MOOCs LEARNING THROUGH HEUTAGOGY APPROACH WAN EALINA WAHIDA BT WAN - PowerPoint PPT Presentation

PSV 702 CONTEMPORARY MODEL IN VISUAL ART EDUCATION MOOC’s LEARNING THROUGH HEUTAGOGY APPROACH WAN EALINA WAHIDA BT WAN DIN | 2015778469

INTRODUCTION In 21st century, education technologies such as multimedia technology • learning are expected to utilise information and communication using ICT tools to access up-to-date resources or perform essential computing task in globalization era. Web 2.0 is been a common and important tool in open learning. Web 2.0 • technologies are becoming more popular in the everyday lives of students. Bennett et.al, (2012) Blended learning is a challenging concept to define with some closely related • period (hybrid, unite, distribute, and flexible delivery of education) and type definitions (Barenfanger, 2005; Oliver & Trigwell, 2005).

BACKGROUND OF STUDY E-learning become popular higher education system nowadays using internet networking to present new formal and informal education system. These open learning networking sites provide a wider platform to develop education learning and designing the Massive Open Online Courses to enhance learning to raised new influence in higher education.

CORE PROBLEM… Problem Definition (MOOCs) is a onlines modes What is MOOC’s ? technique in pedagogies to A massive open online course (MOOC) deliver a creative modes in is an online course aimed at large- education and also scale interactive participation and engaging variety needs in open access via the web. education system demand nowadays. Matula and What is Heutagogy ? Mitry, (2013,p.81). “ Heutagogy is the study of self- determined learning … It is also an MOOC’s program attempt to challenge some ideas effectively need ICT literate about teaching and learning that still and not only have prevail in teacher centred learning computers to know how to and the need for, as Bill Ford (1997) search information, how to eloquently puts it ‘knowledge sharing’ proces and evaluate the rather than ‘knowledge hoarding’ . information on online resourses. Mat-jizat, J. E., et al,(2014).

RESEARCH QUESTION RESEARCH OBJECTIVE 1. How do lectures conceive 1. To examine the understanding of heutagogy concept through Massive heutagogy concept through Massive Open Online Courses (MOOC’s) in Open Online Courses (MOOC’s) learning. learning? 2. To identify the characteristic of 2. How to identify characteristic of Massive Open Online Courses learning Massive Open Online Courses learning based on heutagogy approach. based on heutagogy approach ?

CONCEPTUAL FRAMEWORK MOOC (INTERACTIVE ONLINE LEARNING AND TEACHING) HEUTAGOGY APPROACH UNDERSTANDING CHARACTERISTIC (SELF-DETERMINED LEARNING) (LECTURER) STUDENTS) -BELIEFS AND ACTIONS -EXPLORE -PROBLEM -CREATE -ACTION -COLLABRATE -OUTCOMES -CONNECT -SHARE -REFLECT FLEXIBLE CURRICULUM - Flexible modes of participation. -Negotiated curriculum framework. -Highly modular curriculum. -Flexible institutional processes. GEORGE GEORGE SIE IEMENS NS - CON CONNEC NECTIVI IVISM: SOCIALIZ OCIALIZING ING OPE OPEN N LEAR ARNIN NING -Learning and knowledge rests in diversity of opinions. -Learning is a process of connecting specialized nodes or information sources. -Learning may reside in non-human appliances. -Capacity to know more is more critical than what is currently known -Nurturing and maintaining connections is needed to facilitate continual learning. -Ability to see connections between fields, ideas, and concepts is a core skill. -Currency (accurate, up-to-date knowledge) is the intent of all connectivist learning activities. -Decision-making is itself a learning process. Choosing what to learn and the meaning of incoming information is seen through the lens of a shifting reality. While there is a right answer now, it may be wrong tomorrow due to alterations in the information climate affecting the decision.

RESEARCH DESIGN INTERVIEW QUALITATIVE (SEMI-STRUCTURED)

RESEARCH PROCEDURE LITERATURE DEFINE REVIEW RESEARCH OBJECTIVE AND RESEARCH PROBLEM QUESTION ( MOOC, HEUTAGOGY, WEB) INTERVIEW SELECT RESPONDENTS INTERVIEW QUESTION (EDU,FiTA&AD) SESSION (UNDERSTANDING, LECTURES & STUDENTS CHARACTERISTIC) ANALYZED DATA FINDINGS CONCLUSIONS (THEMATIC ANALYSIS)

POPULATION AND INSTRUMENTS SAMPLE Population : 6 UiTM lecturer and 10 Qualitative – Case study • • students. Interview (Semi-structured) • - Faculty of Art &Design (Shah Alam), Technique- (Non-probability- • - Faculty of Education purposive sampling) (Puncak Alam) Thematic analysis • - Faculty of Film, Theatre & Animation 1. Familiarization with data. (Puncak Perdana) 2. Generating initial codes. 3. Searching for themes among codes. 4. Reviewing themes. 5. Defining and naming themes, and 6. Producing the final report.

SIGNIFICANCE OF STUDY BENEFIT TO STUDENT • MOOC’s might help students in academic learning and it is very crucial know that internet networking sites is a important collaboration in communication and information in academic learning and achievements. BENEFIT TO COMMUNITY • MOOC’s has the potential challenging existing dogmas about the curriculum, how to conduct education program, manage knowledge and access and install studies. BENEFIT TO GOVERNMENT • MOOC’s offers opportunities in terms of access in a global environment and in terms of economic delivery learning to work and, indeed, other learning environment.