How to design for persistence and retention in MOOCs?

Design of educational interventions is typically carried out following a design cycle involving phases of investigation, conceptualization, prototyping, implementation, execution and evaluation. This cycle can be applied at different levels of granularity e.g. learning activity, module, course or programme. In this paper we consider an aspect of learner behavior that can be critical to the success of many MOOCs i.e. their persistence to study, and the related theme of learner retention. We reflect on the impact that consideration of these can have on design decisions at different stages in the design cycle with the aim of en-hancing MOOC design in relation to learner persistence and retention, with particular attention to the European context

Designing Open and Distance Learning for Teacher Education in Sub-Saharan Africa: A toolkit for educators and planners

Everyone remembers a good teacher. Good teachers are the key to educational expansion and improvement. In many countries in Sub-Saharan Africa, there is an urgent need to expand the number of primary and secondary teachers. In all African countries, there is an equally important need to improve the quality of teaching. To achieve this, it is clear that new approaches to teacher education are essential. Existing institutions of teacher education will continue to play an important role, but, alone, they will not meet the goals of Education for All (EFA) by 2015. It is fortunate that, just as the twin needs to improve the quantity and quality of teachers become imperative, so new forms of education and training are becoming available. The world is witnessing a revolution in information and communication technologies (ICTs), which can offer training and support of a type and at a cost hitherto impossible to consider, and thus, must be fully explored given the scale and urgency of demand. In doing so, however, it will be necessary to build on existing and well-tested strategies, including the best models of open and distance learning. This toolkit is the third in a series of recent publications by the Africa Region Human Development Department of the World Bank to share knowledge and experience on how distance education and ICTs can support education in Sub-Saharan Africa. It emphasizes the rigorous process by which new forms of distance-education programs for teacher education can be planned and implemented. The best models of established programs are considered along with the potential for incorporating, as the means become available, new modes of communication. Most forms of teacher education, particularly those concerned with qualification upgrading and ongoing professional development, will have to be based in schools. The authors demonstrate how school-based programs, appropriately resourced and supported, have the potential not only to raise significantly the number and quality of teachers, but also to improve classroom practice and school organization, generally. The guidance and advice, which is drawn from many years of experience in design and implementation, and embraces a range of case studies from across the region, will be of considerable value to those preparing new policies and programs of teacher education and to those seeking to improve existing programs

Trialing project-based learning in a new EAP ESP course: A collaborative reflective practice of three college English teachers

Currently in many Chinese universities, the traditional College English course is facing the risk of being ‘marginalized’, replaced or even removed, and many hours previously allocated to the course are now being taken by EAP or ESP. At X University in northern China, a curriculum reform as such is taking place, as a result of which a new course has been created called ‘xue ke’ English. Despite the fact that ‘xue ke’ means subject literally, the course designer has made it clear that subject content is not the target, nor is the course the same as EAP or ESP. This curriculum initiative, while possibly having been justified with a rationale of some kind (e.g. to meet with changing social and/or academic needs of students and/or institutions), this is posing a great challenge for, as well as considerable pressure on, a number of College English teachers who have taught this single course for almost their entire teaching career. In such a context, three teachers formed a peer support group in Semester One this year, to work collaboratively co-tackling the challenge, and they chose Project-Based Learning (PBL) for the new course. This presentation will report on the implementation of this project, including the overall designing, operational procedure, and the teachers’ reflections. Based on discussion, pre-agreement was reached on the purpose and manner of collaboration as offering peer support for more effective teaching and learning and fulfilling and pleasant professional development. A WeChat group was set up as the chief platform for messaging, idea-sharing, and resource-exchanging. Physical meetings were supplementary, with sound agenda but flexible time, and venues. Mosoteach cloud class (lan mo yun ban ke) was established as a tool for virtual learning, employed both in and after class. Discussions were held at the beginning of the semester which determined only brief outlines for PBL implementation and allowed space for everyone to autonomously explore in their own way. Constant further discussions followed, which generated a great deal of opportunities for peer learning and lesson plan modifications. A reflective journal, in a greater or lesser detailed manner, was also kept by each teacher to record the journey of the collaboration. At the end of the semester, it was commonly recognized that, although challenges existed, the collaboration was overall a success and they were all willing to continue with it and endeavor to refine it to be a more professional and productive approach

Shifting conceptualisations of initial teacher education: International and local understandings

This paper considers the changes in the expectations of initial teacher education programmes in New Zealand. Current challenges are reflected in the priorities outlined by both the New Zealand Government and Ministry of Education with respect to 1) mitigating the inequities in educational and health and wellbeing outcomes for Māori, Pasifika and students from lower socio-­‐economic backgrounds, particularly in literacy; 2) ensuring that students who experience special educational needs reach their potential and can contribute fully within our society; and 3) raising science, maths, and technology knowledge and skills among our youth in support of the innovative and creative solutions we will need them to create to support improved health, education, social and economic outcomes for our nation’s long-­‐ term success. In its 2010 report, the Education Workforce Advisory Group Report to the Minister of Education noted “To ensure that the teaching profession can attract and retain high quality individuals, broad changes are needed in the way that the profession is perceived. Teachers cannot afford to be isolated practitioners working within a single classroom. If teaching is to be seen as a high status profession much greater emphasis is needed on continued learning by teachers within schools supported by clear and strong professional leadership and the sharing of effective practice across schools” (p. 2, b). By 2013, the Ministry of Education was calling for initial teacher education providers to ensure that new graduates were able to show “adaptive expertise”: Expectations of education systems are changing. We expect that all students will have the opportunity to develop the knowledge, competencies and values required to be successful in a world that is increasingly complex and uncertain. Teachers entering the profession need to have the knowledge and adaptive expertise to work effectively with an increasingly diverse student population (p. 3). This paper traces the shifts in thinking about teacher beginning competencies and dispositions that have led to the reconceptualization of the organizing principle of “adaptive expertise.

Technology-enhanced Personalised Learning: Untangling the Evidence

Technology-enhanced personalised learning is not yet common in Germany, which is why we have tasked scientists with summarising the current status of international research on the matter. This study demonstrates the great potential of technology in implementing effective personalised learning. Nevertheless, it has not been assessed yet whether the practical implementation actually works: Even in countries such as the U.S., which lead the way in using techology in classroom settings, hardly any evaluation studies have been done to prove the effectiveness of technology-enhanced personalised learning. In the light of the above, the authors make recommendations for actions to be taken in Germany to make best use of the potential of technology in providing individual support and guidance to students

The key elements for design of online learning resources in the field of European Integration Studies : a case of European NAvigator

The aim of this study was to describe current usage patterns of Online Learning Resources in the field of the European Integration Studies. The ultimate goal is to develop the theoretical framework of pedagogical elements which are specific for this scientific field and needed for the successful design of Online Learning Resources. There was one main sample group. Those were the university level teachers, who are teaching courses related to History, Economics, Law or Political science, but within the European Integration Studies. All participants completed the same survey, which consisted of multiple choice questions, rating scales evaluating importance of some OLRs aspects, and open-ended questions about preferences when using applications. In addition to this survey, four interviews were conducted with four university professors teaching four different subjects related to the European Integration. Findings indicate that teachers' pedagogical beliefs and educational theory which they follow play important role in the way they chose and use Online learning resources. Some differences are apparent also within the four mentioned subjects. Finally, a key set of pedagogical elements needed for design of Online learning resources was provided.Joint Master Degree in Digital Library Learning (DILL

Pedagogic foundation of art education in Ghana

This paper is one of the discourses to holistically evaluate university art education curriculum in Ghana. The faculty of any course is responsible for setting the climate or tone for the dissemination of information. This is at times compounded by advancement in the technology used in the teaching and learning process. The problem of this study was to investigate the pedagogical underpinnings of art education in Ghana against the 21st century teaching and learning skills requirements. This exploratory research utilized both qualitative and quantitative methods. Findings indicated that majority of the respondents agreed that the faculty used variety of teaching methods and again, faculty employs technology to their advantage in making sure that students understand the concepts they impart and by the appropriate means available. Currently there is little mix in the Department of Art Education as most of the members of faculty are on the lecturer level. Keywords: pedagogy, art, education, evaluation and 21st century skill

Pedagogy, curriculum, teaching practices and teacher education in developing countries

This rigorous literature review focused on pedagogy, curriculum, teaching practices and teacher education in developing countries. It aimed to: 1. review existing evidence on the review topic to inform programme design and policy making undertaken by the DFID, other agencies and researchers 2. identify critical evidence gaps to guide the development of future research programme

Towards a pedagogical framework for construction of historicity: a case of using Wikis among pre-service teachers at Makerere University

This thesis originates from the realization that the pedagogy of history is becoming dangerously obsolete, as it does not always relate to the contemporary needs of 21st century learners, who often find learning history irrelevant to their present situation. This challenge is attributed to, among other reasons, the way history is taught employing largely behaviorist pedagogies with significantly reduced active learner engagement and little alignment to the way today's students learn. Gadamer's historical hermeneutic theory was employed to advocate for a dialogical approach between the past (part) and the present (whole) mediated by Emerging Technologies, specifically Wikis. Thus, the study is guided by three research questions: firstly, how is historicity constructed on the Wiki platform among pre-service teachers at Makerere University? Secondly, how is authenticity of history meanings constructed among pre-service teachers? Thirdly, what design principles guide a pedagogical framework for construction of historicity? A Design Based Research Methodology (DBR), with theoretically informed solutions aligned to the study problem, was used among pre-service teachers enrolled at Makerere University, Uganda, for the period 2013-2016. Consequently, four phases of DBR were employed: identification of the problem by the researcher in collaboration with practitioners; development of solutions informed by existing design principles and technological innovation; iterative cycles of testing and refinement of solutions and finally, reflection to produce design principles and enhance solutions (Reeves, 2006). Data from questionnaires, interviews and observations on the Wiki was gathered and analyzed through a hermeneutic cycle-driven analysis during DBR phase three. Key findings demonstrated that historicity is constructed through dialogical engagements between educator/researcher and students mediated on the Wiki. Authenticity of history meanings is achieved through collaborative editing, reviewing and sharing understandings on a Wiki. The practical contribution of this research lies in the creation of design principles (i.e. connecting with the present, appreciating heritage, dialogue in history, doing history, validating history and applying history) and a pedagogical framework to be used for the construction of historicity mediated by Wikis, while the theoretical contribution lies in the methodological approach of using DBR to systematically implement and operationalize historical hermeneutics theoretical constructs in History Education in the Ugandan context