Presentation at the eMOOC conference in Graz, 2016

1. eMOOCs for Personalised Online Learning:
A Diversity Perspective
Tanja Jadin & Martina Gaisch

2. 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
EMOOCs 2016, Graz 2

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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)
EMOOCs 2016, Graz 3

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Instructional Design for
eMOOCS
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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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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
tanja.jadin@fh-hagenberg.at
martina.gaisch@fh-hagenberg.at
EMOOCs 2016, Graz 14

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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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