Collaborative learning and MOOCs
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The document discusses the pedagogy of MOOCs and their role in developing collaborative learning competencies, particularly in the context of tourism and hospitality education. It contrasts the UOC's method with traditional MOOCs, emphasizing collaborative elements, the importance of social identity and cognitive factors in participation, and proposed improvements to enhance interactivity and student feedback. The document also raises questions about the viability of fostering collaborative skills in massive online settings.
Collaborative learning and MOOCs
- 1. Collaborative learning and MOOCs Workshop: MOOCs. Development for Tourism and Hospitality Curriculum Oriol Miralbell Open University of Catalonia, Barcelona, Spain ENTER 2014 Research Track Slide Number 1
- 2. MOOCs’ pedagogy • • • • Elearning - MOOCs Collaborative learning Competencies Pros and cons. ENTER 2014 Research Track Slide Number 2
- 3. MOOC Pedagogy UOC vs MOOC Model (I) UOC mOOC HE courses, mandatory, 14-16 weeks Introductory course, voluntary, 6 weeks Official tuition fees Free Virtual Campus classroom, proprietary, “closed” Wordpress + plugins (rating), open, manipulable 15-75 students per classroom, one teacher + additional support 500 preinscribed, no need to register, 1 organizer + 5 experts Mostly textbooks, some open, a few videos and simulations Some readings, “homemade” videos, BYOResources, OPEN Continuous evaluation, proposed scheduling, teacher feedback Mostly discussions, adaptive scheduling, partial feedback Official accreditation No accreditation ENTER 2014 Research Track Slide Number 3
- 4. Collaborative learning • Social Identity Model • new motivation to participate in Social Networks • Cognitive absorption is necessary • How individual is captivated by ITC • Beliefs and intention to use influence participation ENTER 2014 Research Track Slide Number 4
- 5. Collaborative learning • Social Cognitive Theory (Bandura) • Behaviour depends on • influence of the system • personal conditions (expectancies, beliefs,..) • Behaviour affects knowledge acquisition (learning) • Personal conditions affected by emotions, selfefficacy • Knowledge generation depends on social capital and social cognition ENTER 2014 Research Track Slide Number 5
- 6. Collaborative learning Shared vision is important to exchange knowledge Shared knowledge facilitates participation Emotional identification Fosters intention to keep a stable relation promotes loyalty motivates knowledge exchange Fussion effects (cohesion) incentivates identification with the group ENTER 2014 Research Track Slide Number 6
- 7. Improving competencies Collaborative elearning includes the use and improvement of competencies related to a social and networked society 1.Adopt attitudes and behaviours according to ethics and responsibility 2. Search, identify, organize and use appropriately the information 3. Analyze, organize and plan the elearning activity 4. Critical and synthetic analysis 5. Team work and networked in multidisciplinary environment 6. Negotiation 7. Communicate correctly (written and oral) in the own language and in foreign language 8. Use and apply ICT in the professional and academyc environment 9. Entrepreneur and innovative behaviour ENTER 2014 Research Track Slide Number 7
- 8. MOOCs as collaborative learning courses Do MOOCs foster the acquisition and use of collaborative l competencies ? Can MOOCs integrate these competencies? Is it possible to practice these competencies in big massive environments as MOOCs? ENTER 2014 Research Track Slide Number 8
- 9. MOOC Pedagogy UOC vs MOOC Model (II) The best of two worlds (improving UOC) More videos (but not only videos) More self-assessment + rapid feedback More student participation (even as teachers) + P2P evaluation More flexible scheduling (i.e. evaluation) Some drawbacks “Advanced compiler construction” cannot be massive!!! Continuous evaluation (accreditation) needs tight dates if teacher feedback is provided, unless individualized ENTER 2014 Research Track Slide Number 9
- 10. Thank you! Oriol Miralbell jmiralbell@uoc.edu ENTER 2014 Research Track Slide Number 10