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Extending the MOOCversity A Multi-layered and Diversified Lens for MOOC Research Tanja Jadin and Martina Gaisch son, 2005), shifts previously relatively static boundaries and bubbles and as such challenges the notion of space altogether. Reflection and Discussion Despite the huge number of MOOC providers, it seems to us that most countries fall back on the xMOOC or cMOOC concept from America. In line with the above mentioned arguments we feel that an additional form of MOOCs, namely eMOOCs, generate added value to the MOOCversity in general, and the European landscape in particular. By adding culture-sensitive factors and focusing on a trialogical learning approach, we seek to bring together ethnical, professional and learning cultures under a single umbrella. In this context we consider it vital not to give any preference or priority to any form of the MOOCs described. Instead, different MOOCs offer both advantages and disadvantages. The xMOOCs in line with the behavioristic tradition have the potential to present learning material for beginners and can be used as tutorials for learners who want to repeat certain topics or get further explanation from a different point of view. They mainly encourage the users to ‘lean back’ and passively receive input from experts without taking any active participation. From a cultural perspective such an approach facilitates collectivistic cultures as the activities within this form of MOOC are highly face-saving. In contrast to individualistic cultures where people are culturally socialized in a way that losing one`s face (be it during individual tutoring, question/answer sessions at school…) is a previously learned pattern most westerners can cope with. Stepping out of one`s collectivistic comfort zone is a face threating situation which might not be favored by communitarian societies. Therefore, the xMOOC concept seems to be most appropriate for those who shy away from individualistic online-behavior. The cMOOCs with their focus on collaborative work via Web 2.0 already seem to be more challenging for learners, because they require advanced skills with online tools such as blogs, microblogs and others. Participating in a cMOOC course means more active behavior and requires more proficiency with Web 2.0 tools i.e. set up posts in different tools, contribute to discussion etc. We strongly feel that the cMOOC concept is more compatible with individualistic cultures given the pro-active set of activities where one has to stand out from the crowd. Due to the lack of a comprehensive model that bridges both approaches, an additional form of MOOC is introduced in this position paper. The enhanced MOOC, in short, eMOOC, combines cultural psychology with trialogical learning. Learning with eMOOCs means to collaboratively develop shared objects in a culturally-sensitive setting by taking account of both the knowledge building and knowledge creation tradition. Each learner in each learning setting brings their own cultural background, knowledge, socialization, social practices and ideas to each collaborative learning phase. As a result, those shared objects (practices, ideas, artifacts etc.) get constantly transformed during the collaborative process. Conclusion Although this model of eMOOC is clearly work in progress, we feel that this approach might be a promising alley of research for the future. The focus on an additional MOOC concept has been guided by the researchers desire to add and incorporate factors that have so far been sidelined by the existing MOOC forms, gaining a deeper and more comprehensive understanding of how a MOOCversity in future might look like. Acknowledgements We wish to express our gratitude to two anonymous reviewers for their insightful comments. Research Track | 78
Extending the MOOCversity A Multi-layered and Diversified Lens for MOOC Research Tanja Jadin and Martina Gaisch References Armstrong, L. (2012, August 12). Coursera and MITx - sustaining or disruptive In Changing Higher Education. Retrieved from http:// www.changinghighereducation.com/2012/08/coursera-.html Bates, T. (2012, August 5). What’s right and what’s wrong about Coursera-style MOOCs In online learning and distance education resources. Retrieved from http://www.tonybates.ca/2012/08/05/whatsright-and whats-wrong-about-coursera-style-moocs/ Clarà, M & Barberà, E. (2013). Learning online: massive open online courses (MOOCs), connectivism and cultural psychology. Distance Education, 34(1), 129-136. http://dx.doi.org/10.1080/01587919.201 3.770428 Daniel, J. (2012). Making Sense of MOOCs: Musings in a Maze of Myth, Paradox and Possibility. Journal of Interactive Media In Education, 3(0). Retrieved from http://jime.open.ac.uk/jime/article/view/2012- 18 Dillenbourg, P. (2013, June). Part 1: Tour d`Europe. European MOOC Stakeholders meeting, Lausanne, EPFL, Slides Retrieved September, 13, 2013 from https://documents.epfl.ch/groups/m/mo/mooc-summit/www/documents/meeting/TourEurope.pdf Engeström, Y. (2001). Expansive Learning at Work: toward an activity theoretical reconceptualization. Journal of Education and Work, 14(1), 133-156 Goddard, C. (2005). The lexical semantics of< i> culture. Language sciences, 27(1), 51-73. Grossman, S. (2013, July, 5). American MOOC Providers Face International Competition. The Chronicle of Higher Education. Retrieved from http://chronicle.com/blogs/wiredcampus/american-mooc-providers-face-international-competition/44637 Hall, E. T., & Hall, E. T. (1969). The hidden dimension (p. 119). New York: Anchor Books. Hall, E. T. (1984). The dance of life: The other dimension of time. New York: Anchor Books. Hofstede, G., Hofstede, G. J., & Minkov, M. (1991). Cultures and organizations: Software of the mind (Vol. 2). London: McGraw-Hill. House, R. J., Hanges, P. J., Ruiz-Quintanilla, S. A., Dorfman, P. W., Javidan, M., Dickson, M., & Gupta, V. (1999). Cultural influences on leadership and organizations: Project GLOBE. Advances in global leadership, 1(2), 171-233. Kozulin, A. (2003). Psychological Tools and Mediated Learning. In A. Kozulin, B. Gindis, V.S. Ageyev S.M. Miller (Eds.) Vygotsky’s Educational Theory in Cultural Context (pp. 15-38) Cambridge: Cambridge University Press. McAuley, A., Stewart, B., Siemens, G. & Courmier, D. (2010). The MOOC Model for Digital Practice. Retrieved from http://davecormier. com/edblog/wp-content/uploads/MOOC_Final.pdf Nonaka, I. & Takeuchi, H. (1995). The Knowledge-Creation Company: How Japanese Companies Create the Dynamics of Innovation. New York: Oxford University Press. Pappano, L. (2012, November 2). The Year of the MOOC. The New York Times. Retrieved from http://tinyurl.com/agcro6e Paavola, S. & Hakkarainen, K. (2009). From meaning making to joint construction of knowledge practices and artefacts. A trialogical approach to CSCL. In C. O’Malley, D. Suthers, P. Reimann, & A. Dimitracopoulou (Eds.), Computer Supported Collaborative Learning Practices: CSCL2009 Conference Proceedings. (pp. 83-92). Rhodes, Creek: International Society of the Learning Sciences (ISLS). Paavola, S., Lipponen, L. & Hakkarainen, K. (2004). Models of Innovative Knowledge Communities and Three Metaphors of Learning. Review of Educational Research, 74(4), pp. 557-576. Rudström, Å., Höök, K., & Svensson, M. (2005). Social positioning: designing the seams between social, physical and digital space. In Proceedings of HCII, Las Vegas, USA. Retrieved from http://soda.swedish-ict.se/104/1/HCII2005.pdf. Scardamalia, M. & Bereiter, C. (1996). Computer Support for Knowledge Building Communities. In T. Koschmann (Ed.), CSCL: Theory and Practice of an Emerging Paradigm. (pp. 249-268). Mahwah, N.J.: Lawrence Erlbaum Associates, Publishers. Siemens. G. (2004, December, 12). Connectivism: A Learning Theory for the Digital Age. elearningspace. Retrieved from http://www. elearnspace.org/Articles/connectivism.htm. Siemens, G. (2012, July, 25). MOOCs are really a platform. Elearnspace. Retrieved from http://www.elearnspace.org/blog/2012/07/25/ moocs-are-really-a-platform/ Thomas, A. (2005). 1.1 Kultur und Kulturstandards. Handbuch Interkulturelle Kommunikation und Kooperation, p 19. Trompenaars, F., & Hampden-Turner, C. (1998). Riding the waves of culture. Understanding Diversity in Global Business. New York: Mc- Graw-Hill. Vargas, J.S. (2005). A Brief Biography of B.F. Skinner. B.F. Skinner Foundation. Retrieved from http://www.bfskinner.org/bfskinner/ AboutSkinner.html. Research Track | 79
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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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Cultural Translation in Massive Ope
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A typology and dimensions of a desc
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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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TORQUEs: Riding the MOOC wave to be
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Engineering MOOCs for Future Engine
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The Discrete Optimization MOOC An E
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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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University of London International
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The EPFL MOOC Factory Patrick Jerma
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Open Online Courses in the context
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Open Online Courses in the context
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Friendly Handmade Explanation Video
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Designing for the Unknown Learner H
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Designing for the Unknown Learner H
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MOOC Experience in the University o
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MOOC Experience in the University o
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Mathematics Courses: Fostering indi
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First time MOOC provider: reflectio
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An Academic Online Resource at Téc
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An Academic Online Resource at Téc
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Opening up higher education through
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SPOCs for Remedial Education: Exper
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Experiments with connectivism from
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Towards a quality model for UNED MO
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Project-based MOOCs. A Field Report
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Project-based MOOCs. A Field Report
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Reviewers of Experience Track: Carl
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