Pedagogical principles of MOOCs

Last week we studied the future of digital life and learning in our edcmooc course. One of the recommended articles was Bonnie Stewart’s Massiveness + Openness = New Literacies of Participation? in JOLT. There has been a lot of discussion around different MOOCs after the birth of xMOOCs in 2011. I want to contribute to this discussion using a presentation of Lourdes Guardia. She is professor and researcher of the eLearn Center (Center of Research, Innovation and Training in e-learning) at the Open University of Catalonia (UOC). Her presentation was broadcasted online to Turku, Finland and the link is found in this program. I appreciate her researcher attitude because I was tired of hearing about competitions between c and xMOOCs.

The areas of research in which Guardia is focused on are the techno-pedagogical design or instructional design, the educational technology and the didactics, the e-portfolio, and the development of models based on the use of the ICT (e-learning). She has been working in all them participating and coordinating different projects of research and of innovation, at national and international level. She has published different articles, papers and chapters of books about techno-pedagogical design and the use of the ICT. Nowadays she’s participating in projects of research and of innovation about techno-pedagogical design, personalization of the learning processes, e-portfolios and the evaluation of the learning process.

In this slide you can see how Lourdes Guardia presented the long history of online learning. I think our orientation in edcmooc is similar.

lourdes

 

What happened to learning during this long history? What improves and prevents or even obstructs learning? MOOCs are quite new, in 2008 began the connectivist movement and in 2011 the x MOOCs . I participated in CCK08 and my many studies are described in this blog. I’ve tried to assess my learning, beginning from practicing English – my first challenge. The factors affecting behind learning are changing but it is not easy to analyse how  and when learning becomes better or worse.

I didn’t know this situation in Europe : Spain offers more MOOCs than other countries. UK, of course, offers many 🙂

europaThe growth in the number of courses has been rapid. The quantities are always easy to measure but the quality would be more important to know. What is the best pedagogy of MOOCs ?

Lourdes Guardia presented her (and many research groups’) findings as pedagogical principles. These are defined in the following picture:
lourdes2

I agreed with these principles in the online session and I suppose that most of these principles are included in the edcmooc design.

We had a Hangout last Friday and some creative innovations were thrown in the air. We decided to crowdsource the subtitle to our meeting and the content. The recording is available but writing a transcript jointly is an interesting experiment. It follows the principles of empowerment, collaborative learning, social networking, peer assistance, media-technology-enhanced learning.

We also gathered photos about the global classroom. Some people took the photo about computers, I thought that myself must be included in the photo. Someone had a baby in her arms. I liked that idea of global environment. I am waiting for the crowdsourced content. I feel that participating in it requires better English than I have. How can we move from the transcriptions to summaries? Is it the test of quality in collaboration? The language skills restrict many participants’  writing – or I should try anyway, to test how the automatic writer works. I have never tried such a thing earlier. Edcmooc = to do many new things.

Do we agree with Lourdes Guardia’s conclusions? Deep pedagogical debate: is it going on in edcmooc ? We make history.

lourdes3

EDIT 21.11. the first year of xMOOC was autumn 2011 (not in 2010 as I said) and later in 2012 there were more xMOOCs.

2 thoughts on “Pedagogical principles of MOOCs

  1. Nice post 🙂
    I had a quick correction: xMOOCs started in autumn of 2011 with the AI Stanford course, but I would argue that the real genesis is early 2012.

    By the way, is there a link to a paper from this presenter on MOOC pedagogy? It looks interesting.

  2. Thanks Apostolos for the correction of the year (xMOOC 2011) – I had a feeling that 2010 was wrong. So much happened so quickly!

    There is the link to Connect Pro session, I didn’t find any papers or slides, only that link to the session in which I participated: see the end of the first paragraph, the program of Verkkoja kokemassa is in Finnish but you can see the name of Lourdes Guardia and her topic there, scroll the program forward.
    I consider it is interesting, too – we need new names of researches

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