Exploring how educators learn how to teach in MOOCs
Download as PPTX, PDF1 like985 views
This document summarizes a study exploring how educators learn to teach in massive open online courses (MOOCs). The study used a multiple case study approach examining 7 MOOCs taught by 28 educators. It found that educators largely learned through practical experience, with limited formal training or guidance. Their knowledge developed experientially through iterations of courses as they incorporated learner feedback. Collaboration with other educators of varying expertise also supported their learning. The study recommends providing more formal training and guidance to educators on topics like video production and copyright, as well as opportunities for collaboration and apprenticeships to strengthen educators' skills and practices for teaching MOOCs.
![7
Theoretical Knowledge
● ‘We are given so little guidance you think that you can be so
creative , and then you realize that actually you can't and then
you start getting really frustrated..’
001_CaseA_Educator_F
● ‘I haven’t received any formal training [..] how things need to
operate or what the key issues might be or anything like that’
004_CaseA_Facilitator_M
● University did [offer training] which was really interesting just
to find out what your online presence was and how you could
improve it and tighten up certain aspects with some people of
what their online presence was’
010_CaseC_Facilitator_F](https://image.slidesharecdn.com/papathomapresentationflan-170127133604/85/Exploring-how-educators-learn-how-to-teach-in-MOOCs-7-320.jpg)
![8
Practical Knowledge
● ‘So we changed that, made it slightly easier or quite a lot
easier and the second step even easier in the third time and
we deleted it completely, we got rid of it, because it wasn’t
working [for learners]’
003_CaseA_Educator_M
● I filmed the Q&As myself, you know set up the camera and
you know.. went in front of the camera, that worked out fine, I
mean I was using that format but each week there was a
different challenge with the video […] that was a challenge that
sort of met, but [...] I don’t have a great deal of experience
filming..’
007_CaseB_Educator_M](https://image.slidesharecdn.com/papathomapresentationflan-170127133604/85/Exploring-how-educators-learn-how-to-teach-in-MOOCs-8-320.jpg)
![9
Theoretical & Practical Knowledge
● ‘Some of the problems we had were to do with legal issues
because you know, it’s very common for people to deliver a
lecture and they have images gathered from all over the place,
[…]and that’s fine in the context of the classroom..’
009_CaseC_Learning Designer_F](https://image.slidesharecdn.com/papathomapresentationflan-170127133604/85/Exploring-how-educators-learn-how-to-teach-in-MOOCs-9-320.jpg)
Exploring how educators learn how to teach in MOOCs
- 1. Exploring how educators learn how to teach in massive open online courses Tina Papathoma Work supervised by: Dr. Doug Clow Dr. Rebecca Ferguson Prof. Allison Littlejohn Institute of Educational Technology
- 2. Outline ● Research Question ● Multiple Case Study approach ● Integrative Pedagogy Framework ● What do we find out from the study so far? – Lessons learned ● What can we do now to support educators? – Recommendations for better practices 2
- 3. Research Question How do educators learn how to teach in massive open online courses (moocs)? ● Educators : PhD students, lecturers, professors, a librarian, learning designers, the head of an organisation related to education ● Learn: from training, in practice, in collaboration with colleagues, self-regulation (integrative pedagogy) ● Teach : design, run and facilitate ● Moocs: courses offered via FutureLearn 3
- 4. Multiple case study 7 courses (4 in history, 3 in politics ) lasting from 3-6 weeks 28 interviews with the following participants: PhD students (6) : facilitation, writing in external blogs Lecturers, professors and a librarian (16) : academic content and facilitation –1st mooc for most of them- Learning designers (5) : course design in FutureLearn A member of staff of an organisation related to education (1) : marketing of the course 4
- 5. 5 Integrative Pedagogy Framework Practical/ Experiential Knowledge Self-Regulative Knowledge Conceptual/ Theoretical Knowledge Socio-cultural Knowledge Mediating tools & processes Emotional Level Tynjälä et al (2014). TEL@work: Toward integration of theory and practice. British Journal of Educational Technology, 45(6), 990–1000. Tynjälä et al (2016). Developing social competence and other generic skills in teacher education: applying the model of integrative pedagogy. European Journal of Teacher Education, 39(3), 368–387.
- 6. What do we find out from the study? Lessons learned 6
- 7. 7 Theoretical Knowledge ● ‘We are given so little guidance you think that you can be so creative , and then you realize that actually you can't and then you start getting really frustrated..’ 001_CaseA_Educator_F ● ‘I haven’t received any formal training [..] how things need to operate or what the key issues might be or anything like that’ 004_CaseA_Facilitator_M ● University did [offer training] which was really interesting just to find out what your online presence was and how you could improve it and tighten up certain aspects with some people of what their online presence was’ 010_CaseC_Facilitator_F
- 8. 8 Practical Knowledge ● ‘So we changed that, made it slightly easier or quite a lot easier and the second step even easier in the third time and we deleted it completely, we got rid of it, because it wasn’t working [for learners]’ 003_CaseA_Educator_M ● I filmed the Q&As myself, you know set up the camera and you know.. went in front of the camera, that worked out fine, I mean I was using that format but each week there was a different challenge with the video […] that was a challenge that sort of met, but [...] I don’t have a great deal of experience filming..’ 007_CaseB_Educator_M
- 9. 9 Theoretical & Practical Knowledge ● ‘Some of the problems we had were to do with legal issues because you know, it’s very common for people to deliver a lecture and they have images gathered from all over the place, […]and that’s fine in the context of the classroom..’ 009_CaseC_Learning Designer_F
- 10. Sociocultural knowledge ● ‘It’s a good help because then you don’t need to sometimes find the answer yourself, you can just refer to someone that knows already the answer’ 006_CaseA_Facilitator_F ● ‘The people who suggested to do this and offered me the role were aware that I could do more, more with less and so they were willing to capitalise on that, but I don’t think it will be right for everyone and I don’t think that in future everyone would be willing to .. or able to do a course basically completely on their own’ 007_CaseB_Educator_M 10
- 11. 11 Self-Regulative & Practical knowledge ● ‘..Because everything is being published online there is a heightened awareness of the need to get permissions for all the materials we use which you don’t get when you are teaching live, but it made you very aware and it’s given me some useful resources for getting Creative Commons images which I now use and build my own teaching practice’ 027_CaseG_Educator_F ● ‘I’ve never put so much effort into thinking about how, you know what I actually wanted to teach, how best to communicate that.’ 003_CaseA_Educator_M ● ‘I have a lot more expertise, technical expertise than I normally had available to create really interesting resources for the students’ 26_CaseG_Educator_F
- 12. 12 What do we see from the data about educators? ● Limited or no guidance ● Learning mainly through practice ● Repeating a mooc strengthens their experiential knowledge ● Reflection on their learning through mooc experiences ● Collaboration with colleagues – expertise ● Change of practice through future iterations of the course as a result of learners’ feedback ● Change of practice as a result of new skills acquisition
- 13. 13 What can we do to support educators? Recommendations for better practices ● Guidance and training to educators with regards to filming, editing, online presence, copyright and legal matters on moocs ● Apprenticeships to non-experienced educators ● Collaboration among educators with different expertise to create more effective moocs
- 14. 14 The Role of Educators in moocs is changing New skills through training & collaborative work Thank you Tina.Papathoma@open.ac.uk aktinaki
Editor's Notes
- #3: Here’s an outline of this presentation. I will start with the RQ, give some info about the multi case study approach I took , discuss the integrative pedagogy framework I used to design and analyse the study. I will continue with what we find out from this study so far and the lessons we learn and finish with what we could do to support educators
- #4: Starting with the research question, I looked at how do educators learn how to teach in massive open online courses. In particular, I interviewed PhD students, lecturers, professors, a librarian, learning designers, the head of an organisation related to education When I talk about ‘how do educators learn’ I mean the knowledge they get from training on how to design, run and facilitate moocs, the knowledge they get from practice by running a mooc, the knowledge they acquire from other colleagues and the knowledge they get when they reflect on their practices. These types of knowledge are part of the Integrative Pedagogy framework and I will talk about them in a bit . By teach I mean how educators, design, run and facilitate the courses .. The cases that were used relate to history and politics courses offered via FL.
- #6: Exploring if the framework works in the context of teaching in MOOCs was one of my ‘missions’.. IP is not a teaching method but a principle of constructing learning environments. The basic idea behind this model is to create learning environments whereby four basic elements of expertise can be integrated.
- #8: theoretical knowledge, is explicit and formal in nature . Examples from quotes:
- #9: practical knowledge, is often more implicit, developed from experience and embedded in skills.
- #10: Professional expertise is developed when theoretical and practical knowledge interact and integrate with each other (hence the arrows in the framework).
- #11: sociocultural knowledge, is not personal but is embedded in social practices.
- #12: self-regulative knowledge, contains metacognitive and reflective skills.