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Students as agents of change: Experiences of co-‐producing a mOOC
Natalie Lafferty & Annalisa Manca University of Dundee
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The tale of our evolving journey supporFng students to develop open online learning
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Dundee School of Medicine -‐ strong tradiFon of supporFng peer-‐led learning approaches & peer tutoring
Learning resources developed as part of student self-‐proposed student selected component (SSC) projects … Integrated into teaching
Peer learning in Web 2.0 World DundeePRN – Developed by students supported by staff
“Issues of professionalism, responsibility for content, interprofessional working and effecFve collaboraFon have all come to the fore for the group. Overall, we firmly believe that developing student-‐led e-‐learning and online professionalism can provide an avenue through which young professionals can develop lifelong learning skills, experience conFnuing professional development and learn and work in a professional community.”
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Community of pracFce in learning began to develop Students – Teachers – EducaFonalists – Ed Technologists
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Success can lead to problems and frustraFons …
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Student interest and enthusiasm can come in waves
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Time … reinvenFng wheels
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How could we develop a sustainable approach to supporFng students as producers of learning?
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HEA Project – Students as partners in the curriculum
JISC 2009 … Students should play a role in working with teachers to develop teaching and learning delivery by working in partnership with them.
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Concept: co-‐create a series of mini open online courselets to develop the skills of a digital teacher supported by open badges
Copyright IntroducFon to copyright issues, CreaFve Commons, paFent consent etc
Managing resources
Presenta3ons/ Learning design
Developing online activities
Formative assessment
Feedback
Accessibility, usability – fonts, colour schemes CogniFve load, mulFmedia design principles
Running a Twi]er chat, using a blog to support learning acFviFes
How to write a good assessment quesFons, eg MCQs
IncorporaFng feedback into your learning resource/acFvity and different forms of feedback
Searching for resources, managing & curaFng resources
Proposed mini OOC topics
Content for each OOC co-‐created with students and alpha tested with students
Beta version hosted on WordPress
ITERATIVE CYCLES: tesFng and refining
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DEVELOPMENT OF EDUCATIONAL STRATEGIES
SSC – The doctor as a digital teacher Opportunity to test and evaluate mini OOC topics
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ExploraFon and discussion of general educaFonal principles, which serve as a basis for the development of any digital teaching acFvity
Developing online activities
Formative assessment
Feedback
Running a Twi]er chat, using a blog to support learning acFviFes
How to write a good assessment quesFons, eg MCQs
IncorporaFng feedback into your learning resource/acFvity and different forms of feedback
TESTING mini OOC topics
Copyright IntroducFon to copyright issues, CreaFve Commons, paFent consent etc
Managing resources
Presenta3ons/ Learning design
Accessibility, usability – fonts, colour schemes CogniFve load, mulFmedia design principles
Searching for resources, managing & curaFng resources
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OBSERVATION AND ANALYSIS
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ITERATIVE CYCLES: tesFng and refining
2015
TesFng with staff: mini OOC topics as part of an online CPD course
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Things we’ve learned on this latest leg of our journey
REFLECTION
AssumpFons … Students are not all digital maestros
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Need to run sessions on how to set up a blog before we run the mini OOCs with students and staff in the open
Encouraging reflecFve pracFce …
EMPLOYABILITY SKILLS h]p://www.flickr.com/photos/naturewise/6219571665/
(Siemens 2005; Sandars 2009)
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All 5 students asked to conFnue the experience by developing 4th Year Projects and keen to contribute to further development of the mini OOCs and be mentors
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@nlafferty [email protected]
@annalisamanca [email protected]