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MOOC pedagogy
supporting postgraduate study
Rebecca Ferguson
The Open University
Extensive, open, international
conversations
Learning through conversation is more than an
exchange of knowledge – it is a self-regulating process
in which intelligent organisms employ a mutually
evolving language to share and negotiate differences in
understanding, with the aim of constructing new
knowledge and reaching agreements.
Sharples, M., & Ferguson, R. (2019). Pedagogy-informed design of conversational learning at scale. ECTEL 2019
Conversation
• 27 study weeks so far,
plus three break weeks
• 99 learners and eight tutors
• 16,706 comments
• 1,250,294 words (yesterday)
Advice to tutors
Respond to each student = 99
Respond to one comment in 20 = 835
934 responses / 8 tutors = 117 each
Equivalent to 4–5 responses
per tutor per study week 1,250,294 words
1,971 URLs
Making use of conversation
Navigating discussions
Unless an activity asks students to take a different approach,
we recommend that:
• They follow their tutor and members of their Tutor Group.
• They personalise their image and profile.
• They read the most recent comments, including any that have
been ‘pinned’ to the top of the discussion by one of the tutors.
• They ‘like’ or ‘bookmark’ some of these comments,
if appropriate.
• They then use the ‘Most liked’ filter to take them straight to the
comments that others have found most valuable.
• They contribute to the discussion at least twice a week,
prioritising the occasions when they’re asked to do this as part
of an activity.
Pedagogy
Advice in Module Guide
Making use of scale
Participation
99 students
344 comments
Sharing resources: images of learning
Conversation
Picture links in http://www.open.ac.uk/blogs/H880/
Using education to achieve goals, and to pass
knowledge and values to the next generation
The complex path to learning
Fitting online learning around other
responsibilities.
Any time, any place, anywhere98 images
Making use of international reach
Conversation
Using ‘likes’ to build ranked lists
Conversation
http://www.open.ac.uk/blogs/H880/
148
contributions,
covering citizen
science in
countries
including China,
Nigeria, South
Africa, Sweden,
Switzerland,
Tibet, UAE, UK,
and Zambia.
Opening up discussion
Open
• 1689 MOOC learners
• Four weeks
• 342 (20%) posted at
least one comment
• 3,867 comments
Opening up access
Creative commons
Study week 25
Conversation
Four activities
Around four hours
46 contributors
296 comments
22,732 words
Average 494 words each
198 comments liked
459 likes
(11 for most liked)
Envisioning the future Conversation
Accessible
Closer to all
For everyone
Fostering a
unified society
Free
Freedom to learn
Guidance available
112 comments
High quality
Impactful
Leave the world
a better place
Lifelong
On demand
Opening doors
Personalised
Pleasurable
Self-directed
Support every human’s
right to thrive
Transcending boundaries

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MOOC pedagogy supporting postgraduate study

  • 1. MOOC pedagogy supporting postgraduate study Rebecca Ferguson The Open University
  • 2. Extensive, open, international conversations Learning through conversation is more than an exchange of knowledge – it is a self-regulating process in which intelligent organisms employ a mutually evolving language to share and negotiate differences in understanding, with the aim of constructing new knowledge and reaching agreements. Sharples, M., & Ferguson, R. (2019). Pedagogy-informed design of conversational learning at scale. ECTEL 2019
  • 3. Conversation • 27 study weeks so far, plus three break weeks • 99 learners and eight tutors • 16,706 comments • 1,250,294 words (yesterday) Advice to tutors Respond to each student = 99 Respond to one comment in 20 = 835 934 responses / 8 tutors = 117 each Equivalent to 4–5 responses per tutor per study week 1,250,294 words 1,971 URLs Making use of conversation
  • 4. Navigating discussions Unless an activity asks students to take a different approach, we recommend that: • They follow their tutor and members of their Tutor Group. • They personalise their image and profile. • They read the most recent comments, including any that have been ‘pinned’ to the top of the discussion by one of the tutors. • They ‘like’ or ‘bookmark’ some of these comments, if appropriate. • They then use the ‘Most liked’ filter to take them straight to the comments that others have found most valuable. • They contribute to the discussion at least twice a week, prioritising the occasions when they’re asked to do this as part of an activity. Pedagogy Advice in Module Guide
  • 5. Making use of scale Participation 99 students 344 comments
  • 6. Sharing resources: images of learning Conversation Picture links in http://www.open.ac.uk/blogs/H880/ Using education to achieve goals, and to pass knowledge and values to the next generation The complex path to learning Fitting online learning around other responsibilities. Any time, any place, anywhere98 images
  • 7. Making use of international reach Conversation
  • 8. Using ‘likes’ to build ranked lists Conversation http://www.open.ac.uk/blogs/H880/ 148 contributions, covering citizen science in countries including China, Nigeria, South Africa, Sweden, Switzerland, Tibet, UAE, UK, and Zambia.
  • 9. Opening up discussion Open • 1689 MOOC learners • Four weeks • 342 (20%) posted at least one comment • 3,867 comments
  • 11. Study week 25 Conversation Four activities Around four hours 46 contributors 296 comments 22,732 words Average 494 words each 198 comments liked 459 likes (11 for most liked)
  • 12. Envisioning the future Conversation Accessible Closer to all For everyone Fostering a unified society Free Freedom to learn Guidance available 112 comments High quality Impactful Leave the world a better place Lifelong On demand Opening doors Personalised Pleasurable Self-directed Support every human’s right to thrive Transcending boundaries