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Experiments with connectivism from a moderator’s point of view Jutta Pauschenwein, Erika Pernold and Eva Goldgruber Figure 5. Executed tasks. The concept of e-tivities was also perceived as positive. It was surprising that all of the participants were aware of the online tasks (69% yes, 31% rather yes). The e-tivities supported the participants in their learning process (44% yes, 31% rather yes). The number of online tasks carried out by the participants was surprisingly high (see Figure 8). Concerning the issue of moderation learners stated that they were well-supported by e-moderators and experts in their learning process, as Figure 9 shows. The documentation of the moderators was helpful for the group (69% yes, 19% rather yes) and moderators’ written contributions supported them as well (56% yes, 31% rather yes). Figure 6. Support Moderation and Expert. Results of the hybrid concept – mini- MOOC13 From a moderator’s point of view the hybrid course was quite successful. The closed group on facebook helped the participants to socialize and the moderator to accompany them, because participants’ activities were visible in contrast to the purely online course format. The facebook group collaborated well and learning processes were documented. The transfer from facebook to the open environment on Google+ was not easy. Not all participants changed the medium; three of them commented in the final survey that they did not want to participate in the open learning environment of Google+. The easy exchange in facebook did not continue in Google+, and according to members of the facebook group the discussions on Google+ were tedious. The participants contributed to the discussions around the video chats but they were not as active as in the facebook group and additional participants remained rather invisible. All in all the online survey demonstrated that most of the participants were, as Figure 7 shows, quite satisfied with the training (25% yes, 63% rather yes). Figure 7. Satisfaction with the miniMOOC13. Figure 8. Amount of executed tasks. Figure 9. General support Moderation Team and Experts. Concerning the hybrid concept 71% of the learners answered that the online socialization in facebook supported them in the open learning process in Google+ (57% yes, 14% rather yes). Discussion and outlook The results of the questionnaire of the two miniMOOCs were surprising. As the moderators didn’t observe learning processes as they were used to, they were unsure if any learning happened at all. At least the learners, who returned the questionnaire and probably had a higher level of engagement in the course than others, reported their (successful) learning progress. From this point of view the miniMOOCs were a success. The assumption that experts who share their knowledge are far more important in an open learning environment than moderators proved to be false. In both courses the learners appreciated the moderators nearly as much as the experts. Experience Track |280
Experiments with connectivism from a moderator’s point of view Jutta Pauschenwein, Erika Pernold and Eva Goldgruber The hybrid concept worked better than the open concept in the first course. Nevertheless, the learning process in the open phase of the miniMOOC13 was not as visible as in the miniMOOC12. Again the moderators did not perceive the efforts of the learners to work on the tasks. The outcome of the miniMOOCs did not satisfy the moderators who wish to switch to a MOOC with more participants as a next step. Based on the assumption that funding is not a problem the moderators would like to develop a MOOC which has value not only for learners worldwide but also students of some of the study degree-programs at FH Joanneum. As in case of the miniMOOCs they will merge Salmon’s five-stage model for virtual groups and the e-tivity approach with elements of connectivism. They will have to decide if they want to start with a closed facebook group. Pauschenwein J., Jandl M., & Sfiri A. (2009). Untersuchung zur Lernkultur in Online-Kursen. In N. Apostolopoulos, H. Hoffmann, V. Mansmann & A. Schwill (Eds.), E-Learning 2009. Lernen im digitalen Zeitalter. Münster, New York, München, Berlin: Waxmann. Salmon, G. (2002). E-tivities. The Key to Active Online Learning. London: Kogan Page Limited. Salmon, G. (2004). E-Moderating: The Key to Teaching and Learning Online. London: Taylor& Francis. Siemens, G. (2005). Connectivism: A Learning Theory for the Digital Age. International Journal of Instructional Technology and Distance Learning, 2. Retrieved November 20, 2011, from http://www.itdl.org/ Journal/Jan_05/article01.htm Siemens, G. (2012). Designing, developing, and running (massive) open online courses, slide 27. Retrieved July 23, 2013, from http://de.slideshare.net/gsiemens/designing-and-running-a-mooc Vygotsky, L. S. (1978). Mind in Society. Cambridge: Cambridge University Press. 1. e.g. the MOOC Maker Course 2013 http://howtomooc.org/, the Open Online Course 2013 http:// opco12.de/ or openHPI-courses https://openhpi.de/ courses 2. Zentrum für Lernen und Lehren, Hochschule Luzern (2013). MOOCs – Zugang zu Bildung für alle. Retrieved July 23, 2013, from http://blog.hslu.ch/blog/ archives/2936 3. uniko - Die Österreichische Universitätenkonferenz, http://www.uniko.ac.at/uniko/ 4. Kleine Zeitung (2013). Online-Vorlesungen als Uni-Revolution Retrieved May 17, 2013, from http://www.kleinezeitung.at/nachrichten/chronik/ uni/3313002/online-vorlesungen-uni-revolution. story 5. Austrian project, framework Coin 2011-13, http:// wll.fh-joanneum.at 6. Section „WLL+ Netzwerkaufbau (13. Februar – 3. März 2012)“. Retrieved September 05, 2013, from http://wll.fh-joanneum.at/materialien/trainings/ 7. Section „Online-Training zur Content Strategy – 10.01. bis 8.02.13“. Retrieved September 05, 2013, from http://wll.fh-joanneum.at/materialien/trainings/ References Downes, S. (2012). Connectivism and Connective Knowledge. Essays on meaning and learning networks, 495. Retrieved July 23, 2013, from http://www.downes.ca/files/books/Connective_Knowledge-19May2012.pdf Johnson, L., Adams Becker, S., Cummins, M., Estrada, V., Freeman, A., & Ludgate, H. (2013). NMC Horizon Report: 2013 Higher Education Edition: Deutsche Ausgabe (Übersetzung: Helga Bechmann). Austin, Texas: The New Media Consortium. Experience Track |281
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Proceedings of the European MOOC St
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Table of Contents Understanding Per
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Understanding Persistence in MOOCs
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Analysing student participation in
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Signals of Success and Self-directe
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Analyzing completion rates in the F
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Scaffolding Self-learning in MOOCs
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Towards an Outcome-based Discovery
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Dropout Prediction in MOOCs using L
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Self-Regulated Learning in MOOCs: D
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Extending the MOOCversity A Multi-l
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Encouraging Forum Participation in
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MOOC Learning in Spontaneous Study
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Dropout: MOOC Participants’ Persp
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Reflections on Enrollment Numbers a
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The SIRET Training Platform: Facing
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MOOCs in fragile contexts Barbara M
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Cultural Translation in Massive Ope
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Characterizing video use in the cat
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How Students Learn using MOOCs: An
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A Platform that Integrates Quizzes
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Designing Video for Massive Open On
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Opening up higher education through
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Designing your first MOOC from scra
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“A hostage to fortune” - Valida
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and others discussed COER13 issues
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TORQUEs: Riding the MOOC wave to be
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Engineering MOOCs for Future Engine
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Recasting a Traditional Course into
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Evaluation and field trials of MOOC
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Learning Electronics through a Remo
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Learning Electronics through a Remo
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abiertaUGR: modelling online learni
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Page 229 and 230: The EPFL MOOC Factory Patrick Jerma
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