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Fostering a community of collaboration and discussion - Mark Andrews
Fostering a community of collaboration and discussion - Mark Andrews
Fostering a community of collaboration and discussion - Mark Andrews
Fostering a community of collaboration and discussion - Mark Andrews
Fostering a community of collaboration and discussion - Mark Andrews
Fostering a community of collaboration and discussion - Mark Andrews
Fostering a community of collaboration and discussion - Mark Andrews
Fostering a community of collaboration and discussion - Mark Andrews
Fostering a community of collaboration and discussion - Mark Andrews
Fostering a community of collaboration and discussion - Mark Andrews
Fostering a community of collaboration and discussion - Mark Andrews
Fostering a community of collaboration and discussion - Mark Andrews
Fostering a community of collaboration and discussion - Mark Andrews
Fostering a community of collaboration and discussion - Mark Andrews
Fostering a community of collaboration and discussion - Mark Andrews
Fostering a community of collaboration and discussion - Mark Andrews
Fostering a community of collaboration and discussion - Mark Andrews
Fostering a community of collaboration and discussion - Mark Andrews
Fostering a community of collaboration and discussion - Mark Andrews
Fostering a community of collaboration and discussion - Mark Andrews
Fostering a community of collaboration and discussion - Mark Andrews
Fostering a community of collaboration and discussion - Mark Andrews
Fostering a community of collaboration and discussion - Mark Andrews
Fostering a community of collaboration and discussion - Mark Andrews
Fostering a community of collaboration and discussion - Mark Andrews
Fostering a community of collaboration and discussion - Mark Andrews
Fostering a community of collaboration and discussion - Mark Andrews
Fostering a community of collaboration and discussion - Mark Andrews
Fostering a community of collaboration and discussion - Mark Andrews
Fostering a community of collaboration and discussion - Mark Andrews
Fostering a community of collaboration and discussion - Mark Andrews
Fostering a community of collaboration and discussion - Mark Andrews
Fostering a community of collaboration and discussion - Mark Andrews
Fostering a community of collaboration and discussion - Mark Andrews
Fostering a community of collaboration and discussion - Mark Andrews
Fostering a community of collaboration and discussion - Mark Andrews
Fostering a community of collaboration and discussion - Mark Andrews
Fostering a community of collaboration and discussion - Mark Andrews
Fostering a community of collaboration and discussion - Mark Andrews
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Fostering a community of collaboration and discussion - Mark Andrews

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Fostering a community of collaboration and discussion

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  • 1. Cambridge Judge Business School Fostering a community of collaboration and discussion Mark Andrews, Cambridge Judge Business School Executive MBA
  • 2. Overview 1. Overview 2. Moodle  developments 3. Course Design 4. Findings &  Discussion • 6 month project • Technology, procedural and educational design developments • Aim to make the VLE offering more aligned with the programmes objectives
  • 3. Background & Context
  • 4. Background & Expectations Beijing Hong Kong Philippines Qatar Nigeria Sydney Brisbane Mexico Texas Los Angeles Toronto Moscow Tokyo • A globally located and diverse cohort • Very wide range of educational experiences and technical  knowledge
  • 5. Programme Ethos: ‘Transformative’ ‘Practical, Personal, Relevant’ Harnessing ‘Collective Intelligence’
  • 6. The Goal A solution that underpins programme delivery and enforces educational ethos of the programme. “ ” A slice of Cambridge around the world Form a seamless link across all environments
  • 7. A little about the Programme structure 18 courses + Electives Each course between 1‐4  cycles 20 month programme Each cycle broken into  elements Pre‐study Visit Application
  • 8. Moodle Developments 1. Overview 2. Moodle  Developments 3. Course Design 4. Findings &  Discussion • Using the tendering process to find  collaborative partners • Prepared detailed  specification: deliverables  and ideas • Working as a partnership  rather than commissioning • Teams across the school  • Participants involvement – tough balance
  • 9. Moodle Developments 1. Overview 2. Moodle  Developments 3. Course Design 4. Findings &  Discussion • Look, feel, homepage and course design • Programme sub-system • Announcements • Courses in progress • Bookmarking forum posts
  • 10. Programme Sub-system “A local plugin that means moodle understands more about our  programme and each participants place in the programme”
  • 11. Homepage & theme Programme  announcements Programme/Cambridge  background (random) Calendar &  upcoming  events block Courses in progress  block Google feed
  • 12. Homepage & theme Cambridge  weather and  time block
  • 13. Homepage & theme
  • 14. Course Layout Introduction/ Overview Section listing Main course  navigation Space for course related  image
  • 15. VLE Course layout Cycle status block (uses sub‐system) Cycle video & intro Chunking of activities Stage in cycle
  • 16. Announcements (Local Plugin)
  • 17. Announcements (Local Plugin) Clear separation between announcements and discussions • Visible on the homepage • Ability to target announcements • Read tracking • Not emailed out
  • 18. Courses in Progress At a glance view of courses that are currently in progress to the  participant Course name &  cycle Count of unread  posts & activities
  • 19. Courses in Progress At a glance view of courses that are currently in progress to the  participant Preview of  content & link Details of post
  • 20. Bookmarking forum posts • Discussions scattered throughout the site • Bookmarking tool, to store interesting form posts View video here: http://youtu.be/JUFooQUt81s
  • 21. Bookmarking forum posts • Discussions scattered throughout the site Title search Filter categories
  • 22. Course Design 1. Overview 2. Moodle  Developments 3. Course Design 4. Findings &  Discussion A framework for course development, training, monitoring and evaluation
  • 23. Course Development Environment Supportive Communicative Quality led Equipped Safe Clear
  • 24. Course Development Environment Supportive Communicative Quality led Equipped Safe Clear Feedback  &  Evaluation Clear  points/ timing
  • 25. Course Development Environment Supportive Communicative Quality led Equipped Safe Clear Feedback  &  Evaluation Community  of good  practice Continual  Improvement Evidence  Based Clear  points/ timing
  • 26. Course Design - Participants Concrete experience (doing/having an experience) Reflective Observation (Reviewing / reflecting on the experience) Abstract  Conceptualisation (Concluding / learning from experience) Active Experimentation (Planning / trying out what you  have learned) Sharing /  Collaborating Feedback /  Discussion Based on: Effective Practice with e‐Portfolio, JISC
  • 27. Course Design - Participants Pre‐study Visit Application Scanning environment with course ‘lenses’ on Grasping core introductory concepts/ terminology Defining initial learning goals Potential applications of use Prior Experience Knowledge Context Previous Courses Go deeper Analyse & Evaluate ‘Own the learning’ - personalise
  • 28. Findings & discussion 1. Overview 2. Moodle  Development 3. Course Design 4. Findings &  Discussion • Joined Educational & technological drivers and strategies important • Importance collaborative partners • Moodle has it’s limits – but these can be mitigated to some degree • T&L lessons – 5 points • Next steps
  • 29. Moodle limitation – Communication & Collaboration • Moodle’s collaboration and commenting methods systems all work  differently. • Messaging, Forums, Comments, Blogs • We selected to base all on forums, so as not to confuse workflows • Not all email out or have notifications • Different interfaces • Not cross searchable • Some can be graded some not • Try to use integrations where possible Should these mechanisms be joined together? ‐ Interaction style ‐ Notification ‐ searchability Ability to add widgets and activities
  • 30. Communication & Collaboration • Moodle’s collaboration and commenting methods systems all work  differently. • Messaging, Forums, Comments, Blogs • We selected to base all on forums, so as not to confuse workflows • Not all email out or have notifications • Different interfaces • Not cross searchable • Some can be graded some not • Try to use integrations where possible Should these mechanisms be joined together? ‐ Interaction style ‐ Notification ‐ Searchability Ability to add widgets and activitiesView video here: http://youtu.be/_W0WD‐jHD‐A
  • 31. Communication & Collaboration • Moodle’s collaboration and commenting methods systems all work  differently. • Messaging • Forums • Comments • Blogs • We selected to base all on forums, so as not to confuse workflows • Not all email out or have notifications • Different interfaces • Not cross searchable • Some can be graded some not Should these mechanisms be joined together? ‐ Interaction style ‐ Notification ‐ Searchability Ability to add widgets and activities View video here: http://youtu.be/erghEKH0q2U
  • 32. Participant Perception • It’s an improvement, but • The platform feels dated, to some • Particularly on forums • Not the way we interact online now • Issues with editor and some mobile display • Too many clicks not enough search tools • Still getting lost in discussions – a feeling of disconnection • Like activity locking and completion Could the forum tools learn more from other  platforms and techniques?
  • 33. Participant Perception - Response • Lack of instruction and clarity of function, assumed SN paradigm • The VLE’s role within the programme  • Setting participant learning expectations  • Linking activities and discussions more explicitly • Clearer signposting of activities More re‐enforcement of applications of use and  direction
  • 34. Participant Perception - Response Modifying course  layouts, additional  internal linking
  • 35. Participant Perception - Response Discussions based on artefacts
  • 36. Participant Perception - Response Forums that look & act like blog posts
  • 37. Lessons Learned – 5 Points 1. Discussions need to be framed 2. All parties need inducting and constant guidance across  programme 3. Build discussion into course design (like other online  interactions)  4. Student initiated discussions with facilitation work best 5. Technology can’t make up for course design/strategy (technology  push)
  • 38. Next Steps • Using the VLE the ‘tell the story’ – programme narrative • Capturing and recording experiences outside and between formal  courses • More of a focus on activity design and less on technology • Increased ‘in‐line debate’ ‐ Moving debate into course activities • More interactive resources • E‐book delivery • Possibly extending the uses of developed modules • Using more gamification techniques Keen to collaborate and share
  • 39. m.andrews@jbs.cam.ac.uk @mnandrews

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