Openness in Three Acts: A Narrative Inquiry into Teacher Educators' Conceptions of MOOC

Openness in Three Acts: A Narrative Inquiry into Teacher Educators'

Conceptions of MOOC

Dalit Levy and Sarah Schrire Kibbutzim College of Education,

Technology & ArtsTel Aviv, Israel

10th Annual OpenEd Conference Park City, UT, November 8, 2013

WHAT SHOULD TEACHER EDUCATORS DO ?

MOTIVATION

INNOVATION

INVESTIGATION

STUDY #1

STUDY #2

SUMMARY

Levy & Schrire, Kibbutzim College of Education, Technology, and the Arts

• Examine models for learning and teaching

• Provide experiences that prepare future teachers for education in the digital age

• Promote pedagogical innovation

WHEN YOU HEAR “PEDAGOGICAL INNOVATION …”

MOTIVATION

INNOVATION

INVESTIGATION

STUDY #1

STUDY #2

SUMMARY


What do you see?

ABOUT US

MOTIVATION

BACKGROUND

CRITICAL LOOK

THE ISSUE

THE FIELD

METHODOLOG

Y

FINDINGS

NEXT STEPS

An Image of Pedagogical Innovation

Baratz & Levy, July 2, 2013

ABOUT US

MOTIVATION

BACKGROUND

CRITICAL LOOK

THE ISSUE

THE FIELD

METHODOLOG

Y

FINDINGS

NEXT STEPS



ABOUT US

MOTIVATION

BACKGROUND

CRITICAL LOOK

THE ISSUE

THE FIELD

METHODOLOG

Y

FINDINGS

NEXT STEPS


Portfolio


ABOUT US

MOTIVATION

BACKGROUND

CRITICAL LOOK

THE ISSUE

THE FIELD

METHODOLOG

Y

FINDINGS

NEXT STEPS



As Part of Promoting Pedagogical Innovation at our College…

• STUDY #1: Collect teacher educators’ images and stories of pedagogical innovation in their field of practice • STUDY #2: listen to the

organizational voices regarding an initiative of developing a MOOC for Hebrew-speaking student teachers

MOTIVATION

INNOVATION

INVESTIGATION

STUDY #1

STUDY #2

SUMMARY


As Part of Promoting Pedagogical Innovation at our College…

• STUDY #1: 2011-2012110 responses were collected (in a narrative form) to the question: describe a situation in which you implemented pedagogical innovation

• STUDY #2: 2012-201310 in-depth interviews with stakeholders whom we identified as potential partners in the initiative to establish a MOOC at our college of education

MOTIVATION

INNOVATION

INVESTIGATION

STUDY #1

STUDY #2

SUMMARY


STUDY #1 – FINDINGS (1)

MOTIVATION

INNOVATION

INVESTIGATION

STUDY #1

STUDY #2

SUMMARY

TEACHER EDUCATORS’ DISCOURSE OF PEDAGOGICAL

INNOVATION

NO INNOVATIO

N

MENTION TECHNOLOGIE

S

1. BUILD THEOR

Y

SUGGEST RENEWED

DEFINITION

3. DOUBLE MEANIN

G

2. VARIETY OF

APPROACHES

4. RECURSIVE THINKING



MOTIVATION

INNOVATION

INVESTIGATION

STUDY #1

STUDY #2

SUMMARY

MENTION TECHNOLOGIE

S

SUGGEST RENEWED

DEFINITION

2. NOT THE MOST

UPDATED APPS

NO INNOVATIO

N


INNOVATION

3. FUTURE THINKIN

G

1. GENERAL TERMS



MOTIVATION

INNOVATION

INVESTIGATION

STUDY #1

STUDY #2

SUMMARY

MENTION TECHNOLOGIE

S

SUGGEST RENEWED

DEFINITION

2. NOT THE MOST

UPDATED APPS

NO INNOVATIO

N


INNOVATION

3. FUTURE THINKIN

G

1. GENERAL TERMS

• OER• OPENNESS• OPEN

EDUCATIONLevy & Schrire, Kibbutzim College of Education, Technology, and the Arts

STUDY #1 – SUMMARY

MOTIVATION

INNOVATION

INVESTIGATION

STUDY #1

STUDY #2

SUMMARY

MENTION TECHNOLOGIE

S

SUGGEST RENEWED

DEFINITION

2. NOT THE MOST

UPDATED APPS

NO INNOVATIO

N


INNOVATION

3. FUTURE THINKIN

G

1. GENERAL TERMS

• OER• OPENNESS• OPEN

EDUCATIONLevy & Schrire, Kibbutzim College of Education, Technology, and the Arts

The discussion of innovation among teacher educators seems to differ from what can be found in other professional “communities of practice” (agriculture, environment, health, high-tech, business development, science…)

STUDY #2 – BACKGROUND

MOTIVATION

INNOVATION

INVESTIGATION

STUDY #1

STUDY #2

SUMMARY


• 2012 – “The year of the MOOCs”

• Before 2012, MOOCs were c-MOOCs


MOTIVATION

INNOVATION

INVESTIGATION

STUDY #1

STUDY #2

SUMMARY


• 2012 – “The year of the MOOCs”.

• MOOC phenomena redefines what is meant by “learning,” “teaching,” and “assessment,” and at the same time blurs the boundaries between them.


MOTIVATION

INNOVATION

INVESTIGATION

STUDY #1

STUDY #2

SUMMARY


Current and future teachers should:

• Participate in MOOCs as learners

• Gain experience in facilitating learning in MOOCs (plus in instructional design)

Our initiative concerns c-MOOCs; The interviewees hear x-MOOCs.

מפרשותפיםשב-ר,תוחפ,קווןמ


MOTIVATION

INNOVATION

INVESTIGATION

STUDY #1

STUDY #2

SUMMARY


OPENNESS EMERGED AS A KEY ISSUE FROM THE ANALYSIS OF THE

INTERVIEWS

STORY II. VISION OF AN

OPEN LEARNING

ENVIRONMENT(March 2012)

STORY III. OPENNES

S vs. CONTRO

L(May 2012)

STORY I. VISION OF AN OPEN

BLOG(May 2011)


MOTIVATION

INNOVATION

INVESTIGATION

STUDY #1

STUDY #2

SUMMARY



INTERVIEWS


OPEN LEARNING


STORY III. OPENNES

S vs. CONTRO

L(May 2012)


BLOG(May 2011)

RESISTANCE TO OPENNESS


MOTIVATION

INNOVATION

INVESTIGATION

STUDY #1

STUDY #2

SUMMARY



INTERVIEWS


OPEN LEARNING


STORY III. OPENNES

S vs. CONTRO

L(May 2012)


BLOG(May 2011)

Beth: “one of the main objections (raised by other stakeholders) was that the open blog envisaged by Jake (in Story I) would bypass the college’s official website” (Story III)


MOTIVATION

INNOVATION

INVESTIGATION

STUDY #1

STUDY #2

SUMMARY



INTERVIEWS


OPEN LEARNING


STORY III. OPENNES

S vs. CONTRO

L(May 2012)


BLOG(May 2011)

The main obstacle to openness, as expressed by our interviewees, is that c-MOOCs may subvert the organization’s agenda by

placing the locus of control outside the boundaries of the

organization.


MOTIVATION

INNOVATION

INVESTIGATION

STUDY #1

STUDY #2

SUMMARY



INTERVIEWS


OPEN LEARNING


STORY III. OPENNES

S vs. CONTRO

L(May 2012)


BLOG(May 2011)

A new meaning for “Breaking down the classroom walls”:

Natural & Open Technology-Enhanced

Learning SpaceVersus

Technology-Enhanced Learning Tools supplied

by the College


MOTIVATION

INNOVATION

INVESTIGATION

STUDY #1

STUDY #2

SUMMARY



INTERVIEWS


OPEN LEARNING


STORY III. OPENNES

S vs. CONTRO

L(May 2012)


BLOG(May 2011)

From an initial assessment that the main issues in setting up a c-MOOC in our college of education would be technical, it became clear that c-MOOCs can “turn education on its head”.


MOTIVATION

INNOVATION

INVESTIGATION

STUDY #1

STUDY #2

SUMMARY



INTERVIEWS


OPEN LEARNING


STORY III. OPENNES

S vs. CONTRO

L(May 2012)


BLOG(May 2011)

“control is no longer with the teacher as in behaviorism, or with the learner, as in constructivism, but distributed, everywhere, and nowhere…” (Authors meeting, May 2012).


THINKING@FUTURE

MOTIVATION

INNOVATION

INVESTIGATION

STUDY #1

STUDY #2

SUMMARY

Encourage future thinking, including current trends like MOOCs as well as future learning technologies

July 7-11, 2013


SURVEY FOLLOWING THINKING@FUTURE

MOTIVATION

INNOVATION

INVESTIGATION

STUDY #1

STUDY #2

SUMMARY

Among those who knew something:

• 5 agree with the claim that MOOCs will contribute to teacher education;

• 8 don’t agree;

• 13 don’t know…



MOTIVATION

INNOVATION

INVESTIGATION

STUDY #1

STUDY #2

SUMMARY

The numbers are slightly different when asked about contribution of MOOCs to Higher Education (or Education in general):

• 10 agree (7);

• 5 don’t agree (7);

• 11 don’t know (12)…



MOTIVATION

INNOVATION

INVESTIGATION

STUDY #1

STUDY #2

SUMMARY

How frequently you use OER?

sometimes

frequently

Never

Rarely

All the time

Some feel a lack of institutional support for OER



MOTIVATION

INNOVATION

INVESTIGATION

STUDY #1

STUDY #2

SUMMARY

How frequently you use OER?

sometimes

frequently

Never

Rarely

All the time

“I have nothing against open education, but I can’t imagine myself going to a dentist that gained her/his medical education solely via MOOCs” (July 2013).

Back to an Image of Pedagogical Innovation

What do you see now?

MOTIVATION

INNOVATION

INVESTIGATION

STUDY #1

STUDY #2

SUMMARY


QUESTIONS?

MOTIVATION

INNOVATION

INVESTIGATION

STUDY #1

STUDY #2

SUMMARY

Thanks for listening! dalitl

[email protected]

Openness in Three Acts: A Narrative Inquiry into Teacher Educators' Conceptions of MOOC

Education

Transcript of Openness in Three Acts: A Narrative Inquiry into Teacher Educators' Conceptions of MOOC