Section 3. Methodological Design of Collaborative Language MOOCs


1. iMOOC Model

The appearance of MOOCs has created a new range of excellent opportunities for the evolvement of language learning. The introduction of LMOOCs in universities raises an important issue – how to combine formal educational environment with informal learning experience? One solution to the problem is to apply a pattern which is similar to the instructional approach. A more innovative method is to find a combination that unites the advantages of the networked learning method with the model of higher education methodology. A good example of it the iMOOC model.

In iMOOC model the spotlight is on interaction, innovation, individual responsibility, interpersonal relationships and inclusion. It is the first institutional model created for online open courses, particularly MOOCs. It is considered to be compatible with institution's learning culture by being based on 4 major components of its methodological model: interaction, flexibility, learner-centredness and digital inclusion (Pereira, Mendes, Morgado, Amante, Bidarra, 2008).

The iMOOC is usually learner-centred and learning process is based on the implementation of activities. It can be proved by the use of artefacts (presentations, texts, slidecasts, videos, mash-ups, mindmaps). These resources are published online. The learning process may combine reflection and autonomous self-study with communication with other members in an open social environment. Students are expected to participate actively and take responsibility for their learning. They are also expected to actively engage in building a friendly learning community.