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Not just moocin' about

Not just moocin' about



Pecha kucha presented at ALT-C 2012 in Manchester, UK

Pecha kucha presented at ALT-C 2012 in Manchester, UK



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  • Tradition, challenge, status, technology, learning

Not just moocin' about Not just moocin' about Presentation Transcript

  • Not just moocin’ about George Roberts, Jenny Mackness, Marion Waite, Elizabeth Lovegrove
  • Background
  • Open Academic Practice • Explicit pedagogical • Aggregate perspective – Filter, select and gather information meaningful to the individual, – Social constructivist, dialogic, actor networks • RemixApproach • Distributed, OS platform – Interpret this information bringing one’s own perspective and insights, – WordPress, Moodle, Wikis • Intentional social media • Repurpose – Refashion it to suit individual conversations purposes, and then • Feed forward The other kind of MOOC – Share it with others, to learn from embraces a simple business each other ideology, and as such is almost the antithesis to [this] kind. Peter Sloep http://bit.ly/LBwImp
  • – “The course aims to develop and extend your knowledge, understanding and skills of teaching and learning in higher education.”– “A key principle of the course is learner autonomy”– “… encourage participant interaction and open sharing of resources, learning, thoughts and ideas.”
  • Platform
  • Over 200 signed up • 60 participated throughout the 6 weeks • We reached our constituency • 14 undertook the assessment andEvaluation received a certificate • Participants were from 24 different countries including Australia, Canada, India, South Africa, as well as many European countries &US Research continuing • How people learned • Differential participation • Design principles
  • In retrospect it all As I am new to the MOOC worked well but I learning, I was at first a bit lost as remember feeling at it was such a multi-channel the time a bit lost. learning, incorporating listening, reading, discussion, thinking all This MOOC surpassed my most at the same time expectations in terms of content and engagement. The micro It was a challenging as much as The "live virtual classrooms" teach was enriching experience. Challenging really made the difference. not clear because it was the first time for and the me to engage with a MOOC…;organisation enriching because I learnt a lot It was illuminating and was a little from the experience on a number empowering at the late of different levels same time to learn in such a clear way the Having taken a value of CPD, reflection number of MOOCs assessed and what this one encouraged students professionalism means. my participation at a were the real more thoughtful I dont like the students and level than previous use of different we other on sessions. sites - it is very the border confusing.
  • Limits of navigation Questions • Openness • Epistemology • Distributed collaboration • Academic multimedia • Assessment
  • Open academic practice is an element of best academic practice. IfImplications we want lecturers and institutions to be among the world’s leaders, we must adopt open academic practices on an open academic platform. Discuss.