01 SES 04 A, Different Forms of Professional Learning
MOOCs or massive open online courses are supposed to solve many problems. They alleviate financial pressures of educational organisations reaching many students and drawing in "real students" for the lecture-based courses.They reduce teachers' workload as the knowledge clips, online assignments and peer review take over (part of) their job. Finally, MOOCs improve teaching praxis thanks to the learning analytics of its back office and the possibility to experiment with innovative pedagogies (Sharples et al, 2013). Yet MOOCs have a high dropout rate and not every teacher likes to move from the "sage on the stage" to the "guide on the side". MOOCs are very expensive to create and there is no return of investment model. Still, as the 2013 Online Educa conference stated educators cannot ignore them.
MOOCs are linked to the new pedagogical paradigm of the Flipped Classroom (Bergmann & Sams, 2012). Flipping the class means knowledge clips are studied at home freeing class time for personal feedback and creative communicative tasks. The master flipped classroom allows students to work at their own pace and engage in wherever, whenever, whatever learning. Students unable to attend class can easily catch up in their own time. Khan Academy, TeacherTube or the Flipped Class network share knowledge clips for teachers to use. Yet some teachers are wondering what they have to do in their free class time and question their role as teacher. However many teachers testify they are happy to move towards a student-centred learning environment. They like the discussions with their students and are enthusiastic about the meaningful learning activities.
MOOCs and flipped classes both work with knowledge clips as homework. But they are not synonymous. In fact there are three kinds of MOOCs: cMOOC, xMOOC and flipped MOOC. MOOCs do solve a problem master flip classes were dealing with: if you allow your student to watch a tutorial whenever he feels like it, you have to store these knowledge clips. In a MOOC you create chapters containing several tutorials called episodes. You can also upload the assignments and transfer the discussion to a forum and Facebook group. MOOCs can also add further reading lists and tutorials. Finally they can insert quizzes to obtain feedback about the quality of the knowledge clip and some even include a random peer evaluation where every participant has to grade three other participants. However, MOOCs do not organise physical classrooms. Yet this might be a good idea as some participants have set up reading groups to study a MOOC together.
Flipped classes are still formal teacher-driven classes with exams and diploma's. MOOCs, on the other hand, are informal learning environments without certificates. But they clearly tap into a societal need for education as there are so many people who register. It is this enthusiasm which caught my attention.
As a learner I come from a lecture-based background, preferring theoretical frameworks in books. Nowadays, however, I have adopted digital scholarship, relying on open online resources such as OER; morphed into a connected educator, embraced crowd learning following several online communities, participated in a citizen inquiry organise trying to define happiness, ventured into a European community of practice on storytelling and signed up for a knowledge-based xMOOC on "The Future of Storytelling" designed by Iversity affiliated with the university of applied sciences of Potsdam, Germany. In this presentation I will make sense of this experience reflecting on what I thought, felt and did while participating; how I engaged with the tutorials, quizzes, further readings, extra YouTube films, forum, Facebook, assignments and mail messages; and why I supposed MOOCs could be the way to enthusiastic binge-learning..
Bergmann,J.& Sams,A.(2012). Flip your Classroom. Reach Every Student in Every Class Every Day. USA: ISTE Boal, A.(1995). The Rainbow of Desire. The Boal Method of Theatre and Therapy. London: Routledge Ellis, C.(2003). The Ethnographic I. A Methodological Novel about Autoethnography.USA: AltaMira press Denzin, D.(2003). Performance Ethnography. Critial Pedagogy and the Politics of Culture. California: Sage Publications Donk, C. van der& Lanen.B. van (2009). Praktijkonderzoek in de school. Bussum: Coutinho Gerstein, J. (2012)The Flipped Classroom: The Full Picture Based on an Experiental Model of Learning.Creative Commons Young, J.(2013) Beyond the Mooc Hype: A Guide to Higher Education's High-Tech Disruption. Washington/ The Chronicle of Higher Education. Orey, M.(2011-..) Emerging Perspectives on Learning, Teaching, and Technology.Georgia:Department of Educational Psychology and Instructional Technology. www.oercommons.org/courses/emerging-perspectives-on-learning-teaching-and -technology Sharples,M., McAndrew,P., Wellens,M., Ferguson,R., FitzGerald,E., Hirst,T., and Gaved,M. (2013). Innovating Pedagogy 2013: Open University Innovation Report 2.Milton Keynes: The Open University. Waard, I.I., de.(2013). Mooc Yourself. Set up your own MOOC for Business, Non-Profit, and Informal Communities. Creative Commons.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
The programme is updated regularly (each day in the morning)
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.