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SMOOC INGREDIENTS : METHODOLOGY, PEDAGOGY AND A CTORS

Pedagogical characteristics of ECO sMOOC


To plan and design a MOOC using ECO environment, is important taking into
account some relevant pedagogical aspects:
Courses must be do-able and stimulating by dedicated design.
Avoid a pedagogical approach of xMOOCs. ECOs intention is apply connectivist,
social-constructive learning and situated practices as the dominant approach.
Use a pedagogical approach that supports independent learning and learner
centred.
Create collaborative learning opportunities.
Support adaptive learning strategies, for example, learning analytics.
Develop activities/tasks adapted to the context by ubiquitous, pervasive and
contextualized learning.
Design an open model of learning enable to adapt to the changing intentions of
participants during the course.

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sMOOC roles
1. Teachers team
A non-formal, free course cannot rely heavily on teacher time and presence.
Teacher participation in the course needs to be very well thought through a bit here
and there, strategically but in a massive course participants cannot have the
expectation of interacting directly with teachers or seeing a lot of presence on their
part.
Learning support cannot be assured through direct and ongoing teacher
intervention, nor through direct and systematic intervention of the facilitators. It has
to rest on the documentation and resources provided, on strategically scheduled
communications from the teacher and on an active and engaged learning community,
through collaboration, dialogue, peer feedback and active engagement from
participants in the learning process, making it also a community of practice.
Teacher/teaching presence is created through the Learning Guide, the detailed
instructions for the tasks, some resources (video and/or audio presentations) and a
weekly feedback message, based on the information prepared by the facilitators
team.
2. Facilitators Team
A small team of volunteers (Masters and/or PhD students, enthusiasts, etc.)
should be recruited in order to collaborate with the teacher or teachers leading the
course. This support team will gather information that may be relevant to better run
the course and substantiate the teachers weekly feedback, act as community
facilitators, monitor social or information networks for course related content and
help out in setting and deploying the synchronous sessions, polls, peer assessment and
other tasks considered necessary.
3. Participant/Learner
Because MOOCs are not formal learning, we need to accept that there will be
very different motivations, that people will work many different hours, put in different
levels of effort, etc. We also need to be aware that there will be times when people
wont find the time to keep up with the course (family, work, etc.).
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Participants/learners are expected to take an active role in and be responsible


for their own learning, but also to actively engage in helping build a supporting
learning community.
Given that the learning process lies on the participants and that they have a
responsibility to sustain a learning community, it is important to maximize and
recognize/reward the effort and contribution of the most interested and motivated
users, so that they can serve as role models and incentive others to be active.
Whenever possible, badges and/or a reputation system should be put in place to
stimulate and recognize/reward engagement by participants.

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Curricular elements of a sMOOC


Intentions. It is convenient to define a general course purpose and then realize
it in more specific goals or principles of procedure for each module or unit of
content. They should be consistent with the subject of the course, realistic and
be described in a clear and simple way, considering users profile.
Content. Refers to all issue must be taught. Some criteria could help to select
and define the content of the course:
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The selection of content must be logic, going from simple to complex


level, delving into the subject, organizing and grouping content
consistently.

Content should be structured following a modular and open logic. Keep


in mind that participants may have different goals or interests, could
help teachers team to insert or modify the original content modules.

For texts/printed materials is important to develop clear, concise and


logically sequenced texts.

Whenever possible, include outlines, summaries charts, lists, bullets,


etc., in order to clarify all information provided.

Use a simple but precise language.

Methodological strategies. Tasks/activities are really important in a sMOOC


and must allow to measure users level of acquisition of content during the
course, using association with them professional environment, testing difficulty
levels, different types: tests, reflection, etc.
In a course of this nature, it is important to take time to plan and
develop activities that, ultimately, are the most practical way to present
contents of each unit. In this sense, activities should be dynamic, adjusted to
the reality of the participants in both: time (not too short / fast, not too long)
and resources. It is also important to use dynamic and updated materials
(video, audio, articles, etc.) and, above all, encourage student participation,
supporting the continuous development and evaluation (fundamental) of
activities.
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Resources. In a sMooc course is important to include lots of resources. Later,


during this course, there will be a session that will explain with details how to
select, use, create, etc. videos and other resources. However, is important keep
in mind that it is desirable to use multimedia materials: text, audio (podcast),
video and animation (gif, jpg, avi and other formats). The use of these
multimedia resources must be in tune with courses contents as well as
contribute to update every main topic, avoiding use them in a sensationalist
way.
Assessment. At the end of this course will go into detail about this, is essential
to keep in mind that learning assessment (with self-correcting activities) should
be used to obtain information about relevant aspects of contents or important
elements about used resources.
As far as possible, tasks designed to assess participants progress and
success should encourage the practice and adjust to reality of participants,
creating opportunities for them to use their personal and professional
experience as starting point to exchange experiences, create and produce
materials, apply knowledge acquired, etc. Collaborative tasks (peer or group
reviews, participation in social networks, etc.) are particularly favourable to
achieving this objective.
Success in a MOOC needs to be measured against participants own
goals, interests and satisfaction level, not against predefined learning
outcomes.

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