I-MOOC, AN INTERACTIVE MOOC FEATURING OPEN PARTICIPANT SCHEDULING AND CUSTOMIZABLE LEARNING PATHS: USER REACTIONS
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Published:
Jun 10, 2020
Keywords:
MOOC Interattivi, Hypervideo, Blended e-Learning, Tecnologie Didattiche, Tecnologie per l'Apprendimento
Main Article Content
Abstract
This contribution presents the user reactions to participation in a multi-platform Interactive Massive Open Online Course (I-MOOC) whose design is based on an e-learning approach specifically conceived for teacher training on the use of technologies for educative and social inclusion. This e-learning approach leverages hypervideo technology and guarantees participants maximum autonomy in deciding personalized times and navigation paths through the e-contents while allowing different levels of interactivity with the learning materials, peers and the e-instructor. After describing the logical and technological architecture of the system, together with the instantiated e-learning approach, we analyze the reactions of the teachers involved in the validation phase of the I-MOOC before its public launch. The questionnaires completed at the end of the course by the validators show favorable opinions on the effectiveness of the hypermedia interactivity of the learning materials. The participants appreciated the possibility of personalizing their own learning path by choosing which the e-contents to study and the possibility to manage their own timing of participation in the activities (e-tivities). To conclude the contribution, we mention the further technological developments of the I-MOOC (already in progress), which includes the integration of a conversational assistant designed to lighten and, where possible, substitute the action of the e-instructors in the management of the massive course.
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Articles - Special Issue
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References
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Bayne, S., & Ross, J. (2014). The pedagogy of the Massive Open Online Course: the UK view. The Higher Education Academy, 1-76. Retrieved from https://www.advance-he.ac.uk/knowledge-hub/pedagogy-massive-open-online-course-mooc-uk-view
Benigno, V., Caruso, G., Fante, C., Ravicchio, F., & Trentin, G. (2018). Classi ibride e inclusione socio-educativa: il progetto TRIS. Milano, IT: Franco Angeli.
Bocconi, S., & Trentin, G. (2014). Modelling blended solutions for higher education: teaching, learning and assessment in the network and mobile technology era. Special issue of Educational Research and Evaluation, 20(7-8), 516-535. doi: 10.1080/13803611.2014.996367
Bozkurt, A., Akgün-Özbek, E., & Zawacki-Richter, O. (2017). Trends and patterns in massive open online courses: Review and content analysis of research on MOOCs (2008-2015). The International Review of Research in Open and Distributed Learning, 18(5). doi: 10.19173/irrodl.v18i5.3080
Busson, A.J., Damasceno, A.L., Azevedo, R.G., Neto, C.D., Lima, T.D., & Colcher, S. (2017). A hypervideo model for learning objects. Proceedings of the 28th ACM Conference on Hypertext and Social Media - HT '17. doi: 10.1145/3078714.3078739
Cisel, M. T. (2018). Interactions in MOOCs: the hidden part of the iceberg. The International Review of Research in Open and Distributed Learning, 19(5). doi:10.19173/irrodl.v19i5.3459
Hammoud, R.I. (2006). Interactive video. Berlin, Heidelberg, DE: Springer-Verlag.
Knowles, M. S. (1984). Andragogy in Action. San Francisco, CA, USA: Jossey-Bass.
Mujacic, S., Debevc, M., Kosec, P., Bloice, M., & Holzinger, A. (2010). Modeling, design, development and evaluation of a hypervideo presentation for digital systems teaching and learning. Multimedia Tools and Applications, 58(2), 435-452. doi: 10.1007/s11042-010-0665-1
Nipper, S. (1989). Third generation distance learning and computer conferencing. In R.D. Mason, & A.R. Kaye (Eds.), Mindweave: communication, computers and distance education, cap.5. Oxford, UK: Pergamon Press.
Otto, D., Bollmann, A., Becker, S., & Sander, K. (2018). It’s the learning, stupid! Discussing the role of learning outcomes in MOOCs. Open Learning: The Journal of Open, Distance and E-Learning, 33(3), 203-220. doi:10.1080/02680513.2018.1486183
Pilli, O., & Admiraal, W. (2016). A taxonomy of massive open online courses. Contemporary Educational Technology, 7(3), 223-240. Retrieved from https://core.ac.uk/download/pdf/82999173.pdf
Ravicchio, F., Robino, G., Trentin, G., & Bernava, L. (2019). CPIAbot: un chatbot nell’insegnamento dell’Italiano L2 per stranieri. Atti di Didamatica 2019 (pp. 77-86), AICA. Retrieved from https://www.aicanet.it/documents/10776/2659822/Atti+didamatica+2019/579b4eb6-ebc2-4864-85ab-cb461e8acdb6
Reyes, M.C., & Trentin, G. (2019). Breaking sequentiality: An interactive MOOC. Proceedings of the 18th European Conference on e-Learning ECEL 2019 (pp. 674-679), Aalborg University, Copenhagen, DK, 7-8 November 2019. Sonning Common, UK: ACPI. doi: 10.34190/EEL.19.110
Simuth, J., & Sarmany-Schuller, I. (2012). Principles for e-pedagogy. Procedia - Social and Behavioral Sciences, 46, 4454-4456. doi: 10.1016/j.sbspro.2012.06.274
Trentin, G. & Wheeler, S. (2009). Teacher and student responses to blended environments. In E. Stacey, & P. Gerbic (Eds.), Effective Blended Learning Practices: Evidence-Based Perspectives in ICT-Facilitated Education, (pp. 105-123). Hershey, PA, USA: IGI - Idea Group, Inc.
Trentin, G. (2008). La sostenibilità didattico-formativa dell’e-learning. Social networking e apprendimento attivo. Milano, IT: Franco Angeli.
Trentin, G. (2015). Orientating pedagogy towards hybrid learning spaces. Journal of Education Research, 9(4), 105-124. Retrieved from http://www.novapublishers.org/catalog/product_info.php?products_id=56617
Trentin, G., Benigno, V., Caruso, G., Ravicchio, F., & Repetto, M. (2015). Hybrid Learning Spaces for the socio-educational inclusion of homebound students. In C.A. Shoniregun, & G.A. Akmayeva (Eds.), Proceedings of IICE 2015, Ireland International Conference on Education (pp. 322-327), April 20-22, 2015. Dublin, IR: Infonomics Society.
Wang, Z., Anderson, T., Chen, L., & Barbera, E. (2016). Interaction pattern analysis in cMOOCs based on the connectivist interaction and engagement framework. British Journal of Educational Technology, 48(2), 683-699. doi: 10.1111/bjet.12433
Winkler, T., Ide, M., & Herczeg, M. (2013). The use of hypervideo in teacher education. Proceedings of Association of Ubiquitous and Collaborative Educators International Conference, Cocoa Beach, FL, USA, Vol. 10, No. 2.1 (pp. 3728-9765). doi: 10.13140/2.1.3728.9765
Zawacki-Richter, O., Bozkurt, A., Alturki, U., & Aldraiweesh, A. (2018). What research says about MOOCs – An explorative content analysis. The International Review of Research in Open and Distributed Learning, 19(1). doi: 10.19173/irrodl.v19i1.3356
Zhang, Y., Chen, J., Miao, D., & Zhang, C. (2018). Design and analysis of an interactive MOOC teaching system based on virtual reality. International Journal of Emerging Technologies in Learning (iJET), 13(7), 111. doi: 10.3991/ijet.v13i07.8790
Zhao, J., Bhatt, C., Cooper, M., & Shamma, D.A. (2018). Flexible learning with semantic visual exploration and sequence-based recommendation of MOOC videos. Proceedings of the 2018 CHI Conference on Human Factors in Computing Systems - CHI '18 (pp. 1-13). doi: 10.1145/3173574.3173903
Zheng, L., Li, Y., Xu, J., Zhang, X., & Xu, L. (2011). E-instructor for online learning. In R. Kwan, J. Fong, L. Kwok, & J. Lam (Eds.), Hybrid Learning, ICHL 2011. Lecture Notes in Computer Science, vol. 6837 (pp. 73-82). Berlin, Heidelberg, DE: Springer. doi: 10.1007/978-3-642-22763-9_7