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

MOOC’s LEARNING THROUGH HEUTAGOGY APPROACH

PSV 702 CONTEMPORARY MODEL IN VISUAL ART EDUCATION

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…

Definition

What is MOOC’s ? A massive open online course (MOOC) is an online course aimed at large- scale interactive participation and

• pen access via the web.

What is Heutagogy ? “Heutagogy is the study

• f

self- determined learning … It is also an attempt to challenge some ideas about teaching and learning that still prevail in teacher centred learning and the need for, as Bill Ford (1997) eloquently puts it ‘knowledge sharing’ rather than ‘knowledge hoarding’.

Problem

(MOOCs) is a onlines modes technique in pedagogies to deliver a creative modes in education and also engaging variety needs in education system demand nowadays. Matula and Mitry, (2013,p.81). MOOC’s program effectively need ICT literate and not

• nly

have computers to know how to search information, how to proces and evaluate the information

• n
• nline
• resourses. Mat-jizat, J. E., et

al,(2014).

RESEARCH OBJECTIVE

• 1. To examine the understanding of

heutagogy concept through Massive Open Online Courses (MOOC’s) in learning.

• 2. To identify the characteristic of

Massive Open Online Courses learning based on heutagogy approach.

RESEARCH QUESTION

• 1. How do lectures conceive

heutagogy concept through Massive Open Online Courses (MOOC’s) learning?

• 2. How to identify characteristic of

Massive Open Online Courses learning based on heutagogy approach ?

CONCEPTUAL FRAMEWORK

• EXPLORE
• CREATE
• COLLABRATE
• CONNECT
• SHARE
• REFLECT
• BELIEFS AND ACTIONS
• PROBLEM
• ACTION
• OUTCOMES

MOOC (INTERACTIVE ONLINE LEARNING AND TEACHING) HEUTAGOGY APPROACH (SELF-DETERMINED LEARNING) UNDERSTANDING (LECTURER) CHARACTERISTIC STUDENTS)

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. FLEXIBLE CURRICULUM

• Flexible modes of participation.
• Negotiated curriculum framework.
• Highly modular curriculum.
• Flexible institutional processes.

RESEARCH DESIGN

QUALITATIVE INTERVIEW (SEMI-STRUCTURED)

RESEARCH PROCEDURE

DEFINE PROBLEM LITERATURE REVIEW

(MOOC, HEUTAGOGY, WEB)

RESEARCH OBJECTIVE AND RESEARCH QUESTION

INTERVIEW QUESTION (UNDERSTANDING, CHARACTERISTIC)

SELECT RESPONDENTS (EDU,FiTA&AD) LECTURES & STUDENTS

INTERVIEW SESSION

ANALYZED DATA

(THEMATIC ANALYSIS)

FINDINGS

CONCLUSIONS

POPULATION AND SAMPLE

• Population : 6 UiTM lecturer and 10

students.

• Faculty of Art &Design

(Shah Alam),

• Faculty of Education

(Puncak Alam)

• Faculty of Film, Theatre &

Animation (Puncak Perdana)

INSTRUMENTS

• Qualitative – Case study
• Interview (Semi-structured)
• Technique- (Non-probability-

purposive sampling)

• Thematic analysis

1. Familiarization with data. 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.