.
More info on the website: http://project.europeanmoocs.eu/project/get-involved/summer-school/
Follow our MOOCs: http://platform.europeanmoocs.eu/MOOCs
Design and deliver your MOOC with EMMA: http://project.europeanmoocs.eu/project/get-involved/become-an-emma-mooc-provider/
Global Lehigh Strategic Initiatives (without descriptions)
EMMA Summer School - António Teixeira - MOOC PEDAGOGIES xMOOCs, cMOOCs and iMOOCs
1. MOOC PEDAGOGIES
xMOOCs, cMOOCs and iMOOCs
António Moreira Teixeira
EUROPEAN DISTANCE AND E-LEARNING NETWORK (UK)
INTERNATIONAL BOARD OF STANDARDS FOR TRAINING,
PERFORMANCE AND INSTRUCTION (USA)
UNIVERSIDADE ABERTA (PT)
11th JOINT TEL SUMMER SCHOOL
MOOC Pedagogies: xMOOCs, cMOOCs and iMOOCs by António Moreira Teixeira is licensed
under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
2. 06/07/2015
MOOC PEDAGOGIES
xMOOCs, cMOOCs and iMOOCs
2
António Moreira Teixeira
(EDEN, IBSTPI, UAb)
Agenda
• Unit 1
From Open Educational Practices to MOOCs
1.1. Brief History of Digital Openness in Education
1.2. Evolution of the OER movement
1.3. What is a MOOC?
• Assignment 1: Defining MOOCs
– [10:00-10:30] – Group work
Topics
3. 06/07/2015
MOOC PEDAGOGIES
xMOOCs, cMOOCs and iMOOCs
3
António Moreira Teixeira
(EDEN, IBSTPI, UAb)
Agenda
• Unit 2
Towards an Alternative European MOOC Model?
2.1. Typology of MOOC Provision Models
2.2. An European Model for Scalable Education?
2.3. The iMOOC Experience
• Assignment 2: Comparing different MOOC pedagogical models
– [10:00-10:30] – Group work
Topics
7. 06/07/2015
MOOC PEDAGOGIES
xMOOCs, cMOOCs and iMOOCs
7
António Moreira Teixeira
(EDEN, IBSTPI, UAb)
Name Learners Courses Partners Interface Language Courses languages Country
Coursera
10,63
Millions
886 116
Arab, Chinese,
German, English,
French, Spanish,
German, Russian,
Turkish
English, Chinese, Spanish,
Portuguese, French, Russian,
Turkish, Italian, Ukranian,
German, Vietnamese, Hebrew,
Japanese, Arabic, Greek, Persian,
Macedonian, Czech, Dutch
USA
edX unknown 381 61 English English, Chinese, Spanish USA
Future
Learn
1 Million 46 45 English English UK
iversity unknown 43 7 English, German English, German, Russian, Italian Germany
Miríada X
1,42
Million
10 73 Spanish, Portuguese Spanish, Portuguese Spain
Udacity unknown 54 14 English English USA
OpenupEd unknown 292 13 English
English, Italian, Russian, Spanish,
French, Arab, Portuguese, Dutch,
Irish
Europe
FUN unknown 82 31 English, French French, English France
(Darco Jansen, 2015)
8. 06/07/2015
MOOC PEDAGOGIES
xMOOCs, cMOOCs and iMOOCs
8
António Moreira Teixeira
(EDEN, IBSTPI, UAb)
Allen, I.E. and Seaman. J. (2015). Grade Change: Tracking Online Education in the United States.
Babson Survey Research Group and Quahog Research Group.
http://www.onlinelearningsurvey.com/reports/gradelevel.pdf
Gaebel, M., Kupriyanova, V., Morais, R. & Colucci, E. (2014). E-learning in European
Higher Education Institutions: Results of a mapping survey conducted in October-
December 2013.
http://www.eua.be/Libraries/Publication/e-learning_survey.sflb.ashx
Jansen, D. & Schuwer, R. (2015). Institutional MOOC strategies in Europe
Status report based on a mapping survey conducted in October - December 2014.
EADTU – HOME project
http://www.eadtu.eu/documents/Publications/OEenM/Institutional_MOOC_stra
tegies_in_Europe.pdf
9. 06/07/2015
MOOC PEDAGOGIES
xMOOCs, cMOOCs and iMOOCs
9
António Moreira Teixeira
(EDEN, IBSTPI, UAb)
Some results of HOME MOOC survey
• European institutions are more involved in MOOCs than the US
• The number of European institutions involved with MOOCs is increasing
• MOOCs are perceived in Europe as a sustainable format of course provision.
• In Europe the institutions are increasingly developing a positive attitude to
MOOCs and have positive experiences of their added values .
• Most dominant objective in all studies is to increase institutional visibility and
using MOOCs for reputation reasons.
• In the US MOOCs are perceived by institutions as basically useful for student
recruitment, while in Europe the aim is to reach new students and create
flexible learning opportunities.
10. 06/07/2015
MOOC PEDAGOGIES
xMOOCs, cMOOCs and iMOOCs
10
António Moreira Teixeira
(EDEN, IBSTPI, UAb)
The concept of open education is not recent. In fact, the concept of
openness in education won a new term with the development of
information and communication technologies, in the late twentieth
century and in particular with the Internet.
There isn´t a consensual definition but the concept of open education
became popular after 1970 with the beginning (and creation) of the Open
Universities movement. It is described and used in various contexts, which
involve a series of practices, some more traditional and others more
recent (Santos, 2012).
11. 06/07/2015
MOOC PEDAGOGIES
xMOOCs, cMOOCs and iMOOCs
11
António Moreira Teixeira
(EDEN, IBSTPI, UAb)
The Role of Openness in Education: An historical reconstruction
(Peter & Deimann, 2013)
12. 06/07/2015
MOOC PEDAGOGIES
xMOOCs, cMOOCs and iMOOCs
12
António Moreira Teixeira
(EDEN, IBSTPI, UAb)
TYPES OF OPEN CONTENT RESOURCES AVAILABLE
(Teixeira, 2012)
• 1st Generation – Open Course Ware
Free access to materials produced by high-profile education institutions in order to
support face-to-face teaching;
• 2nd Generation – Open Content Resources
Free access to materials produced by single or network education institutions or
editors in order to support autonomous independent learning in the context of
open learning, distance learning or e-learning;
• 3rd Generation – User Generated Content
Free access by expert individuals or organizations to materials produced for
independent learning for use and redesign.
13. 06/07/2015
MOOC PEDAGOGIES
xMOOCs, cMOOCs and iMOOCs
13
António Moreira Teixeira
(EDEN, IBSTPI, UAb)
TYPES OF CURRENT OPEN EDUCATIONAL PRACTICES
(Teixeira, 2012)
• 1st Level – Non formal use and reuse
Free access materials are used for learning by independent learners, whom can
also edit it and change the material’s content sharing it with the community;
• 2nd Level – Formal certification of non-formal use
Independent learning done through the use of free materials can be subject to
formal certification by an Educational Institution;
• 3rd Level – Formal use and reuse
Institutions and teachers can use and reuse free available materials in its own
courses, being material pre-validated by another school or an HEI, or after its own
formal validation process.
14. 06/07/2015
MOOC PEDAGOGIES
xMOOCs, cMOOCs and iMOOCs
14
António Moreira Teixeira
(EDEN, IBSTPI, UAb)
QUALITY CRITERIA FOCUS IN OER
(Teixeira, 2014)
• 1st Generation/Level – Content reputability and technological access
Focus in early days was on the scientific value of the materials and the their
technological accessibility;
• 2nd Generation/Level – Learning design and student support
Focus shifts to the pedagogical value of the materials and how they are prepared
to allow for significant learning experiences;
• 3rd Generation/Level – Assessment and collaboration
Focus is now on assuring validation of learning experiences and how they generate
massive interaction.
15. 06/07/2015
MOOC PEDAGOGIES
xMOOCs, cMOOCs and iMOOCs
15
António Moreira Teixeira
(EDEN, IBSTPI, UAb)
Educational resources
developed in open environments
can be continuously improved and adapted
for use by a wider community of educators.
Therefore, OER call for the notion of OEP
which relates to any educational activity
involving the creation, use, or dissemination
of an adaptive open learning resource. (Teixeira, 2012)
16. 06/07/2015
MOOC PEDAGOGIES
xMOOCs, cMOOCs and iMOOCs
16
António Moreira Teixeira
(EDEN, IBSTPI, UAb)
Inclusive OEP can be best defined as
practices which support
the (re) use and production of OER
in the framework of educational policies
that promote innovative pedagogical models,
and respect, empower and emancipate
learners as co-producers
on their lifelong learning process. (Teixeira, 2012)
17. 06/07/2015
MOOC PEDAGOGIES
xMOOCs, cMOOCs and iMOOCs
17
António Moreira Teixeira
(EDEN, IBSTPI, UAb)
Beyond access to open learning architectures,
the focus of open education
is now on
learning as a process that can be built
and shared in an inclusive way. (Teixeira, 2012)
19. 06/07/2015
MOOC PEDAGOGIES
xMOOCs, cMOOCs and iMOOCs
19
António Moreira Teixeira
(EDEN, IBSTPI, UAb)
Opening Up Education
OER/OEP and MOOCs are driving the change
• Development and social impact of online education
• Digital Openness (OER/OEP)
• Open Learning Services and MOOCs
• Rapidly changing landscape with many new players and new complex
challenges for the field of ODeL
• Articulated efforts to assure continuity of the common legacy
(theoretical foundations and experience)
• Globalisation of research and practice with consequent regional
interdependence
• Scalability of practice and wide impact of new forms of delivery
21. 06/07/2015
MOOC PEDAGOGIES
xMOOCs, cMOOCs and iMOOCs
21
António Moreira Teixeira
(EDEN, IBSTPI, UAb)
MOOCs are courses designed for large numbers of participants, that
can be accessed by anyone anywhere as long as they have an internet
connection, are open to everyone without entry qualifications, and
offer a full/complete course experience online for free.
OpenupED definition of Massive Open Online Courses (MOOCs)
Version 1.1 dated 12 March 2015
22. 06/07/2015
MOOC PEDAGOGIES
xMOOCs, cMOOCs and iMOOCs
22
António Moreira Teixeira
(EDEN, IBSTPI, UAb)
[…] a MOOC includes educational content, facilitates interaction among peers
(including some but limited interaction with academic staff), provides authentic
activities and tests, including feedback (with well-designed rubrics for peer-
assessment and AI engines for the integration of massive qualitative assessment),
has some kind of (non-formal) recognition options and provides a study guide or
syllabus.
ECO sMOOC definition (2014)
[A MOOC is] an online course aimed at unlimited participation and open access via
the web. In addition to traditional course materials such as videos, readings, and
problem sets, MOOCs provide interactive user forums that help build a community
for students, professors, and teaching assistants.
Wikipedia (2014)
23. 06/07/2015
MOOC PEDAGOGIES
xMOOCs, cMOOCs and iMOOCs
23
António Moreira Teixeira
(EDEN, IBSTPI, UAb)
ECO sMOOCs are “social”, since they provide a learning experience marked by
social interactions and participation, and “seamless”, since ideally they should be
accessible from different platforms and through mobile devices and integrate with
participants' real life experiences through contextualization of content via mobile
apps and gamifications.
ECO sMOOCs are do-able and stimulating by dedicated design. The pedagogical
approach supports independent learning and is learner-centred. In fact, they will
create collaborative learning opportunities through a networked learning
strategy. The model also supports adaptive learning strategies and ubiquitous,
pervasive and contextualized learning. As a result of this, ECO sMOOCs have the
potential to adapt to the changing intentions of participants during the course.
24. 06/07/2015
MOOC PEDAGOGIES
xMOOCs, cMOOCs and iMOOCs
24
António Moreira Teixeira
(EDEN, IBSTPI, UAb)
Assignment 1 – Defining MOOCs
Aim of the assignment
Having completed this assignment, you will be able to produce a
definition of MOOCs.
Task
[14:50-15:15] – Group work
1. Search on the internet information and resources on the concept of
massive open online courses (MOOC).
2. Based on the examples provided and the ones found on the web, identify
the typical features a MOOC should have.
3. Discuss with your colleagues the findings and produce a possible
definition of MOOC that would be suitable to your institutional
environment and culture.
26. 06/07/2015
MOOC PEDAGOGIES
xMOOCs, cMOOCs and iMOOCs
26
António Moreira Teixeira
(EDEN, IBSTPI, UAb)
Why do we need MOOCs?
Internationalization of higher education provision (fully virtual)
(institutional marketing institutional + low cost non formal courses)
Support to academic mobility (fully virtual)
(unbundling of formal education)
Innovation dissemination (fully virtual)
(high profile knowledge transfer +
+ innovative pedagogical practices dissemination and implementation)
Support to in campus university education (blended)
(extension of traditional learning space / flipped classroom)
Public Policies of rapid qualification of challenged populations (fully virtual or blended)
(strategic public investment)
Professional Retraining (fully virtual or blended)
(corporate speed training )
28. 06/07/2015
MOOC PEDAGOGIES
xMOOCs, cMOOCs and iMOOCs
28
António Moreira Teixeira
(EDEN, IBSTPI, UAb)
Widening Participation in Higher Education
• MOOCs offer a new range of exciting possibilities for widening access
to quality education since they allow for the creation of very large
communities of practice.
• However, most MOOC being offered just follow a very directive
instructional approach, basically focusing on the quality of content and
in the outreach of its distribution system.
• How can we enhance the eLearning non formal experience in order
to facilitate the transition from Non Formal to Formal education?
29. 06/07/2015
MOOC PEDAGOGIES
xMOOCs, cMOOCs and iMOOCs
29
António Moreira Teixeira
(EDEN, IBSTPI, UAb)
The shift from Content-centred to Context-centred processes in pedagogical design
Scheme by Cristobal Cobo
(EDEN RW8, Oxford, October 2014)
31. 06/07/2015
MOOC PEDAGOGIES
xMOOCs, cMOOCs and iMOOCs
31
António Moreira Teixeira
(EDEN, IBSTPI, UAb)
Possible Common Features of European MOOCs
1. The course serves a large target group (potentially massive - scalable).
2. The course combines the classical distance education openness and
the new digital openness [open licensing (reuse – remix – rework –
redistribute), free online availability, open accessibility), open
programming, flexibility of pace, place and time].
3. The course size will be expressed in ECs (European Credits).
4. The course is learner-centred as opposed to teacher-centred.
5. The learning materials should be ‘all-inclusive’ and high-quality.
6. The learning materials should be multimedia.
7. The set of courses will offer a spectrum of diversity.
8. Courses offer a free learning network / community.
9. Courses offer badges or paid-for certification.
33. 06/07/2015
MOOC PEDAGOGIES
xMOOCs, cMOOCs and iMOOCs
33
António Moreira Teixeira
(EDEN, IBSTPI, UAb)
Alterações Climáticas: o contexto das experiências de vida #imoocac13
iMOOC Pedagogical Model – Coherent Disruption (Teixeira & Mota, 2013)
MOOCs offered by UAb.pt are based on the four main pillars of its institutional
virtual Pedagogical Model: learner-centeredness, flexibility, interaction and
digital inclusion.
The iMOOC pedagogical model combines autonomous and self-directed learning
with a strong social dimension and articulates the flexibility needed by distance
online learners with the pacing necessary to help them achieve success. But,
iMOOC is directed at non formal learning.
34. 06/07/2015
MOOC PEDAGOGIES
xMOOCs, cMOOCs and iMOOCs
34
António Moreira Teixeira
(EDEN, IBSTPI, UAb)
Alterações Climáticas: o contexto das experiências de vida #imoocac13
iMOOC Pedagogical Model – Principles(Teixeira & Mota, 2013)
UAb.pt’s iMOOC model incorporates elements from existent MOOCs, but
also adds also relevant new features that derive from its experience of
online learning and its work with OER and OEP.
iMOOCs focus on individual responsibility, interaction, interpersonal
relationships, innovation and inclusion.
35. 06/07/2015
MOOC PEDAGOGIES
xMOOCs, cMOOCs and iMOOCs
35
António Moreira Teixeira
(EDEN, IBSTPI, UAb)
iMOOC Pedagogical Model – Access and Participation
(Teixeira & Mota, 2013)
• Courses are open to all. Registration is required to publish on the
institutional spaces, but all course contents can be freely accessed.
• Learning is based on activities, and must be evidenced through the
creation of freely accessible online artefacts, which should
demonstrate the learner’s knowledge and competences.
• Participants are expected to take an active role and be responsible for
their own learning, but to also actively engage in building a supporting
learning community.
• Learning support rests in the learning community, through
collaboration, dialogue, peer feedback and active engagement from
participants in the learning process.
36. 06/07/2015
MOOC PEDAGOGIES
xMOOCs, cMOOCs and iMOOCs
36
António Moreira Teixeira
(EDEN, IBSTPI, UAb)
iMOOC Pedagogical Model – Organization and Resources
(Teixeira & Mota, 2013)
• Courses start with a «boot camp» module that can last one or two
weeks, meant for participants to get acquainted with the online
environment spaces, tools and services, as well as the processes of
work and communication to be used in the course.
• Courses have a central location where all relevant information is
provided. But, interaction is mostly done in a networked environment.
Participants use their own PLEs or an institutionally supported one.
• Courses may have a small team of collaborators to support their
implementation.
• Resources provided as a starting point to support activities have an
open licence or are freely available on the web.
37. 06/07/2015
MOOC PEDAGOGIES
xMOOCs, cMOOCs and iMOOCs
37
António Moreira Teixeira
(EDEN, IBSTPI, UAb)
iMOOC Pedagogical Model – Assessment and Certification
(Teixeira & Mota, 2013)
• Formative assessment can take the form of self-correction tests and
also of peer feedback on the artefacts produced.
• Graded assessments are included for participants who want a
certificate of completion of the course (non formal). For that purpose,
two or more of the artefacts produced as learning evidence will be
graded in a peer assessment process. E-portfolios can also be used.
• Participants may also request formal accreditation (for a fee). A
professor or a tutor assesses two or more of the artefacts produced
plus an e-portfolio with the most relevant elements of their work in
the course. This assessment may be complemented by a final exam.
43. 06/07/2015
MOOC PEDAGOGIES
xMOOCs, cMOOCs and iMOOCs
43
António Moreira Teixeira
(EDEN, IBSTPI, UAb)
iMOOC Pedagogical Model – Satisfaction Survey Results
• 90% would recommend the course and 84% would take another iMOOC.
• 38% rated the overall quality of the course as excellent, while 45% as good.
• 54% totally agreed and 37% agreed that the “boot camp” week was essential.
• 35% totally agreed the course has contributed to change their personal attitudes
regarding the topic, while 41% agreed.
• 43% totally agreed and 53% agreed the learning guide was very useful in
scaffolding and supporting learning.
• 63% totally agreed and 30% agreed that the detailed instructions for the tasks
were clear.
• 38% totally agreed and 60% agreed that the suggested activities were interesting.
• 48% totally agreed and 43% agreed that the learning support was adequate.
• 36% considered the learning environment to be very good and 42% good.
Total survey respondents: 102 (Teixeira & Mota, 2013)
44. 06/07/2015
MOOC PEDAGOGIES
xMOOCs, cMOOCs and iMOOCs
44
António Moreira Teixeira
(EDEN, IBSTPI, UAb)
CONCLUSIONS
• The iMOOC model allows for a better integration of a massive outreach
with collaborative online learning institutional practices.
• The model is platform independent, allowing for multiple simultaneous
communities being established from various platforms and converging
on a same networked environment.
• The «boot camp» module allows for a rapid and precocious
establishment of a learning community.
• The model promotes high levels of interaction among participants
throughout the learning process thus enhancing its quality.
• By allowing the possibility for participants to choose different
certification options, including formal accreditation, the model
facilitates the transition from non-formal education to formal education.
46. 06/07/2015
MOOC PEDAGOGIES
xMOOCs, cMOOCs and iMOOCs
46
António Moreira Teixeira
(EDEN, IBSTPI, UAb)
The sMOOCs are not designed for online learning in the context of
formal education, nor for blended or technology enhanced learning
in the same context.
It is specifically dedicated to open courses, delivered online, that
can theoretically have an unlimited number of participants.
The context of reference is not the classroom, or the virtual class,
but how people develop their learning by being part of online
communities and networks.
ECO sMOOC Model (2014)
47. 06/07/2015
MOOC PEDAGOGIES
xMOOCs, cMOOCs and iMOOCs
47
António Moreira Teixeira
(EDEN, IBSTPI, UAb)
A non-formal, free course cannot rely heavily on teacher time and
presence.
Teacher participation in the course needs to be very well thought
through.
Learning support cannot be assured through direct and ongoing
teacher intervention, nor through direct and systematic
intervention of the facilitators.
Teacher presence is created through the Learning Guide, the
detailed instructions for the tasks, some resources (video and/or
audio presentations) and a weekly feedback message, based on
the information prepared by the facilitators’ team.
ECO sMOOC Model (2014)
48. 06/07/2015
MOOC PEDAGOGIES
xMOOCs, cMOOCs and iMOOCs
48
António Moreira Teixeira
(EDEN, IBSTPI, UAb)
In a networked/community learning setting, collaboration does not
mean “to work in a group”.
Collaborative learning results from people sharing artifacts, either
created by them or by others, providing links to relevant resources,
aggregating useful information and taking part in the dialogue and
interactions that develop within the network/community.
ECO sMOOC Model (2014)
49. 06/07/2015
MOOC PEDAGOGIES
xMOOCs, cMOOCs and iMOOCs
49
António Moreira Teixeira
(EDEN, IBSTPI, UAb)
Assignment 2 – Comparing Different MOOC Models
Aim of the assignment
Having completed this assignment, you will be able to identify and
compare different MOOC pedagogical design approaches.
Task
[15:35-16:00] – Group work
1. Based on the information provided discuss with your colleagues the
alternative features of the different MOOC pedagogical models, in
particular the xMOOC, the cMOOC, the iMOOC and the sMOOC.
2. Select what is the most appropriate model to your own institutional
environment.
50. 06/07/2015
Molte Grazie!
Thank You Very Much!
50António Moreira Teixeira EDEN, IBSTPI, UAb
Antonio.Teixeira@uab.pt
www.eden-online.org/nap_elgg/pg/profile/teixeira
MOOC Pedagogies: xMOOCs, cMOOCs and iMOOCs by António Moreira Teixeira is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License