1. Exploring the MOOC as apedagogical format formLearning

2. The MobiMOOC Research Team Nilgn zdamar Keskin C. Osvaldo RodriguezSean C. Abajian Eskiehir-TurkeyBuenos Aires, ArgentinaNorthridge, CaliforniaUSAInge de WaardApostolosBelgiumKoutropoulosRebecca MassachusettsBoston, Hogue Michael Sean GallagherOttawa, OntarioUSA Seoul, KoreaCanada 3. What is a MOOC?assively pen nline ourse 4. About MobiMOOC Six-week MOOC April-May 2011 Weekly synchronous presentation onthe topic of the week Participants decide how to participate,but levels of participation provided aguide: Lurking participants Moderately activeparticipants Memorably activeparticipants 5. Research MethodCase study based on the design and implementationof MobiMOOCData collection from social media tools & survey: Google Groups Twitter Delicious (social bookmarking) Crowdmap 6. Descriptive StatisticsParticipants joined the Google group556 Discussion threads started1827Tweets were sent with #mobimooc hashtag 1123mLearning links shared on Delicious335 Memorably active participants 32 7. MobiMOOC SurveyDesigned to measure Demographic information Familiarity and use of technology and social media Participant satisfaction with the course Self-assessment for participation/actual levels ofparticipation*53% of active participants (N=40) completed the survey 8. Participants by AgeParticipants byGender15% 10% 61-7022%28%51-6025% 41-50 43%Female31-40 57% Male21-30 9. Personal Project 65% expressed aninterest to work onNoa personal project35% Yes 65% 10. Using knowledge locally 82.5% would use No 18%what they learned inMobiMOOC in localsettings.Yes82% 11. Why Mobile?77.5% Accessed MobiMOOC via mobile 61.3% Location independence56.8% Temporal independence55%Thought MOOCs could be followed entirely via mobile 12. Mobile Restrictions72.5% Screen size65%Lack of keyboard57.5% Perceived functionality 25; 32.5%Cost of data; speed30%Habit 13. Social Media is important to MOOCS 14. mLearning and MOOCS Time and space autonomy Community/network building ContextualizationmLearning and Connectivism combine in itspractical format, the MOOC 15. MOOCs and DialogueDialogue is the primary mechanism for maintainingconnections and developing knowledge through them(Ravenscroft, 2011)With mobile devices the learning environment isenhanced and the ability to share knowledge throughonline discussion is strengthened through social media.(de Waard, Kiyan, 2010). Connectivism and constructivism stress communicativedialogue as vehicle for learning. mLearning and MOOCs facilitate this emphasis. 16. MobiMOOC and Knowledge Transfer Learned from insights from participants in other 92.5% fields of expertise Knowledge transfer: ideas tested with virtual77.5%communitiesTested with face to face colleagues 67.5%Tested with friends 50% Tested with classmates 25% 17. MOOCs: Appropriateness and Affinity90% Of active participants said the MOOCformat was appropriate for theirlearning communities42.5% Of active participants connected withother participants to collaborate onprojects after MobiMOOC 18. Move away from technologyfocus of mLearning; moreemphasis on learning potentialand impact mLearning and MOOCs havegreat potential for informal andlifelong learning (lack of time andspace restrictions) Collaborative learning is supportedby mLearning and MOOCsthrough emphasis oncommunicative dialogue Conclusions 19. Thank You -MobiMOOC Research Group