MASSIVE OPEN ONLINE COURSES CAMPS: BEFORE AND DURING THE PANDEMIC

Janaina Cardoso
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Abstract

MOOC Camps have been used as a successful blended alternative to more traditional MOOCs (totally online). A “camp” here means “an informal gathering of learners working together to discuss new ideas and concepts” (Sowell, 2019). MOOC Camps combine the positive aspects of MOOCs, such as high-quality of professional development and low cost for participants with the advantages of using the “camps”, such as adaptation to the local context and a simpler way of promoting interaction among participants, who consequently feel highly motivated to complete the online course (Cardoso, 2020). The aim of this presentation is to consider the effects of the physical distance imposed by the COVID-19 pandemic in the MOOC Camps been offered by an extension and research project developed at a public university in Rio de Janeiro, Brazil (CEALD/UERJ) in partnership with the American Government (RELO-Brazil) since 2019. The main objectives of these MOOC camps are: (a) to promote language and methodology development; and (b) to build stronger communities of teachers and teachers-to-be, by giving them the opportunity of sharing their experiences. However, in 2020, due to the pandemic, the camp had to be adapted to a remote mode, using a web-conference platform. Therefore, this action-research study compares and contrasts the MOOC Camp participants’ feedback given before the pandemic with their responses to the activities developed during the pandemic. In this way, the idea is to understand how the adaptations we were forced to make have influenced the development of the camps and possibly affected participants’ interest. The discussion considers some of the advantages and drawbacks of adopting the remote mode for the camps, and a better understanding of some theoretical concepts, such as: blended learning (Gruba et al., 2016); blended MOOCs (Albó et al., 2015; Orsini-Jones, 2018, 2019), online interaction (Silva, 2014), and education in the pandemic context (Liberali, 2020).
大规模开放在线课程营地:大流行之前和期间
MOOC训练营已被用作传统MOOC(完全在线)的成功混合替代方案。这里的“营地”是指“学习者一起讨论新想法和新概念的非正式聚会”(Sowell, 2019)。MOOC营地将MOOC的积极方面(如高质量的专业发展和参与者的低成本)与使用“营地”的优势(如适应当地环境和促进参与者之间互动的更简单方式)相结合,从而使参与者感到非常有动力完成在线课程(Cardoso, 2020)。本次演讲的目的是考虑COVID-19大流行对MOOC营地造成的物理距离的影响,该营地由巴西里约热内卢的一所公立大学(CEALD/UERJ)与美国政府(RELO-Brazil)合作开发的扩展和研究项目提供,自2019年以来。这些MOOC训练营的主要目标是:(a)促进语言和方法的发展;(b)通过给教师和准教师提供分享经验的机会,建立更强大的教师和准教师社区。然而,在2020年,由于大流行,营地不得不采用远程模式,使用网络会议平台。因此,本行动研究将MOOC营地参与者在大流行前给出的反馈与他们对大流行期间开展的活动的反应进行了比较和对比。通过这种方式,我们的想法是了解我们被迫做出的适应如何影响营地的发展,并可能影响参与者的兴趣。讨论考虑了营地采用远程模式的一些优点和缺点,并更好地理解了一些理论概念,例如:混合学习(Gruba et al., 2016);混合型mooc (Albó et al., 2015;Orsini-Jones, 2018年,2019年),在线互动(Silva, 2014年),以及大流行背景下的教育(Liberali, 2020年)。
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