emooc2014_jadin-gaisch

Extending the MOOCversityA Mulit-layered and Diversified Lens for MOOC Research

Tanja Jadin & Martina Gaisch

MOOC:

…“connecting, interacting, and sharing across diverse

cultures, attitudes and skill set…“ (McAuley et al, 2010)

EMOOCs 2014, Lausanne Page 2

One size fits all?

America = German?


What about different

cultures?

In terms of learning

culture, institutional

culture, cultural

differences?


Short Overview

Learning Culture & MOOCs

Behaviorism and xMOOCs

Drill & Practice, programmed instruction: quizzes and immediate feedback

Changing behavior through reinforcement

Connectivism and cMOOCs

To know where the information can be found

Impact of networks

Considering more tools for collaborating, communication and learning

Constructivism and Web 2.0

Inquiry and problem-based learning

Situated learning

Learning in groups


Trialogical Learning (Paavola, Lipponen and Hakkarainen (2004)

Based on Cultural-Historical Activity Theory (CHAT) including the work

of Engeström (expansive learning), Nonaka and Takeuchis's model of

knowledge creation and the theoretical considerations of Scardamelia

and Bereiter (knowledge building)

Three metaphors of learning:

the acquisition metaphor: individual learning, learning facts

the participation metaphor: interaction with others

the knowledge-creation metaphor: interaction through shared objects

In the sense of cultural psychology and the approach of trialogical

learning, MOOCs can be enhanced through the deliberately use of

shared artifacts and knowledge creation.


Shared Artifacts in MOOCs


Picture by Ana Paula Pellegrino

MOOC “The Future of

Storytelling” (iversity).

Creative task of the

week:

“Think about what you

remember most about

stories”

Shared artifact

with 90 comments

Introduction of Enhanced MOOC

Enhanced means…

considering knowledge creation through collaborative development of

shared artifacts

transforming social practices during learning by incorporating culture-

sensitive material

diversified and customized learning material

culture-sensitive distribution of content


Cultural Difference (Hofstede et al., 1991, Hall, 1984)

Individualism vs. Collectivism

Individualism: everyone is expected to look after himself/herself

Collectivism: strong ties between individuals, strong in-groups

High Context vs. Low-Context

High Context: the information is coded in the message, need to read

between the lines

Low-Context: the information is explicitly given, no reading between the

lines necessary

Considerations of Space

Personal space, proximity, intimacy


xMOOCs cMOOCs eMOOCs

Learning

Metaphor

Knowledge Acquisition Knowledge Participation Knowledge Creation

Learning

Approach

Behaviorism Connectivism Constructivism and

Cultural Psychology

Focus Concepts, Facts Collaboration Shared Objects,

Mediated Artifacts

Learning

Environment

Video Lecture

Quizzes, Peer Grading,

Discussion Boards

Video Lecture

incl. Web 2.0 i.e. Blogs,

Microblogs; Social Media

Diversified and

Customized Learning

Material;

Culture-sensitive

Content

Culture Epistemological Culture,

in a Technical Tradition

(ICT, Mathematics)

Low-context

More Pedagogically

Driven, in the Tradition of

the e-learning Community

High-context

Epistemologically

Diverse, both

Pedagogically and

Culturally Driven,

Based on

Psychological Theories

Low-context and High-

context


Summary

Reflection and Discussion

Further research is needed to test our assumptions

Role of shared artifacts and mediating tools in learning with MOOCs

Considering different cultures and their acceptance and usage of

MOOCs

What about offering different possibilities of learning in line with the

dimensions stated?


If we teach today as we taught

yesterday, we rob our children of

tomorrow. (John Dewey)

Prof.(FH) Mag. Dr. Tanja Jadin

University of Applied Sciences Upper Austria

[email protected]


mailto:[email protected]

References

Hall, E. T. (1984). The dance of life: The other dimension of time. New York: Anchor

Books.

Hofstede, G., Hofstede, G. J., & Minkov, M. (1991). Cultures and organizations: Software

of the mind (Vol. 2). London: McGraw-Hill.

McAuley, A., Stewart, B., Siemens, G. & Courmier, D. (2010). The MOOC Model for

Digital Practice. Retrieved from http://davecormier.com/edblog/wp-

content/uploads/MOOC_Final.pdf

Paavola, S., Lipponen, L. & Hakkarainen, K. (2004). Models of Innovative Knowledge

Communities and Three Metaphors of Learning. Review of Educational Research, 74(4),

pp. 557-576.
