CAS/CADE presentation 2013


Published on

Something Old. Something New: Supporting Lecture Delivery with Digital Tools. Expanding Communities of Practice with Social Media.

How can we use new technologies of distribution and social support to create effective and pedagogically useful online teaching environments?
This paper offers an in depth analysis of the experience of online learning offered by Harvard University, Penn State University and MIT. It asks what lessons we should consider when adapting new technologies to old teaching methodologies, and more importantly, how these environments may change the way we teach.
Slideset to accompany the 2013 CAS/CADE conference presentationby Daniel Buzzo at the Computer Arts Society, Computers in Art and Design Education conference Bristol 2013.

Published in: Education, Technology
  • Be the first to comment

  • Be the first to like this

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide

CAS/CADE presentation 2013

  1. 1. Something Old. Something New:Supporting Lecture Delivery with Digital Tools.Expanding Communities of Practice with SocialMedia.
  2. 2. In other words:How can we use new technologies of distributionand social support to create effective andpedagogically useful online teachingenvironments?
  3. 3. The investigation centers on analysis of theonline learning offered by Harvard University,Penn State University and MIT
  4. 4. what lessons should we consider when adaptingnew technologies to old teachingmethodologies ?How may these environments change the waywe teach ?
  5. 5. The three study programmesrepresent threedifferent approaches to online learning:
  6. 6. Lecture based[CS50: Harvard &EdX]
  7. 7. Community based[Learning Creative Learning: MIT & P2PU]
  8. 8. Practice based[Design- Artifacts in Society: Penn State&Coursera]
  9. 9. Scale ?• 74 + MOOCs from Universities• 300+ courses• 3.5m+ users• 30% Science, 30% Arts & Humanities, 25%ITrest – Business & MathematicsM. Mitchell Waldrop and Nature magazine
  10. 10. MIT: learning creative learning• Mitch ResnikProgramme leader• Discursive rather than technical.• Strong use ofSCRATCH and online remix community• Very small group onsite - 15 students• Strong emphasis on social activity and online remix of others work,• Xxperimental, using commons tools and mixed technologies.• Using available tools, Google+ Communities, Google Docs, YouTube,Google Hangouts, Chat• Andragogyfocused with hi level motivation, low incentive to keepengaged.• High technology barriers and mixed results from presentation• High level of disengagement. Swamped Google+ community.No credits foronline:• 11 sessions , 5– 8 hours per week• Not assessed
  11. 11. MIT / P2Pu• Programme trying to organise sub groups of social activity and discussionon course work, tryingtospawn micro communities of practice, mooc• Very experimental approach, participatory activity, side channel extendschat.Presenters invited to participate in online chat.• Different approaches to online learning• Highlights issues of Goal orientation and justification andmotivation, Versus personal discovery and exploration•
  12. 12. Learning Creative Learning - Session 5 - Open Learning•
  13. 13. EdX / Harvard CS50• David J Malan programme leader• Organised,Excellent onsite resources,• Clear pedagogy and Internal organisation BEFORE open access and online,• Clear scope &interfaces, less emphasis on community, community isphysically based on campus, clear courseware through standardinterface, technical proficiency.• Standard directed delivery lecture , workshop example, project, test etc• Standard work environment provided – preconfigured linux appliance• Graded & Assignments/time based• Time orientated course materials.• Credits awarded• 11 weeks structured, 8 hours per week
  14. 14. Coursera/ Penn State• Karl T Ulrich Programme Leader• The content delivered via short videos created for the course• The videos are explanations of ideas, and use artifacts from manydifferent sources• The videos are supplemented by readings from free digital textbook• Each week includes a design challenge focused on a design problemof.The work for the course is DOING design.• Centered on sequence of challenges that result in creation of newartifact.• Free• Statement of accomplishment• No formal credits• 8 weeks 5-10 hrs per week
  15. 15. •
  16. 16. These courses are offered by universities thatshould be expected to be delivering both firstclass content and state of the art technology.
  17. 17. Each programme uses different methods ofdealing with key issues:scale,temporality,support systemssynchronous/asynchronous delivery.
  18. 18. In UK Higher Education we work with a lecture-oriented pedagogy:fixed student cohortfixed academic teamfixed locationspecific durationfixed outcomes and success criteria
  19. 19. Evaluating them it becomes clear that thebalance in effective delivery may lie betweenhaving a clear pedagogic process to indicateappropriate technology directions andreflecting on how technology reframespedagogic discourse.
  20. 20. These two issues are considered against themakeup and ongoing needs of UK educationalinstitutions.
  21. 21. As Andrew Delbanco raises in his recent article.Education is an industry that has seen almost noproductivity gains in the last hundred years
  22. 22. What lessons and practices can we gain fromthese examples as we proceed to design ourown online teaching environments?
  23. 23. MIT P2PU, Coursera and EdX work in the contextof andragogy, the teaching of adults,This allows for a broader range of academicapproaches, motivations and goals.
  24. 24. these courses incorporate digital tools todisseminate lecture material in a time-shiftedpattern and use tools to facilitate onlinecommunities of practice.
  25. 25. Motivation is optional
  26. 26. estimates suggest that less than 10% of enrolledlearners complete
  27. 27. What each approach shares is what we havecome to understand about softwaredevelopment and unfocussed applications oftechnology.
  28. 28. Pedagogic process is being challenged by thebeginnings of post-industrialisation ofeducation, the market place and thedisruptive effects of cheap communicationstechnologies.
  29. 29. Investigation of Scope is paramount in usingresources effectivelyEffective execution costsUX counts for almost everything
  30. 30. Daniel BuzzoSenior Lecturer in Creative