E-Learning Culture on the Move Enhancing MOOCs through Trialogical Learning and Cultural Sensitive Education

Tanja Jadin

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MOOC:

…“connecting, interacting, and sharing across diverse

cultures, attitudes and skill set…“ (McAuley et al, 2010)

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Traditional Learning Approaches

Behaviorism

Drill & Practice, Skinner: programmed instruction

Learning through reinforcement

Cognitivism

Learning depends on individual differences e.g. motivation, previous knowledge

Tutorials, Learning means more exploration

Considering more tools for collaborating, communication and learning

Constructivism

Inquiry and problem-based learning

Situated learning

Learning in groups, collaborative learning

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Trialogical Learning (Paavola, Lipponen and Hakkarainen (2004)

Based on Cultural-Historical Activity Theory (CHAT) including the work

of Engeström (expansive learning), Nonaka and Takeuchis's model of

knowledge creation and the theoretical considerations of Scardamelia

and Bereiter (knowledge building)

Three metaphors of learning:

“monological” view; the acquisition metaphor: individual learning, learning

facts

“dialogical” view; the participation metaphor: interaction with others

“trialogicial” view; the knowledge-creation metaphor: interaction through

shared objects

In the sense of cultural psychology and the approach of trialogical

learning, MOOCs can be enhanced through the deliberately use of

shared artifacts and knowledge creation.

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Short Overview

Learning Culture & MOOCs

Behaviorism and xMOOCs

Short video lectures followed by quizzes and immediate feedback

Connectivism and cMOOCs

To know where the information can be found

Impact of networks

Considering more tools for collaborating, communication and learning like Blogs and

Microblogs, using Social Media for communication

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One size fits all?

America = German?

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What about different

cultures?

In terms of learning

culture, institutional

culture, cultural

differences?

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Introduction of Enhanced MOOC (Jadin & Gaisch, 2014)

Enhanced means…

considering knowledge creation through collaborative development of

shared artifacts

transforming social practices during learning by incorporating culture-

sensitive material

diversified and customized learning material

culture-sensitive distribution of content

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Shared Artifacts in MOOCs

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Picture by Ana Paula Pellegrino

MOOC “The Future of

Storytelling” (iversity).

Creative task of the

week:

“Think about what you

remember most about

stories”

Shared artifact

with 90 comments

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Learning Approach Learning Metaphor Possibilities Technical setting MOOC type

Behaviorism Acquisition Distributing

information

WBT, CBT xMOOCs

Connectivism Participation + Interacting,

collaboration

CSCL, Web 2.0 cMOOCs

Constructivism and

Cultural

Psychology

(CHAT)

Creation + shared objects,

multicultural

education

Social Media eMOOCs

In the left section of the table learning aspects are visualized, whereas in the right section e-learning settings are

displayed.

Overview of e-learning settings

and learning aspects

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Design Principles for Trialogical

Learning (Lakkala et al, 2007)

organizing activities around shared objects,

supporting interaction between personal and social levels,

eliciting individual and collective agency,

fostering long-term processes of knowledge advancement,

reflecting on various forms of knowledge and practices,

cross-fertilising knowledge practices

providing flexible tool mediation

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Reflection and Discussion

Further research required to test our assumptions

Role of shared artifacts and mediating tools in learning with

MOOCs

Considering different cultures and their acceptance and usage

of MOOCs

How to design culture-sensitive learning material for MOOCs?

Are the design principles helpful to facilitate knowledge

creation in a trialogical manner?

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If we teach today as we taught

yesterday, we rob our children of

tomorrow. (John Dewey)

Prof.(FH) Mag. Dr. Tanja Jadin

University of Applied Sciences Upper Austria

tanja.jadin@fh-hagenberg.at

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References

Jadin, T. & Gaisch, M. (2014). Extending the MOOCversity. A Multi-Layered and

Diversified Lens for MOOC In U. Cress & C. Delgado Kloos, (Eds.), Proceedings of the

European MOOC Stakeholder Summit 2014 (pp.73-79).

Lakkala, M., Muukkonen, H., Paavola, S., & Rämö, E. (2007) Pedagogical Design for

Trialogical Approach on Learning. A paper presented at the 12th Biennial Conference for

Research on Learning and Instruction (EARLI), Aug 28 – Sept 1, Budapest, Hungary.

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

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.

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