2014 04 03 (educon2014) emadrid uam towards a collaborative pedagogical model in moocs
-
Upload
emadrid-network -
Category
Education
-
view
474 -
download
0
description
Transcript of 2014 04 03 (educon2014) emadrid uam towards a collaborative pedagogical model in moocs
![Page 1: 2014 04 03 (educon2014) emadrid uam towards a collaborative pedagogical model in moocs](https://reader033.fdocuments.net/reader033/viewer/2022052823/55501ebeb4c905af648b51e0/html5/thumbnails/1.jpg)
Towards a Collaborative
Pedagogical Model in MOOCs
*Iván Claros, **Leovy Echeverría, *Antonio Garmendía, *Ruth Cobos*{ivan.claros, antonio.garmendia, ruth.cobos}@uam.es,
Department of Computer ScienceUniversidad Autónoma de Madrid
Madrid, Spain
![Page 2: 2014 04 03 (educon2014) emadrid uam towards a collaborative pedagogical model in moocs](https://reader033.fdocuments.net/reader033/viewer/2022052823/55501ebeb4c905af648b51e0/html5/thumbnails/2.jpg)
Outline
• Motivation▫ Massive Open Online Courses (MOOCs) ▫ Collaborative Learning
• Two Collaborative Learning Approaches▫ Social Media Learning System▫ Teaching Assistant System
• Discussion▫ Are possible massive collaborative learning
experiences?
• Conclusion and Future Work
![Page 3: 2014 04 03 (educon2014) emadrid uam towards a collaborative pedagogical model in moocs](https://reader033.fdocuments.net/reader033/viewer/2022052823/55501ebeb4c905af648b51e0/html5/thumbnails/3.jpg)
What we Know about MOOCs
• Massive Open Online Course ▫ Distributed shared space for learning ▫ Large-scale feedback and interaction▫ Open and Online: free and universal access▫ But have rules: at the end is a Course
• Examples▫ Coursera (https://www.coursera.org/)▫ Udacity (http://www.udacity.com/)▫ edX (https://www.edx.org/)▫ Miríada X (http://miriadax.net/)
![Page 4: 2014 04 03 (educon2014) emadrid uam towards a collaborative pedagogical model in moocs](https://reader033.fdocuments.net/reader033/viewer/2022052823/55501ebeb4c905af648b51e0/html5/thumbnails/4.jpg)
What we Know about MOOCs
• Stephen Downes (2011)
▫ xMOOCs (Coursera, edX)
Formal (traditional)
Structured
Centralized discussion forum support
▫ cMOOCs (CCK-Style)
Distributed
Chaotic
Learners create and share artefacts
Often blog, forum or personal space
![Page 5: 2014 04 03 (educon2014) emadrid uam towards a collaborative pedagogical model in moocs](https://reader033.fdocuments.net/reader033/viewer/2022052823/55501ebeb4c905af648b51e0/html5/thumbnails/5.jpg)
What we Know about MOOCs
• Multiple services▫ Centralized: forums, mails▫ Decentralized: social media (blogs, social networks, …)
• Content▫ Fragmented - distributed resources - Sharing▫ Format - short video (Multimedia) lectures
• Learners▫ Foster Autonomous, Self-regulated▫ Peer-learning▫ Knowledge is generative
• Assessments▫ Quiz, test, creation artefact, peer-commented▫ Learning analytics
![Page 6: 2014 04 03 (educon2014) emadrid uam towards a collaborative pedagogical model in moocs](https://reader033.fdocuments.net/reader033/viewer/2022052823/55501ebeb4c905af648b51e0/html5/thumbnails/6.jpg)
What we don’t Know about MOOCs
• MOOC requires a flexible pedagogical model based on a high interaction and self-motivation.▫ The collaborative learning approach seems to be
the answer, or at least a starting point. What happens with a massive collaboration?
• Social Media (Web 2.0) ▫ Wikis, Blogs, Microblogs, Videoblogs, and others.▫ Such platforms allow communication and social
interaction Is this enough for supporting a collaborative
learning experience in a MOOC context?
![Page 7: 2014 04 03 (educon2014) emadrid uam towards a collaborative pedagogical model in moocs](https://reader033.fdocuments.net/reader033/viewer/2022052823/55501ebeb4c905af648b51e0/html5/thumbnails/7.jpg)
Two Collaborative Learning Approaches
• Social Media Learning System (Claros & Cobos, 2013)▫ High support to social interaction processes
around the composition of interactive multimedia learning objects.
• Teaching Assistant System (Echeverría & Cobos, 2013)▫ Extends a LMS (Moodle) to support a
collaborative instructional model, helping the design of collaborative learning scenarios and assessment processes.
![Page 8: 2014 04 03 (educon2014) emadrid uam towards a collaborative pedagogical model in moocs](https://reader033.fdocuments.net/reader033/viewer/2022052823/55501ebeb4c905af648b51e0/html5/thumbnails/8.jpg)
Social Media Learning System
• Theoretical base
▫ Active Learning (Bonwell and Eison, 1991)
▫ Multimedia Learning (Mayer, 2002)
• Services
▫ Social Media environment (Facebook + Youtube)
▫ Tagging
▫ Comments
▫ Rates
▫ Resource Management
![Page 9: 2014 04 03 (educon2014) emadrid uam towards a collaborative pedagogical model in moocs](https://reader033.fdocuments.net/reader033/viewer/2022052823/55501ebeb4c905af648b51e0/html5/thumbnails/9.jpg)
Social Media Learning SystemAnalysis
Synthesis
Composition
Consume
Searching
Creating
EvaluatingPlaying
Structured Resources
And Concepts
Shared Database
Interactive Multimedia Learning Script
Feedback and Interactivity
![Page 10: 2014 04 03 (educon2014) emadrid uam towards a collaborative pedagogical model in moocs](https://reader033.fdocuments.net/reader033/viewer/2022052823/55501ebeb4c905af648b51e0/html5/thumbnails/10.jpg)
Social Media Learning System
• Monitoring Process
▫ Three types of interfaces
Summary: view embedded with basic reports
Exportation : formats such as VNA (for Social Network Analysis), ARFF (for datamining) and CVS (for standard analysis).
Analysis: views embedded with metrics and indicators about collaborative processes. For instances, Sociographs.
![Page 11: 2014 04 03 (educon2014) emadrid uam towards a collaborative pedagogical model in moocs](https://reader033.fdocuments.net/reader033/viewer/2022052823/55501ebeb4c905af648b51e0/html5/thumbnails/11.jpg)
Summary
![Page 12: 2014 04 03 (educon2014) emadrid uam towards a collaborative pedagogical model in moocs](https://reader033.fdocuments.net/reader033/viewer/2022052823/55501ebeb4c905af648b51e0/html5/thumbnails/12.jpg)
Exportation
![Page 13: 2014 04 03 (educon2014) emadrid uam towards a collaborative pedagogical model in moocs](https://reader033.fdocuments.net/reader033/viewer/2022052823/55501ebeb4c905af648b51e0/html5/thumbnails/13.jpg)
Analysis
Size: proportional withtotal of comments
Red: in-degree biggerthan out-degree
Blue: out-degree biggerthan in-degree
![Page 14: 2014 04 03 (educon2014) emadrid uam towards a collaborative pedagogical model in moocs](https://reader033.fdocuments.net/reader033/viewer/2022052823/55501ebeb4c905af648b51e0/html5/thumbnails/14.jpg)
Social Media Learning System
• Assessment Process
▫ Traditional Learning outcome assessment complemented by three perspectives:
Individualistic: individual accountability.
Cooperative: contribution to community.
Social Acceptation: peer-assessment measured by interactions derived from his actions.
![Page 15: 2014 04 03 (educon2014) emadrid uam towards a collaborative pedagogical model in moocs](https://reader033.fdocuments.net/reader033/viewer/2022052823/55501ebeb4c905af648b51e0/html5/thumbnails/15.jpg)
Teaching Assistant System
• Theoretical base▫ A collaborative instructional model based on the
Group Investigation method (Sharan & Sharan, 1994)
• Four interconnected elements▫ Topics▫ Collaborative learning scenarios▫ Activities▫ Assessments
• Two workspaces ▫ Instructor’s ▫ Student’s
![Page 16: 2014 04 03 (educon2014) emadrid uam towards a collaborative pedagogical model in moocs](https://reader033.fdocuments.net/reader033/viewer/2022052823/55501ebeb4c905af648b51e0/html5/thumbnails/16.jpg)
Teaching Assistant System
• Instructor’s Workspace
▫ The Task Manager
▫ The Assessment Manager
▫ The Report Manager
• Student’s workspace▫ The Assessment Manager
▫ The Report Manager
![Page 17: 2014 04 03 (educon2014) emadrid uam towards a collaborative pedagogical model in moocs](https://reader033.fdocuments.net/reader033/viewer/2022052823/55501ebeb4c905af648b51e0/html5/thumbnails/17.jpg)
Teaching Assistant System
• Monitoring Process
▫ Feedback about the students’ progress in their learning process.
▫ The Report Manager tool embedded in this assistant contains an algorithm that monitors the students’ interactions
▫ Two types of accomplishment rules
Number of activities .
Deadline of activities.
![Page 18: 2014 04 03 (educon2014) emadrid uam towards a collaborative pedagogical model in moocs](https://reader033.fdocuments.net/reader033/viewer/2022052823/55501ebeb4c905af648b51e0/html5/thumbnails/18.jpg)
Teaching Assistant System
• Assessment Process
▫ Two type of assessment: the collaborative learning process and the collaborative learning product assessment.
▫ Assessment criteria in each collaborative learning scenario:
Max/Min grades
Penalty Period.
![Page 19: 2014 04 03 (educon2014) emadrid uam towards a collaborative pedagogical model in moocs](https://reader033.fdocuments.net/reader033/viewer/2022052823/55501ebeb4c905af648b51e0/html5/thumbnails/19.jpg)
Technological features
• Standard Web technologies: HTML5, JS, CSS.
• Social Media Learning System
▫ Integration with social networks Facebook and Youtube. REST and Open services.
• Teaching Assistant System
▫ Moodle Modules Extensions.
![Page 20: 2014 04 03 (educon2014) emadrid uam towards a collaborative pedagogical model in moocs](https://reader033.fdocuments.net/reader033/viewer/2022052823/55501ebeb4c905af648b51e0/html5/thumbnails/20.jpg)
Discussion
• A collaborative learning activity requires several conditions, for instances:
▫ A common goal (Dillenbourg, 1999)
▫ Positive interdependence (Johnson & Johnson, 1999)
▫ Coordination and Communication (Gutwin & Greenberg, 2004)
▫ Individual accountability (Slavin, 1996)
▫ Awareness (Janssen et. al, 2007)
![Page 21: 2014 04 03 (educon2014) emadrid uam towards a collaborative pedagogical model in moocs](https://reader033.fdocuments.net/reader033/viewer/2022052823/55501ebeb4c905af648b51e0/html5/thumbnails/21.jpg)
Discussion
• Peer-assessment is a scalable assessment strategy, however implicit mechanisms are required, for instance through interaction analysis.
• Teachers
▫ Cannot control all the processes
▫ Facilitator in learning processes
▫ He/she needs assistance to facilitate design, monitoring and assessment processes
![Page 22: 2014 04 03 (educon2014) emadrid uam towards a collaborative pedagogical model in moocs](https://reader033.fdocuments.net/reader033/viewer/2022052823/55501ebeb4c905af648b51e0/html5/thumbnails/22.jpg)
Conclusions
• This paper has presented two collaborative learning approaches: the first one supported by social media services, and the second one supported by the LMS Moodle.
• This work has presented the main strategies related with the design, assessment and monitoring processes for both approaches.
• Both students and teachers require new services.• As future work, the environments that support the
proposed approaches would be integrated to MOOCs.
![Page 23: 2014 04 03 (educon2014) emadrid uam towards a collaborative pedagogical model in moocs](https://reader033.fdocuments.net/reader033/viewer/2022052823/55501ebeb4c905af648b51e0/html5/thumbnails/23.jpg)
References• I. Claros, and R. Cobos, "Social Media Learning: an Approach for Composition of Multimedia
Interactive Object in a Collaborative Learning Environment". In Proceedings of the 17th IEEE International Conference on Computer Supported Cooperative Work in Design (CSCWD 2013), 2013.
• L. Echeverría, R. Cobos and M. Morales, Designing and Evaluating Collaborative Learning Scenarios in Moodle LMS Courses. In Cooperative Design, Visualization, and Engineering. Springer Berlin Heidelberg, 2013, pages 61–66.
• Y. Sharan and S. Sharan "Group investigation in the cooperative classroom". In S. Sharan (Ed.) Handbook of Cooperative Learning Methods. Greenwook Press, 1994.
• P. Dillenbourg, What do you mean by collaborative learning?. Collaborative-learning: Cognitive and computational approaches, 1999, 1-19.
• D. W. Johnson, and R. T. Johnson, An educational psychology success story: Social interdependence theory and cooperative learning. Educational Researcher, 2009, 38(5), 365.
• C. Gutwin, and S. Greenberg, The importance of awareness for team cognition in distributed collaboration. In E. Salas & S. M. Fiore (Eds.), Team cognition: Understanding the factors that drive 455 processes and performance, 2004, pp. 177–201.
• R. E. Slavin, Research on cooperative learning and achievement: What we know, what we need to know. Contemporary Educational Psychology, 1996, 21(1), pp. 43–69.
• J. Janssen, G. Erkens, G. Kanselaar, and J. Jaspers, Visualization of participation: Does it contribute 465 to successful computer-supported collaborative learning? Computers & Education, 2007, 49(4), pp. 1037–1065.
![Page 24: 2014 04 03 (educon2014) emadrid uam towards a collaborative pedagogical model in moocs](https://reader033.fdocuments.net/reader033/viewer/2022052823/55501ebeb4c905af648b51e0/html5/thumbnails/24.jpg)
Towards a Collaborative
Pedagogical Model in MOOCs
*Iván Claros, **Leovy Echeverría, *Antonio Garmendía, *Ruth Cobos*{ivan.claros, antonio.garmendia, ruth.cobos}@uam.es,
Department of Computer ScienceUniversidad Autónoma de Madrid
Madrid, Spain