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Page 2
Underlying Rationale
Demographic Diversity
Micro cultural approaches vs. macro culture
Big 6 (age, gender, sexual orientation, ethnicity, ideology, disability)
Diversity management
Cognitive Diversity
Differences in perceptual processes, interpretation, problem-solving strategies
leads to informed decision making, enlarged problem solving skills, more creative and
innovative solutions in groups
Positive impact on team decisions, reduced socio-emotional conflict
Learning differences: strategies, preferences
Trialogical Learning
Collaborative knowledge building
Inquiry and problem-based learning on a shared object
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Method
Desktop research: review of existing instructional
design approaches
Drawing on collaborative & constructivist learning
individual differences are in line with the constructivist learning
paradigm (including MOOCs)
Main results were collected and a criteria catalogue was developed
for the instructional design of an eMOOC
Main set of criteria taken from Karagiorgi & Symeou (2005), Guàrdia,
Maina, & Sangrà (2013), Johnson & Aragon (2003), Jonassen &
Grabowski (1993)
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Page 5EMOOCs 2016, Graz
Profiling
Individual learning
preferences
Previous knowledge base
Excpected learning
outcomes
Learning goals
Relevant for team building
and reflection
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Forming & Contextualisation
Team building based on
profiling
Advanced organisers and
structured overview
Individual content
selection
Different learning paths
and scaffolding for
learners (facilitators are key)
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Problem Outline & Common
Ground
Introduction of the
problem in form of
shared objects (can be
an idea, a task, a product..)
Common ground is a
prerequisite for shared
views (expectations,
experiences)
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Exploration
Content exploration
from a multitude of
perspectives
Supportive role of
facilitator
Cognitive and
collaborative tools
Overview of the
problem outline
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Joint Collaboration
Working on the
shared object
Working in small
groups to develop a
first prototype, a
concept
Crucial: role of the
facilitator
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Peer Review & External
Feedback
Presenting the shared
object to other groups
Getting feedback from
external experts
Reflective process,
including feedback in
phase 7
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Modification
Based on the
previous phase and
critical reflection the
shared object will be
further developed and
improved
Facilator serves as
mediator and
provides support
Results are published
and shared through
social media
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Reflection
Collaborative
reflection on the team
results
Individual reflection
regarding the learning
goals and expectation(in line with initial profiling)
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Reflection and Discussion
Instructional design for personalised online learning
and collaborative knowledge creation
Further research is needed to test and evaulate this
framework
Role of shared artifacts and mediating tools in learning with
MOOCs
Role of demographic and cognitive diversity
MOOC or not MOOC? Follow or leave the paths?
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Page 14
If we teach today as we taught
yesterday, we rob our children of
tomorrow. (John Dewey)
Prof.(FH) Mag. Dr. Tanja Jadin & Mag. Dr. Martina Gaisch
University of Applied Sciences Upper Austria
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References
Guàrdia, L., Maina, M., & Sangrà, A. (2013). MOOC design principles: A pedagogical ap-
proach from the learner’s perspective. eLearning Papers, (33).
Johnson, S.D. & Aragon, S. (2003). An instructional strategy framework for online
learning environments. New Directions for Adult and Continuing Education, 11, 31-43.
Jonassen, D. H., & Grabowski, B. (1993). Individual differences and instruction. New
York: Allen & Bacon.
Karagiorgi, Y. & Symeou, L. (2005). Translating constructivism into instructional design:
Potential and limitations. Journal of Educational Technology & Society, 8(1), 17-27.
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