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Lifelong Learning Web: MOOCs and professional development
Vegard Meland Centre for Lifelong Learning
Lillehammer University College
Focus points • The pedagogy and structure in our MOOCs • From an individual focus to collec@ve learning with colleagues – Transforming learning outcomes as all staff in each school par@cipates • Kolb learning cycle • Discussions, feedback/dialog and peer assessment • Commitment and professional learning over @me • Pacing and leading
• Next step
The pedagogy and structure in our MOOCs
TPC-‐model (Inspired by TPAC-‐model, Mishra & Koehler, 2006)
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Technology
Content Pedagogy
This model can be applied both on the course itself and and on the course building process.
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Weak links
Course builders working separately
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Dominant technology
Will there be any learning and professional development in these MOOCs?
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Dominant content
A stable of books and good luck. See you at the exams in 10 months.
Ideal interac@on
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Each factor support each other and are complementary
The interplay between tasks
Theory Prac@ce
Professional development and competence building inspired by Kolb`s learning cycle.
Structure and guidance • Intro with short video and
goal (set the table) • Sec@on with tasks that
combine theory and prac@ce (view, read, discuss, try out, reflect)
• Addi@onal resources • Reflec@on and self
assessment
Structure and guidance
From an individual focus to collec@ve learning with colleagues
Transforming learning outcomes as all staff in each school par@cipates
• Ini@ated by the Swedish Na@onal Agency for Educa@on 2013 – Collabora@on between University of Karlstad and Lillehammer University College
– 2 courses with almost 18 000 registered users
KAU: Pernilla Lundgren (@FrkPernilla) Anna Karle_ärd Chris@an Lundahl
CASE: Bedömning och betyg • Competence need in sector • Tradi@onal approach
– Expensive (success related to lunch…) – Campus based/2 day seminar
• MOOC – The course takers pace and lead themselves, with self reflec@on and self assessment in each module
– Almost 18 000 course takers, 20 % comple@on • 3600 teachers reaching approx. 90 000 pupils
– Individual based MOOC with collabora@on within the course
Possible to increase… • Degree of comple@on? • Degree of competence? • Professional development through collec@ve learning? • Shif in focus:
– From individual to collec@ve – Schools par@cipate with teachers and leaders
• Pacing and leading (principal) • Process, developing prac@ce and reflec@on • 2-‐4 semesters • Qualita@ve final task
• School based assessment for learning – Almost 200 schools – Approx. 5500 teachers (and increasing) – Is it possible to get 80% comple@on? Approx. 200 pupils at each school. Reach: 32 000 pupils
• Ini@ated by The Norwegian Directorate for Educa@on and Training – Developed by Lillehammer University College in collabora@on with the leading academic community in assessment for learning and organisa@onal development/learning
Theory Prac@ce
Reflec@on
-‐ Kolb learning cycle -‐ Discussions, feedback/dialog
-‐ Online (forum and peer assessment)
-‐ At campus/school/workteam -‐ Commitment and professional
learning over @me -‐ Developing own and
collec@ve prac@ce takes @me -‐ From IF to HAVE and
collabora@on -‐ Recommend 2-‐4 semester
-‐ Pacing and leading -‐ Principal/leader central in
course (everybody on board)
Transforming learning outcomes:
Next step… • Making MOOCs that supports the na@onal ini@a@ves in Norway…
• MOOC hybrids: Fixed start and end point, selec@ve path between…
• Other sectors/fields like healthcare… • Interna@onal and Australian assessment course in collabora@on with UNISA and/or Government of South Australia
Challenge the academic environment
