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Re-evaluating your online teaching
Gráinne Conole, University of Leicester30th September 2014
Nanyang Technological UniversitySingapore
National Teaching
Fellow 2012 Ascilite fellow 2012EDEN fellow 2013
Aims• The aims of the workshop are:– To enable you to reflect on your own
learning and teaching experiences– To articulate the characteristics of good
learning– To device strategies for effective:• Design of courses• Evaluation of courses• Sharing of good practice
– To explore a range of useful resources– To consider strategies for promoting
collaborative learning
Outline
• What is good learning?• The importance of e-learning• E-learning timeline• Sharing good practice– Designing Courses– Evaluating Courses– Sharing good practice– Forums, blogs and wikis– Opening up Education
• Collaborative Learning• Rubrics for evaluation
What is good learning?
• With your partner discuss:– A positive learning experience you have had– A negative learning experience you have had– A positive teaching experience you have had – A negative teaching experience you have had
• With your partner brainstorm:– The characteristics of good learning
Facilitating learning
• Guidance and support• Content and activities• Communication and
collaboration• Reflection and
demonstration
Problem Based
Active
Cooperative Collaborative
Reflective
Peer assisted
Learner centred
The importance of e-learning
• For learning– Potential to support interaction, communication
and collaboration– Developing digital literacy skills– Promoting different pedagogical approaches– Fostering creativity and innovation– Connecting students beyond the formal course
• For life– Preparing students for an uncertain future– Improving employability opportunities– Increased importance of technology in society
E-Learning timelineM
ultim
edia
reso
urce
s
80s
The
Web
93
Lear
ning
Man
agem
ent S
yste
ms
95
Ope
n Ed
ucati
onal
Res
ourc
es
01
Mob
ile d
evic
es
98
Gam
ing
tech
nolo
gies
00So
cial
and
par
ticip
ator
y m
edia
04
Virt
ual w
orld
s
05
E-bo
oks
and
smar
t dev
ices
Mas
sive
Ope
n O
nlin
e Co
urse
s
07 08
Lear
ning
Des
ign
99
Lear
ning
obj
ects
94
Lear
ning
Ana
lytic
s
10
How do you design your courses?
• In groups discuss how you go about designing your courses, consider the following:– How do your get ideas?– What resources do you use?– Do you share and discuss your designs with
others, if so, how?– What (if any) support do you get?– Are there any online resources you have found
useful?
How do you evaluate your courses?
• In your group discuss how you go about evaluating your courses, consider the following:– What evaluation metrics do you use?– What data (if any) do you collect?– How do you use the evaluation findings to
improve your teaching and the design of your courses?
Sharing good practice
• In your group share examples of good practice
• Try and provide one example of good practice for each of the six characteristics of good learning shown earlier
Problem Based
Active
Cooperative Collaborative
Reflective
Peer assisted
Learner centred
Sharing and discussing ideas
• In your group discuss how you get new ideas for your teaching and how your share and discuss theses
• Do you use social media? – If so which sites and how?
Cloudworks
• Register on the Cloudworks site– http://cloudworks.ac.uk
• Explore the ‘Useful resources’ Cloud– http://cloudworks.ac.uk/cloud/view/8805– Add any resources you have found useful for your
teaching• Explore the site– Find one Cloud or Cloudscape you found useful
and share with the group your reasons for liking it
Useful sites
• In your groups explore the following sites– The EDUCAUSE 7 Things you
should know about… (pick on technology and list the main things you like)
– The AUTC Learning Design site (pick one design and list the main things you like)
– The CommonCraft videos (pick one technology and list the main things you like)
http://cloudworks.ac.uk/cloud/view/8805
A2a: Forums, blogs and wikisPurpose: To consider the use of three central, LMS-based tools for interaction
Discussion Forums Blogs Wikis
ReflectionCollaborationFeedbackProblem solvingEncouraging participationIce breakerObservation opportunityIdea generation Are they really good for all? Diversity of students
Expression Communicating successes and pitfallsDissemination of informationFacilitates in the moment thought!Audience and affirmation and reaction
CollaborationIdea development Project collaboration Students and self esteem Using existing wikis as a critical resource
Opening up education• Over ten years of the Open Educational Resource
(OER) movement• Hundreds of OER repositories worldwide• Presence on iTunesU• 2012 Times year of the MOOC
The OPAL metromap
http://www.oer-quality.org/
Evaluation shows lack of uptake by teachers and learnersShift from development to community building and articulation of OER practice
The OPAL Metromap
• In groups of four:– Each choose a stakeholder role (policy maker,
institutional leader, practitioner, learner)– Explore the OPAL Metromap from your
stakeholder role– Get together with others who have looked at the
same role and share your findings– Return to your home teach and share your
findings
The emergence of MOOCs• CCK08
– Connectivist MOOC (cMOOC)– Siemens, Downes and Cormier– Evaluation (Fini, 2009)http://www.irrodl.org/index.php/irrodl/article/view/643/1402
• Emergence of large-scale xMOOCs• Recent developments
– UK-based FutureLearn– Launch of Massey on Open2Study
• List of MOOCs– http://www.mooc-list.com/
• EFQUEL series of blogs– http://mooc.efquel.org/
• ICDE list of MOOC reports– http://tinyurl.com/gconole-MOOC
• MOOC research reports– http://www.moocresearch.com/reports
• MOOCs for development– http://www.moocs4d.org/media.html
• Critiques the hype• History of MOOCs• More an interactive
textbook than a course• Issue re feedback and
assessment• Support models• Issue of support large-
scale learning• Degrees of openness
http://www.parlorpress.com/invasion_of_the_moocs
Massive Open Online Courses (MOOCs)
FreeDistributed global community
Social inclusion
High dropout ratesLearning income not learning outcome
Marketing exercisehttp://alternative-educate.blogspot.co.uk/2012/12/audio-ascilite-2012-great-debate-moocs.html
JOLT, Vol. 9, No. 2, http://jolt.merlot.org
Beyond cMOOCs or xMOOCs
cMOOCs• Weekly centred• Participant reflective spaces• Social and networked
participation• Hashtag: #etmooc• Use of a range of social
media
xMOOCs• Linear learning pathway• Mainly text and video• Formative feedback through
MCQs• Individually focused
Dimension Characteristics
ContextOpen Degree to which the MOOC is open
Massive How large the MOOC is
Diversity The diversity of the learners
Learning
Use of multimedia Extent of use of rich multimedia
Degree of communication Amount of communication incorporated
Degree of collaboration Amount of collaboration incorporated
Amount of reflection Ways in which reflection is encouraged
Learning pathway Degree to which the learning pathway is supported
Quality assurance Degree of quality assurance
Certification Mechanisms for accreditation
Formal learning Feed into formal learning offerings
Autonomy Degree of learner autonomy
A taxonomy of MOOCs
http://e4innovation.com/?p=727
A new MOOC classificationDimension Connectivist Siemens MOOC
ContextOpen 3Massive 2Diversity 3LearningUse of multimedia 2Degree of communication 3Degree of collaboration 2Amount of reflection 3Learning pathway 1Quality assurance 1Certification 1Formal learning 1Autonomy 3
For each dimension, give the MOOC a score: Low=1, Medium=2High=3
A new MOOC classificationDimension Connectivist Siemens MOOC
ContextOpen 3Massive 2Diversity 3LearningUse of multimedia 2Degree of communication 3Degree of collaboration 2Amount of reflection 3Learning pathway 1Quality assurance 1Certification 1Formal learning 1Autonomy 3
How to rate Open?
It’s free = 1
At least some CC materials = 2
All materials CC, and non-registered students can view materials=3
How to rate Massive?
Under 500=1500-10,000=2Over 10,000=3
http://tinyurl.com/OEWBirdConole
A new MOOC classificationDimension Connectivist Siemens MOOC
ContextOpen 3Massive 2Diversity 3LearningUse of multimedia 2Degree of communication 3Degree of collaboration 2Amount of reflection 3Learning pathway 1Quality assurance 1Certification 1Formal learning 1Autonomy 3
For each dimension, give the MOOC a score: Low=1, Medium=2High=3
A new MOOC classificationDimension Connectivist Siemens MOOC
ContextOpen 3Massive 2Diversity 3LearningUse of multimedia 2Degree of communication 3Degree of collaboration 2Amount of reflection 3Learning pathway 1Quality assurance 1Certification 1Formal learning 1Autonomy 3
How to rate Open?
It’s free = 1
At least some CC materials = 2
All materials CC, and non-registered students can view materials=3
How to rate Massive?
Under 500=1500-10,000=2Over 10,000=3
http://tinyurl.com/OEWBirdConole
Designing a MOOC
• Use the MOOC classification schema and the MOOC tips and hints blog post– http://e4innovation.com/?p=800
• to design a MOOC
Pedagogical patters• Derived from Alexander’s work• Structured case studies of good practice
– Capture experience – A set of solutions associated with recurring problems– Examples and visual representations that help a better
understanding for their use in a new context• Structured format
– Introduction– Context– Problem headline– Solution– Metaphorical picture– Similar patterns
• Aggregated into languages
Collaborative learning
• In your groups explore the CSCL pedagogical patterns resource– http://www.gsic.uva.es/~daviniahl/dpbook/
appendix-chapter.pdf• Choose one or more pattern and use it to
create a design for facilitating collaborative learning
Rubrics for evaluation
• Brainstorm some criteria to evaluate the success of the design in a real learning context
• Try and focus on measurable/observable things• Think about what data collection you might use
– classroom observation, surveys, interviews, use of post its (Things I liked, room for improvement, etc.)– Use the LTDI Evaluation Cookbook to get ideas– http://www.icbl.hw.ac.uk/ltdi/cookbook/
http://www.le.ac.uk/ilihttp://www.slideshare.net/GrainneConole
grainne.conole@le.ac.ukhttp://e4innovation.com
@gconole
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