Designing Innovative Online Learning
•Download as PPTX, PDF•
1 like•318 views
Designing Innovative Online Learning : An Investigation of Digital Badges Integration with Two MOOC Platforms Panel presentation at SUNY CIT 2015 Michele Forte, Allison Hosier, Trudi Jacobson, Tom Mackey, Amy McQuigge, Kelsey O'Brien, Jenna Pitera, and Kathleen Stone
Recommended
Recommended
More Related Content
What's hot
What's hot (20)
Viewers also liked
Viewers also liked (12)
Similar to Designing Innovative Online Learning
Similar to Designing Innovative Online Learning (20)
More from Kathleen Stone
More from Kathleen Stone (15)
Recently uploaded
Recently uploaded (20)
Designing Innovative Online Learning
- 1. Designing Innovative Online Learning An Investigation of Digital Badges Integration with Two MOOC Platforms Michele Forte, Allison Hosier, Trudi Jacobson, Tom Mackey, Amy McQuigge, Kelsey O'Brien, Jenna Pitera, and Kathleen Stone
- 2. MOOCs • 3 MOOCs: connectivist, Coursera, and Canvas • 2 IITGs: first to establish metaliteracy learning collaborative and explore badging; second to integrate MOOC and badging • Original “c-MOOC” not part of first grant but developed same time as digital badging system
- 3. Empowering Yourself in a Connected World
- 4. Metaliteracy: Reinventing Information Literacy to Empower Learners (Mackey and Jacobson, 2014). “Metaliteracy expands the scope of traditional information skills (determine, access, locate, understand, produce, and use information) to include the collaborative production and sharing of information in participatory digital environments (collaborate, participate, produce, and share)” (p. 1).
- 5. “Metaliteracy is envisioned as a comprehensive model for information literacy to advance critical thinking and reflection in social media, open learning settings, and online communities.” Jacobson and Mackey, Proposing a Metaliteracy Model to Redefine Information Literacy, Communications in Information Literacy 7(2), 2013.
- 6. 6 Figure developed by Mackey, Jacobson and Roger Lipera Mackey and Jacobson (2014) Metaliteracy: Reinventing Information Literacy to Empower Learners
- 7. What is a digital badge? o Record of an accomplishment o Corresponds to knowledge shown or abilities proven o A component in the competency-based education movement o Methods of gauging accomplishment varies o For metaliteracy badges, reading by humans important, given nature of the learning Image Source: Girl Guides of Canada, CC-BY
- 9. Our Vision • Achieve goal of IITG to “integrate” digital badging and MOOCs • Coursera’s Learning Tools Interoperability (LTI) was not available as originally promised • Did not want to give up on Coursera environment to explore Canvas • Developing two MOOCs offered innovative teaching and research opportunities
- 11. Design Elements • “Well-oiled machine” • Fixed Template • Guidelines and procedures, help center • “Blank canvas” • Apps as building blocks • “Sounding Board,” support forums, DIY
- 12. Poll: Have you taken a MOOC? Canvas? Coursera?
- 13. Collaboration Design • Content • Assessments • Videos • “OER’d” ourselves Facilitation • Team-based by weeks • Weekly announcements • Discussion forums • Team emails
- 14. Coursera Set Up and Design
- 15. Coursera Set Up and Design Access to YouTube
- 16. Learning Environments • 5,365 enrollments (3,201 on day one) • 10 week course • Broader metaliteracy scope • Discussion forums very rich and active • 288 enrollments (closed after week 1) • 6 week course • Focus on digital citizenship • Discussion boards used mainly for troubleshooting and graded assignments
- 17. Gamification Elements Home Page of Canvas MOOC
- 18. Gamification Elements Levels of the Digital Citizen Badge
- 19. Gamification Elements Weekly Challenges and Achievements
- 20. Animated Celebration of Achievements
- 21. Records of Achievement Statement of Accomplishment Digital Citizen Badge
- 22. Student Achievements • 20 earned Statement of Accomplishment (>70%) • 18 earned SoA “with distinction” (>90%) • 10 earned Digital Citizen badge
- 23. https://www.coursera.org/course/metaliteracy Participating as a Global Contributor
- 24. Global Access Picture a student at your campus/in your classroom.
- 25. Global Access Coursera Students – Over 5,000 students from 142 different countries • United States: 29% • India: 6% • China: 5% • United Kingdom: 4% • Russian Federation: 3% • Others represented: Australia, Brazil, Germany, Spain, Mexico, France, Netherlands, Singapore, Romania, South Africa, Pakistan, and many more.
- 26. Global Access The use of images (Global Contributor video)
- 27. Global Access
- 28. Global Access Expanding the discussion of copyright.
- 29. Global Access Peer review of assignments
- 30. Learner Comment “Especially when it comes to spelling and grammar, I think we have to bear in mind that we're dealing with quite a few foreigners. Some of which (like myself) have lived in English speaking countries. But others haven't. And it's not quite fair, to rate someone with -say- zero, just because they haven't learned another language in-depth.”
- 31. Learner Comment “Simultaneously to the thematic challenge I had the linguistic one. So I was not only able to learn a lot of new content , but also to improve my english skills.”
- 32. Video Designs Principles • Variety of styles • Variety of content • Variety of lengths • Did not replicate content
- 33. Ideas We Had • Go Pro camera • Going outside; on location • Having an intro and content for each week • Multiple user-generated videos uploaded to common server (in the spirit of social media) • Most interested in providing alternative to Courersa’s “professor-behind-the-desk”
- 34. Course Videos Studio Dialogs Interviews Animated
- 35. Metaliteracy YouTube Channel Metaliteracy Learning Collaborative
- 36. Lessons • Subtitles in different languages • Comfort • Different tools • Time • Cost • Distance
- 37. Week Two: Social Identity
- 38. Pedagogy • Responding to student feedback • Teaching impacted by on-going feedback and comments • Teacher as learner/learner as teacher • Collaborative decision-making
- 40. Peer Assessments • MOOC-centric feature brings challenges • Peer Assessments are central to metaliteracy • Peer Assessments scale for MOOC environment • Less instructor “control”; expanded learner empowerment
- 41. Learner Comment “I am quite unhappy with the results I have been given from my fellow peers who have reviewed my assessments. I'm not unhappy with the overall results, but only that of the which states "Is the response will written, without spelling or grammar errors?"
- 42. Learner Comment “One of the things I liked about this MOOC was that we were required to grade and comment upon two students’ assignments. Knowing my peers would be looking at my work made me put a little more thought into it. Also, I was interested to see how other responded to the same questions.”
- 43. What We Learned • Exploration of 2 MOOCs • cMOOC expectations • Reach • Understanding of what it means to “integrate” digital badging and MOOCs expanded to include integration of content in both MOOCs (and not just systems)
- 45. Learner Comment I want to share with you how happy I am. Today I received my statement of accomplishment. …It was my first MOOC ever, and prior to the start of the course I knew nothing about Metaliteracy. I am thrilled I can apply most of the content to different areas of my life such as work, language learning, and practically most of my everyday activities online. I am a non-native and some weeks were more demanding but thanks to all the hard work and thinking I am certain I learnt a lot. Thanks so much!
- 51. Learner Comments “I have been preaching this to my friends and family.” “I rarely use social media, but the students I teach are addicted…This class helped me learn some of the protocol I'd like to pass on to the students.”
- 56. Learner Comment “I would like to offer my deepest gratitude in you taking the time to teach me and many others what it truly means to be a digital citizen. I would also like to thank you, for you have provided me with education that I would not have had access to if I had not taken this course. You have been an excellent professor.”
- 57. Learner Comment I want to share with you how happy I am. Today I received my statement of accomplishment. …It was my first MOOC ever, and prior to the start of the course I knew nothing about Metaliteracy. I am thrilled I can apply most of the content to different areas of my life such as work, language learning, and practically most of my everyday activities online. I am a non-native and some weeks were more demanding but thanks to all the hard work and thinking I am certain I learnt a lot. Thanks so much!
Editor's Notes
- Tom: What we are going to talk about. Badges and connectivist MOOC developed simultaneously
- Tom– its all about the book!
- Tom
- Tom: behavioral (what students should be able to do upon successful completion of learning activities—skills, competencies), cognitive (what students should know upon successful completion of learning activities—comprehension, organization, application, evaluation), affective (changes in learners’ emotions or attitudes through engagement with learning activities), and metacognitive (what learners think about their own thinking—a reflective understanding of how and why they learn, what they do and do not know, their preconceptions, and how to continue to learn). Understands the process of creating and sharing information Recognizes gaps in knowledge Seeks new knowledge to adjust to challenging situations Adapts to changing technologies Continuously self-reflects Demonstrates empowerment through interaction, communication, and presentation Reflects on production and participation
- Trudi: digital badging Skepticism about badges When many people hear the word “badge” they think of this, but it’s really become something so much more. Competency based education – libraries and info lit Badging fit with metaliteracy
- Use of badge content – adapted for Coursera
- FINISH BY 8:40 Trudi: Challenges, why we decided to do two MOOCs
- Kelsey Turning point: struggled with how to overcome roadblocks to our original vision, but ultimately pleased that we went with two because it presented opportunity to compare and explore features of both MOOCS Two MOOCs on two different platforms: Canvas network – badge app designed to be integrated into Canvas Courses shared a lot of content, but differed in the way the content was delivered Coursera broader in scope (10 weeks), Canvas focused on Digital Citizenship (6 weeks) Courses offered in close succession - Canvas MOOC started during week 8 of Coursera MOOC – 3 weeks of overlap
- Kelsey: Coursera – they know what works for MOOCs, well laid out procedures for each step, polished, but not very flexible when you want to step outside their box limited choices for course Creative Commons license Designed for video as main source of content delivery – we wanted videos to supplement text – adding text was not easy, involved a lot of coding to make it work (Kathy is going to expand on this) Badge integration difficult despite LTI (learning tools interoperability) capabilities Canvas – lives up to its name Blank canvas with apps as building blocks” – user friendly way to integrate LTI tools Apps as building blocks make LTI integration much more user friendly Instructional designer as “sounding board” for ideas – more flexibility but also can be tricky to find support when you are trying something new - risk
- Kathleen: Collaborative design, team facilitation of each week
- Kathleen: Coursera structure: Weekly outlines, overcoming obstacles with not being able to embed videos, wiki pages etc. More like building a website – html coding Navigation bar set up No badging etc. – no badging was a huge piece because it was in the original vision for the course, and integrating badges presume the peer to peer piece ….. That we didn’t want to lose, so … new design decisions had to be made. Created clear, straight forward navigation: Weekly description, learning objectives, videos, readings, discussion link, assessments Embedded screenshot of videos and made the image a link since video embedding not an option Peer assessments, weekly, 10% of grade, 2-3 questions each assessment Readings were PDF’s so they could be mobile and retained (Coursera app needs improvement) Discussions were optional A few self-check quizzes
- Kathleen: Content in the badging site originally featured YouTube videos, but YouTube is not accessible in all countries. Coursera recommends NOT linking to You Tube. They have a mirror site in China, so video can be seen there if you upload them to YouTube. Also Coursera provides captioning service, so they meet ADA standards. Making sure all video content was accessible, often by uploading directly into the course. Image source: https://commons.wikimedia.org/wiki/File:YouTube_logo_2013.svg
- Kelsey: Coursera seems to attract a wider, more experienced audience. Canvas – capped course, but actually didn’t need to because under 300 had signed up by start date. Canvas had ~25 consistently active students – more like a traditional class Coursera course was left open for registration with notification to late registrants when they could no longer pass the course. Canvas course closed after first week to make sure all students had opportunity to earn badge. Differences in content and length of the courses Coursera discussion forums had a life of their own, were a driving force in the course, students started their own threads, connected, engaging with and elaborated on course content. Canvas relied on instructors for troubleshooting Assignments: peer review used for both, content from metaliteracy badging system. Coursera weekly essay assignments, Canvas focused on badging and gamification
- Kelsey: Canvas “gamified” as much as possible, spec. with badges. Gamification design choices – animated videos, fun descriptions and promo video, different style Each week students presented with a challenge that offered them the opportunity to earn a token of achievement. Badges created with Canvabadges – a third party application that uses LTI integration, but designed for Canvas platform - created by one of the co-founders of Canvas. Fairly simple too, but did involve some rebuilding in the application – couldn’t simply connect our existing badge system to Canvas
- Kelsey: Course structured around metaliteracy learning objectives as formatted in the badging system. Each week students cpmpleted a challenge. If completed successfully students earned a token of achievement. Those who earn all achievements are awarded the Digital Citizen badge. At certain points levels would be unlocked. Opportunity to complete and earn an extra achievement – required students to synthesize, go deeper, what they had learned, prove that they grasped the concept. Sent a message when level unlocked, encouraging them to keep going for top level badge.
- Kelsey: Canvabadges. Progress bar shows students how close they are to earning an achievement. Motivates them to keep going.
- Kelsey: Animations celebrating earned achievements. Validates student’s mastery of the topic. Reinforcing progress, encouraging them to keep going, rewarding them for milestones throughout the course.
- Kelsey: Each course offered record of achievement : evidence of completion of course. Coursera Statement of Accomplishment – received for earning a passing score of at least 70%. Students who achieved 90% received “with distinction” Option to offer Signature Track at a fee to students (verifies student’s identity) – we decided to offer SoAs only for our first round offering this MOOC. Still pretty official, save document as evidence of successful completion of course. Students were so proud of themselves, many really wanted the distinction status. Canvas has no built in certificate for coure completion, but encourage you to design your own certificate (which can be endorsed with Canvas logo). Once badge is earned students may display on Canvas profile and send to Mozilla Backpack (Open Badges compliant).
- FINISH BY 8:50 * Sam – can’t draw conclusions solely based on completion rates. Hard to judge success of courses based on completion numbers alone. What do we value? What do students value?
- Allison: I think we can talk here about the different video approached we used and how Coursera recommends NOT using YouTube etc…because of issues in some countries with access. KS I thought that was the topic for Slide 15? AEH We needn’t show all three videos – just the different approaches, and why … interviews, pecha kucha, animation, etc.
- Image source: http://pixabay.com/en/studying-group-study-young-college-703002/ Typical college students: age, cultural background, etc.
- Image source: http://pixabay.com/en/nasa-earth-map-night-sky-ocean-140304/ Coursera students didn’t necessarily fit into ideas about typical college students. Necessary to shape our content with this in mind. Practice what was preach with regard to Global Contributor ideas.
- Image source: http://snapwiresnaps.tumblr.com/post/102448075517/chandler In creating the Global Contributor video, this image was originally used to represent “culture.”
- Image sources: http://pixabay.com/en/lecture-student-university-385357/ http://pixabay.com/en/holi-india-children-color-culture-594333/ Replaced picture in video with these images. Balance between including and “othering” non-American cultures.
- Image source: http://pixabay.com/en/copyright-icon-license-intellectual-98570/ Content of modules on copyright: discussion expanded to try to include information about copyright law from other countries.
- Jenna: Image source: http://pixabay.com/en/entrepreneur-startup-start-up-man-593362/ Most assignments were peer-reviewed. Language barriers between students. Grading students on quality of writing.
- Jenna
- FINISH BY 9:00
- https://class.coursera.org/metaliteracy-001/lecture Videos support content (opposed to Coursera’s philosophy) Collaborative design, experimental
- ended up: using studio and technology; had time limits; working across campuses; between 1-5 videos each week.
- Variety of styles and tools used – Studio, Animoto, GoAnimate, narration with Photo slideshow Videos were introductory in nature, supported textual content – went against traditional Coursera lecture video format
- FINISH BY 9:10 May want to stop it at 2:20
- Pedagogy ... How to or if to respond to student feedback on course .. Acknowledge without being defensive, or apologetic for the design or content or due date decisions we made ... And that the content and the actual learning goals of the course mirror ... So in other words, if we are promoting the learning objectives of teacher as learner/ learner as teacher then we are almost obligated to acknowledge comments ... Yet there is also the concomitant MOOC pedagogy promoted by Coursera. Extension of a university versus on the connectivity of the learner(s) to the MOOC itself – and to the knowledge and meaning making therein ….. Can go right into peer assessments because it begs the meta teacher learner/learner teacher continuum -
- Don’t show this – just leave for visual …
- *May also want to refer to rubric design thoughts about peer review -- this is specific to MOOC land, and it might be interesting to pull out this piece for deeper scrutiny> Peer assessments in general are often problematic …. What does it mean to scale this kind of assessment? What is lost or gained? Assessments are fraught no matter who is doing assessment or what is being assessed
- FINISH BY 9:20 Pedagogy ... Threads in discussion note issues with deadlines, being "penalized" for grammatical issues, challenges on peer review Also deadlines and time zones – some quotes below we may want to reference: “Hi Course Instructors, I'm new to Coursera and this is my first course. As I'm from a different time zone (I'm in Singapore), I'm wondering if this would affect me, for instance submitting assignments on time.” Coursera’s “rules” thwarted even our own confidence about responding to student feedback – and too we were working in teams, had a sense of obligations among and between our own group – discomfort with leaving questions unanswered, wanted to engage student comments, even though the platform encouraged us to not “apologize” for design decisions - Not about apologizing, but rather about engaging students in dialogue about the good issues they were raising – our approach mirrored learning goals of course
- Another possible quote related to peer reviews: “One thing I was surprised that I enjoyed was grading fellow student’s papers. I sensed quite a variety of interest levels and abilities, but it was all fun and insightful. Thanks very much for the class!”
- Hard to compare “success” of courses because environments, audiences so different Both were valuable experiences – allowed us to experiment and fully explore various features and iterations of MOOCs Able to reach a massive and diverse audience - high schoolers to professionals, from all over the world
- FINISH BY 9:30 Reach – small percentage affiliated with institution, yet large number has heard of SUNY
- Reach extends even beyond MOOCs “My professional life as a teacher will benefit after the end of this course because I have acquired the knowledge and have reflected on those two areas of Digital Citizenship in order to inform, instruct and design activities for my students and therefore affect them cognitively, behaviourally and affectively. I will guide them to create responsible digital identities and refine their privacy when engaging in public discussions.” “ I now understand that when I am posting on Facebook or visiting various sites on the web I leave a digital footprint that can easily be followed. Armed with this new knowledge I can help family, friends and clients by showing them how to best set their privacy settings to keep themselves ‘safer’ online.”