Designing a Social Exploration MOOC: Visual Literacies--Exploring Educational Practices and Technologies

Autor/inn/en	Sime, Julie-Ann; Themelis, Chryssa; Arapoglou, Yiannis; Marantou, Asteria; Theodoridou, Katerina
Titel	Designing a Social Exploration MOOC: Visual Literacies--Exploring Educational Practices and Technologies
Quelle	In: Journal of Open, Flexible and Distance Learning, 24 (2020) 2, S.15-27 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1179-7665
Schlagwörter	Online Courses; Large Group Instruction; Educational Technology; Electronic Learning; Interpersonal Communication; Learning Strategies; Visual Literacy; Game Based Learning; Seminars; Teleconferencing; Interpersonal Relationship; Social Networks; Interaction; Teacher Role; Open Educational Resources; Communities of Practice; Faculty Development + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Unterrichtsmedien; Interpersonale Kommunikation; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Literacy; Visualization; Visualisation; Schreib- und Lesekompetenz; Visualisierung; Seminar; Telekonferenz; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Social network; Soziales Netzwerk; Interaktion; Lehrerrolle; Community
Abstract	Social exploration is the key to spreading ideas through networks (Pentland, 2014). When people talk with others outside their immediate group, they can bring fresh ideas into the group--leading to improved outcomes. So, to improve educational practice, we should increase communication in our professional communities and encourage communication amongst professional educators in different disciplines, and across sectors of education and national boundaries. To improve social exploration opportunities for educators, we developed a massive open online course (MOOC) so they could explore technology-enhanced learning practices and technologies, and the topic of visual literacies. We investigated how a MOOC could be designed to support social exploration, and we examined the contribution of gamification and a live-streamed seminar. The pedagogical design of the MOOC was based on networked learning theory. This approach emphasises openness and democratic relationships between teachers and learners, and supports diversity and inclusivity of participants (Dohn, 2014). Social network analysis of 14 discussion fora was combined with qualitative data analysis of 11 questionnaires on the learner experience. Results revealed two distinct patterns of interaction in discussion fora as participants conversed about the learning material and shared ideas about teaching practice. The role of the tutor in promoting social exploration and creating teacher presence was found to be important in discussion fora and in a live webinar. This investigation illustrates how networked learning theory and tutor activity contribute to the creation of a social exploration MOOC for professional development and identifies avenues for further research on the design of learning communities. (As Provided).
Anmerkungen	DEANZ: New Zealand Association for Open, Flexible and Distance Learning. Open Polytechnic, 3 Cleary Street Private Bag 31914, Lower Hutt 5040, New Zealand. Tel: +64-3-345-8246; Web site: http://www.jofdl.nz/index.php/JOFDL
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01