designing moocs to support use of different types of knowledge resources in learning anytime,...
TRANSCRIPT
Designing MOOCs to Support Use of Different Types of Knowledge Resources
in Learning Anytime, AnywhereOEGlobalConference2016
Krakow,PolandEstherTan&ChristianM.Stracke
1. ResearchContext2. TheoreticalFramework3. CaseStudy
§ Researchdesign§ Dataanalysis§ Datafindings
4. Discussion&Conclusion
Presentation Outline
ExploreMOOCtosupportlearninganytime,anywhereHarnessaffordancesofMOOCs&mobiletechnologiestoconnectremotelearners&learnersonlocationtocontextualizeandconcretizethelearningexperience.(Sharples,Kloos,Dimitriadis,Garlatti &Specht,2015)
ResearchContext
1. OutdoorLearningasEnvironmentalInteraction&SituatedLearning§ Technologicalaffordancesredefineslearningspaces:
“…learninganytime,anywhere” (Milrad &Spikol,2007)§ Thesituatedness ofthelearningexperiencein
Outdoorlearning(Kerawalla etal.,2012)&Mobilelearning(Sharples,Taylor&Vavoula,2007)
§ “knowingasactivitybyspecificpeopleinspecificcircumstances”(Lave&Wenger,p.52)
***Thecriticalityofunderstandinglearners’interactionwiththespecificlearningcontexttocreateandconstructknowledgeinthemeaning-makingprocess.
Theoretical Framework
2. KnowledgeResourcesforSituatedLearning
Theoretical Framework
Prior knowledge
New Conceptual Knowledge
Contextualknowledge
Figure1:Knowledgeresourcesincollaborativemeaning-makingprocess(Fischer&Mandl,2005)
Learning materials &
information on a given topic
Existing knowledge
learners possess on a given topic
New theoretical concepts owing to interaction with the situated learning
context
Participants(FutureSchool@SingaporeProject)§ SchoolofScience&Technology§ 2classesofsecondarytwostudents§ Highability(GroupA)& mixedability(GroupB)
CaseStudy
Process-orienteddesigntoframelearners’discourseandinteractionwiththeenvironmentandwithpeers
1. Learningobjectives2. TaskType3. Levelofpre-structuring4. Technologymediation
ResearchDesign
1. Learningobjectives:§ Inquiry-basedLearning:BIGQuestion
(BIG:BeyondInformationGiven)§ CollaborativeKnowledgeBuilding§ Integratedconceptualunderstanding
(History,Geography&Biology)
ResearchDesign
BIGQuestion:Whydoescivilisationbeginatthemouthofariver?
ResearchDesign
Figure2:SingaporeRiverMysteryTrail
2. TaskType:§ Taskstructuredness:
well-structuredtoill-structuredtask
ResearchDesign
Tasktype Descriptionoftasks
Performative 1.MeasuretheriverwaterconditionsKnowledgeGenerative 2.Describetheidealwaterconditions
KnowledgeSynthesis 3.Discusstheimportanceofwaterquality
3. Levelofpre-structuring§ Positionthelearningtrailaspartofformal
curriculumwithpre&post-trailphase§ Provideanunstructuredactivityforsmallgroups
topursuetheirownresearchinquiriesafterthecompletionofalltrailactivities
ResearchDesign
Pre-TrialTune-in Activity
In-TrailActivities
Post-TrialSummary of learning
4. Technologymediation§ Web-basedplatformhostingtrailactivities§ Virtualfacilitation:broadcastalert&feedback§ Data-loggers&iPadwithembeddedapps
ResearchDesign
Figure3: Students measurewaterconditionsandenterresponses intheweb-basedplatform
1a.Whattypesofknowledgeresourcesdolearnersuseinthemeaning-makingprocessinasituatedlearningcontext?
1b.HowcanwedesignMOOCstosupportthemeaning-makingprocessandtoenhancethequalityofthelearningexperiencesof‘anytime,anywhere’?
ResearchQuestions
DataSource§ Audiofootage:verbatimtranscription§ Videofootage§ Fieldnotes
DataAnalysis§ Contentanalysis:useofsemanticboundaries,i.e.,
discussionthreads,ideasandturnoftalkstodefineanunitofanalysis(Chi,1997)
§ Codingschemeoncontentdimension(Fischer&Mandl,2005)toinvestigatetheuseofdifferentknowledgeresourcetypes
DataSource&Analysis
DataFindings
Figure4:FrequencyofKnowledgeResourcesTypesUsedinGroupDiscourseNote: CR= Contextual Resources, NCR= New Conceptual Resources, CR & NCR = Relations betweenContextual Resources and New Conceptual Resources, PKR = Prior Knowledge Resources, CR & PKR =Relations between Contextual Resources & Prior Knowledge Resources.
§ BothgroupsshowedhighusageofCRascomparedtootherknowledgeresourcetypes
§ BothgroupsgeneratedhighernumberofCR&NCRstatementsthanCR&PKRstatements
§ BothgroupsshowedthatCR&interactionwiththephysicalenvironmentplayasignificantroleinlearners’abilitytodevelopNCR
§ DevelopmentofNCRiscontingentontheinteractionwiththerichphysicalaffordances
DataFindings
1. LearningAnytime,Anywhere(SituatedLearning)§ Involves(environmental)interactionwithaspecificcontext§ Involvesre-contextualisation&concretisingthedifferent
typesofknowledgeresourcesinthatspecificcontext
2. DesignMOOCstosupportsituatedlearningcontext,i.e.,toconnectMOOCslearners&learnersonsite§ Includesprovisionofabaselinecontextualresources§ Includessupportingdevelopmentofnewcontextualresources§ Includesscaffoldingdevelopmentofnewconceptualresources
tofacilitatetheco-constructionofnewknowledgeand/oradvancingknowledge
Discussion&Conclusion
§ Fischer,F.&Mandl,H.(2005).KnowledgeConvergenceinComputer-SupportedCollaborativeLearning:theRoleofExternalRepresentationTools.TheJournaloftheLearningSciences,14(3),405-441.
§ Lave,J.&Wenger,E.(1991).Situatedlearning:Legitimateperipheralparticipation.Cambridge:CambridgeUniversityPress.
§ Milrad,M.,&Spikol,D.(2007).Anytime,anywherelearningsupportedbysmartphones:ExperiencesandresultsfromtheMUSISproject.JournalofEducationalTechnology&Society,10(4),62-70.
Reference
§ Orion,N.,&Hofstein,A.(1994).Factoringthatinfluencelearningduringascientificfieldtripinanaturalenvironment.JournalofResearchinScienceTeaching,31(10),1097-1119.
§ Sharples,M.,Taylor,J.,&Vavoula,G.(2007).ATheoryofLearningfortheMobileAge.InR.AndrewsandC.Haythornthwaite (Eds.),TheSageHandbookofElearning Research (pp.221-247).London:Sage,
§ Sharples,M.,Kloos,C.D.,Dimitriadis,Y.,Garlatti,S.,&Specht,M.(2015).MobileandAccessibleLearningforMOOCs. JournalofInteractiveMediainEducation,2015(1).
Reference