A Collaborative Digital Pedagogy Experience in the tMOOC "Step by Step"

Autor/inn/en	Marta-Lazo, Carmen; Frau-Meigs, Divina; Osuna-Acedo, Sara
Titel	A Collaborative Digital Pedagogy Experience in the tMOOC "Step by Step"
Quelle	In: Australasian Journal of Educational Technology, 35 (2019) 5, S.111-127 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-5554
Schlagwörter	Online Courses; Large Group Instruction; Educational Technology; Technology Uses in Education; Interaction; Teacher Education; Technological Literacy; Teacher Competencies; Cooperative Learning; Occupations; Age Differences; Active Learning; Models + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Interaktion; Lehrerausbildung; Lehrerbildung; Technisches Wissen; Lehrkunst; Kooperatives Lernen; Beruf; Berufsumfeld; Age; Difference; Age difference; Altersunterschied; Aktives Lernen; Analogiemodell
Abstract	This research analysed social MOOCs (sMOOCs), which are characterised by the involvement and the interaction of participants in a model based on intercreativity, with the final objective of transferring knowledge by an agile replicating process. The fieldwork focused on the analysis of the sMOOC "Step by Step" of the European Commission-funded Elearning, Communication and Open-data (ECO) Project, which aims to build and apply an innovative pedagogical model for the the training of e-teachers. This sMOOC reaches out to a specific academic community, providing learners with digital competences in order to transform them in e-teachers. The quantitative analysis was done via an online questionnaire. One of the most significant conclusions, which answers the research questions regarding why and how to make a successful sMOOC, is that the design of collaborative activities increases the involvement of learners with the course and the interaction between participants, independent of age but dependent on area of work. This formative process in turn generates transfer of learning together with the embedded pedagogical transformation in e-teachers. This validates the addition of the transferMOOC (tMOOC) model to the existing typologies of MOOCs. (As Provided).
Anmerkungen	Australasian Society for Computers in Learning in Tertiary Education. Ascilite Secretariat, P.O. Box 44, Figtree, NSW, Australia. Tel: +61-8-9367-1133; e-mail: info@ascilite.org.au; Web site: https://ajet.org.au/index.php/AJET
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01