SlideShare a Scribd company logo
1 of 47
Download to read offline
Inge Ignatia de Waard
MERGE MOBILE WITH MOOC TO OPTIMIZE
YOUR ONLINE TRAINING
CONNECT: BACKCHANNEL AND SLIDES
Share questions, remarks, ideas through TodaysMeet DURING
SESSION or later today:
https://todaysmeet.com/LS14_Inge
http://today.io/m6b7
(simply add your name/twitterID and write 140 character message
at a time) – will answer with pleasure!
Slides of this session can be viewed here:
http://tinyurl.com/LS14Inge
OVERVIEW: WHAT TO EXPECT?
• A look at mobile learning, social media for learning and
MOOC, each time looking at
• A starting case
• What type of learning that EdTech can address
• Organizational and learner challenges & solutions
• Wrap up: merging suggestions for optimal strategy
• Links to further reading/information
• A backchannel for discussion/questions
CASE 1: THE MACGYVER WAY
SOCIAL MEDIA BASED LEARNING?
Social media covers a vast amount of
tools, which are all based on sharing.
Sharing daily moments from life, sharing
professional insights, reaching out, helping
out, putting our knowledge out there (but
as Jane Bozarth said it – not everyone
participates equally and that is okay).
Mostly:
in the Cloud & ubiquitous!
IS IT NEW? DATING BACK TO …
Around the campfire – dialogues and narratives
Which is why social media took the world by storm: it feels NATURAL
HUMAN = DIALOGUE = NARRATIVE
CONNECTING WITH OTHERS
Lifelong Learning + latest knowledge + Global & Local network
Like what we do right here, right now: F-2-F + virtual
WHAT TYPE OF LEARNING ?
• Informal learning (made famous by Jay Cross)
• On demand learning (see MacGyver case)
• Networked learning (professional and private networks) – learning
from peers (e.g. #lrnchat, or look here for weekly twitter chats)
• Collaborative learning through group work
ORGANIZATIONAL CHALLENGE
• Learners must be willing to learn through social media – start simple: e.g.
curated info
• Which tools to pick?
• Social media tools must be accessible in-house (no firewall)
• Understand the learning/training affordances of each social media family (social
network, micro-blogging, blogging…)
ORGANIZATIONAL SOLUTIONS
• Learning strategy: pinpoint your need for social media learning, understand learning affordances
of social media and embed ONLY what will be useful for learning
• Keep it simple: step-by-step approach & start integrating social media meaningfully as part of
the workflow.
• Draw up a transparent social media policy and provide guidelines for using social media (e.g.
look at Volvo’s Social Media guidelines for employees): IP, copyright, privacy, security…
• Ask what people are using already (incorporate those) AND locate champions in-house ask
them to take the lead in getting their peers involved for that part of learning (learn from
experienced peers)
• Which social media can be connected to your LMS?
• Get IT and corporate policy onboard (e.g. use private social media)
SOME SOCMED LEARNING AFFORDANCES
Overview can be found in google drive document here.
Curating content
Pinterest, ScoopIt,
paper.li
Curating content for learners,
employees.
You can bundle topics, and
disseminate the best articles.
Consuming new
information
Lifelong learning
Becoming an active,
critical content producer
Multimedia sharing
Video (e.g.
Vimeo, YouTube, Qi
k).
Audio (e.g. Skype)
Pictures (e.g.
Instagram, Flickr)
Sharing visuals, audio and/or movies to
give others an in-depth view on what is
happening.
Ideal: for getting the learner to really share
their own real-life experiences. Sharing
videos, pictures and/or audio also allows
people to construct learning snippets and
share those with others.
Extra: geotagging, sharing the location of
the object of the video, audio or picture
that is shared. This metadata can later be
used for additional learning tracks.
Collaboration.
Lifelong learning.
Informal learning.
Authentic learning.
Becoming active,
critical content
producer.
LEARNER CHALLENGES AND SOLUTIONS
• Building a personal learning network: no network, no benefits
• Digital skills: through in-house training, or point them to MOOCs or
module on subject (e.g. Personal Knowledge Management course
in 40 days by Harold Jarche)
• Character: Big 5 personality traits and achievement paper
IS IT REALLY WORTH IT?
Digital literacy is essential in this information
age – connecting is growing (critical, social)
• Peers support each other, and know the
workplace, the real challenges
• By connecting through social media, the
Community of Practitioners is strengthened
• Social media tools are free, most people
use them in some way or other
• Wenger framework evaluating
KEY POINTS
Main idea: Add social media if your learners can benefit from
dialogue for learning.
Additional points:
• Integrate it into your training environment: e.g. choose an LMS
with social media options
• Make sure that what is learned is captured at a training
environment location (e.g. learning logs with pictures)
• Have a ready made list of social media options and affordances
• Most social media are mobile (next step)
CASE 2: THE SUAVE COMMUTER WAY
MOBILE LEARNING?
"learning across multiple contexts, through social and content
interactions, using personal electronic devices" (Helen Crompton).
Both the learning instruments as the learners can be mobile.
WHICH TYPE OF LEARNING?
MOBILE = LEARNING TREASURE TROVE!
Mobiles can offer learning that no other technology has:
• Augmented learning: providing a virtual layer of information on
top the real world (free book)
• Mobiles have specific extra technology (see brief overview
chapter 9):
• build-in audio recorder (e.g. pronunciation feedback in
language courses)
• GPS: locate nearby peers (e.g. foursquare)
• Sensors provide new learning opportunities (e.g.
EKG/pulse, temperature)
• Quantified self hardware (examples)
MOBILE LEARNING EXTRA’S CONT.
• Use of mobile apps: specific (e.g. language, sales
updates…, but also community: sport through quantified
self company teams)
• Location based learning (GPS): depending on the
region, other content can be provided (report info here)
• Spaced learning: what is learned, must be refreshed for
long-term memory (e.g. sales procedure talks)
• Instant contextualized content creation (e.g. ask
engineers to take pictures of new challenges and how
they solve it) – connect it to training environment page
Build on mobile social media learning: add mobile content creation to it =>
enhanced peer learning.
ORGANIZATIONAL CHALLENGES
& SOLUTIONS
Support the learner
• Provide links to useful apps (e.g. ask for peers sharing through
designated #twitter)
• Provide bite-size content (clearly indicating time investment for
easy planning, make a mobile learning page)
• Create BYOD strategy and guidelines (for development, roll-out
and training)
• Create seamless learning (Learning solutions article)
• Look here for ideas on durable, scalable mLearning
KEY POINTS
Mobile learning offers an new array of learning opportunities
• Content needs to mobile enabled (preferably develop for mobile)
• Mobile learning fits social media and increases social media
interactions
• Learners from all regions (North/South/rural/urban) can reach your
content
CASE 3: LONG-TERM CAREER/TRAINING WAY
WHAT TYPE OF LEARNING?
• MOOCs take more time versus mobile/social learning =>
modules (couple of weeks) – between full curriculum and
workshop
• Lifelong learning journey: the learner chooses
• Career planning (e.g. link it to in-house certification)
• Leisure learning (e.g. the new documentary viewing) – ‘dip
in/jump’ out learning
WHAT MAKES MOOC SPECIAL?
Not much really, but understanding the new options and their opportunities/challenges is crucial for
getting it right
• Massive - Scale: up until MOOC elearning resided mainly behind paid walls => free meant more
learners
• Openness
• higher ed paid walls implied intellectual property (closed)
• everyone can now scrutinize the content/training approaches you provide for their quality
• Online
• mobile and/or web connectivity (it fits nicely)
• The Web is everywhere, attracting global, international learners
• Digital skills are important = social media learning
• Corporate and non-profit options increased by international reach
• Increased dialogue:
• previously elearning provided interactions between learners, using basic tools. MOOC open up
an array of dialogues between all actors (learners, tutors, coordinators alike) – again social
media, networking, lifelong learning and communication skills are added to learning/teaching
skills.
MOOC RANGE?
X(MOOC) C(onnectivist) MOOC
Transformative pedagogy, expert to learner,
multimedia content fixed and provided,
classic assignments, discussions between
peers.
Constructivist/connectivist pedagogy,
distributed knowledge, peer-to-peer, media
produced and evaluated by learners, open
badges – informal certification, variety of
dynamics between peers, new networks.
Coursera. Udemy, Khan Academy, EdX,
Iversity, Canvas.net, …
Change.mooc George Siemens and Stephen
Downes
But also other options
Closed to public / in-house only Open to public
Formal Informal
Tutor supported learning Learner autonomy
As MOOC research and experiences grow, an array of best options
will emerge.http://en.wikipedia.org/wiki/Massive_open_online_course
ORGANIZATIONAL CHALLENGES
Do you need a MOOC? Otherwise point towards useful MOOCs and
discuss those with your learners.
If you want a MOOC, have a look here (MOOC basics and template)
• Where do you put your MOOC?
• Using a platform or not?
• Planning learning approaches …
MOOC IN/OUT THE LEARNING ENVIRONMENT
Where do you see it?
• As an add-on (converting eLearning?)
• As a stand-alone (e.g. promotion, continued professional development)
• Do you have preferred embed options?
• For a specific audience (e.g. sales, engineers)?
• To reach new audiences?
• Using existing LMS or tools?
• Peer knowledge exchange or expert push? (top-down, grassroots, equal
sharing?)
LMS, MOOC PLATFORM OR MASH-UP?
(DEPENDS ON BUDGET AND HR - LATER)
• You will use your existing LMS . The good: you and your learners are familiar with it, security in
place, design issues known, interesting for internal use. Bad: not good for promoting new services
to the public, not necessarily ideal in terms of instruction design options.
• You will roll out your course on an existing MOOC platform The good: you can use what has
worked for others, there is a strong marketing for your course through the platform’s data banks
(registered users), you know what you get. The bad: you need to work with the tools that are
offered, sometimes you need to pay a big amount of money or move into a partnership deal – some
are free though and good, the learning is defined by the platform options, not necessarily aligning
with what you have in mind. (BTW keep an eye out: http://mooc.org/ EdX+Google)
• You want to build your MOOC platform from existing open code. Use the knowledge and
developers expertise of others (e.g. CourseBuilder by Google (https://code.google.com/p/course-
builder ), OpenEdX code from the xConsortium (http://code.edx.org ) , MechanicalMOOC by P2PU
(https://github.com/p2pu/mechanicalmooc ), OpenMOOC by a European partnership:
http://www.openmooc.org ). The good: the code has been tested, there is a community to fall back
on. The bad: you need IT experience in house, there might be bugs, you can add to the source
code.
• You want to create a mash-up. The good: you can get what you want and really custom build all
the online interactions. The bad: it will be a steep learning curve, it might result in a big budget need
– but does not have to.
Some big MOOC
platforms
Mobile option Learners
(Nov 13)
Region URL some specifics
Alison Mobile in parts 1 million Europe http://alison.com/
Certified learning
Canvas Network Apps 4,5 million North America https://www.canvas.net
Coursera Apps 5,2 million North America https://www.coursera.org/
Signature track
EdX Mobile in parts 1,6 million North America https://www.edx.org/
Eliademy Fully mobile, even
producing content
Not found Europe https://eliademy.com
Works with Moodle
FutureLearn Fully mobile New: 20.000 Europe https://www.futurelearn.com/
Iversity Mobile unclear New: 220.000 Europe https://iversity.org/
Khan academy Mobile in parts 15 million Asia https://www.khanacademy.org/
OpenLearning Mobile unclear Not found Australia https://www.openlearning.com/
actively uses gamification
P2P university Mobile unclear 160.000 (?) North America https://p2pu.org/en/
Udacity Mobile in parts 1,6 million North America https://www.udacity.com/
Udemy Apps 400.000 North America https://www.udemy.com/
DO YOU NEED TO SET UP A MOOC?
NO!
• You can build a MOOC track and offer it to your learners: e.g.
leadership MOOC, Google’s PowerSearch MOOC, …
• You can even direct them to these MOOC, and offer a
certification assignment that can be used inside your
organization for career development (grey area!)
• Evaluate your learners participation, learn your MOOC options
RETHINKING EXISTING TRAINING
Once you found your MOOC angles, rethink your learning architecture:
• Analyse target groups: which levels of expertise, how do they learn, is there
content for them (Open Educational Resources (OER), their expertise…)
• Provide diverse learning activities: personal, collaborative, authentic, peer-to-
peer, tutor led, eMentorship… (fit to the type of learner: knowledge
worker/hands-on worker)
• Education moves from fixed and one-time in life, to mobile and lifelong => digital
and learning skill needs
• Use the flipped classroom approach: provide Open Educational Resources
(OER) prior to the actual training (e.g. OER online, training face-to-face)
LEARNER CHALLENGES
• New learning format demands new self-regulated learning
capacities – e.g. coping with abundance
• Digital skills are important in MOOC: personal learning
network, but not necessary perse
• MOOCs bring along time and planning challenges (what can you
provide in terms of training hours or support?)
SELF DIRECTED LEARNING (SDL) IN MOOC
Self-directed learning: the (adult) learner takes action to optimize their
learning by using technology, peer connections (in-course and
external, social media), reflection, (self-)assessments, ...
Ongoing research at The Open University of United Kingdom (some
results in probation report here).
SDL: MAPPING FACTORS AND ZONES
Known
Learning
zone
Technology:
(AS)TAM
AODM
Learner
Generated
Contexts
Digital skills
Personal traits:
motivation, socio-political,
identity, Big Five
Prior
knowledge
Experience
Education
SDL skills
Learning
management capacity
Possible SDL
Learning zone
Cfr More Able
Partner concept
related to Zone
of Proximal
Development
No Learning
zone /wide gap
THE STRETCH IN MOOC LEARNING
Known Self Peers
(Too) far
frontier
MAPPING SDL MOOC TERRITORY
Overall learning TELearning (mobile, online) MOOC learning
Prior knowledge (Mobile) Seamless Learning Learning analytics as potential algorithms
and assessments
Formal and informal courses, part
of curriculum
Short and long courses, part of
curriculum
Content is very modular, certification very
diverse
Collaborative / individual learning Contextualized learning Global learners: non-native languages,
different cultural backgrounds
Different degrees of certification Learning with new tools: digital skills Massive group size, information overload
due to shared discussions
Course/Learning expectations Just-in-time learning: disaster relief,
performance support
Different (less) tutor support (in general)
Unforeseen circumstances
challenging participation
Mixed online and face-to-face
interactions
Organised outside class/curriculum ,
online (mostly)
Personal traits (including
motivation)
Tech savvy or willingness to engage
using technology.
Personal interactions within MOOC are
publically available (trust)
Learning is not confined to the
course group
Additional tech learning options:
augmented learning, gamification
MOOC casualness/leisure learning:
planned on top of other learning, as
spare time action, superficial curiosity.
ADDITIONAL OPTIONS TO CONSIDER
Learning analytics connected to the training environment for learning evaluation:
Tin Can API for mobile/web learning tracking, possibly in combination with a
(personal) learning locker. Tracking your learners offers insight in content
quality, training retention, interest, need…
The positive impact of mobile access for MOOC learner dynamics (research thesis):
mobile access increases learner participation and knowledge resolution in
discussion forums
CERTIFICATION DIVERSITY
MOOCs next phase: a global system for credential recognition
Nice slidedeck covering facts, figures and future steps for MOOC and certification
Professional certification: add to what is offered in MOOCs or custom design yours?
• MOOC2Degree
• Verified Certificates of Achievement (course based) by EdX
• xSeries from EdX started March 2014 (module based curriculum certification)
• OpenBadges by Mozilla
• Coursera: signature track
ROUGHLY LISTING OPTIONS (LATER)
mLearning and MOOCs
• Just-in-time learning: what you need, when you really need it
• Authentic learning: in the field
• Learning anywhere and anytime
• Contextualized learning: in your setting
• Personalized and collaborative learning
• Multimedia carry-on (learner preference: visual, audio, text…)
• Augmented learning
• Gamification
• Time management
MOOC’s and social media
• Flipped classroom
• New pedagogies: building on peer knowledge exchange
• Increased knowledge production
• Open Educational Resources (OER).
mLearning and social media:
• Connected throughout the day
• Connected in your field of preference/expertise
TIME AND PURPOSE AS DIFFERENTIATOR
Depending on the learning/training goal different
timings/technologies should be considered:
• Just-in-time learning: mLearning
• On-the-go learning: mobile: anywhere/anytime
learning
• Spaced learning: mobile and web
• Longer term learning (e.g. policies, change work
behavior): MOOC
This also effects content, and access: one button
access to get to interactions, limit download time for
mobile
SOCIAL CONSTRUCTION AS DIFFERENTIATOR
• Private learning (e.g. sensitive topic for personal
growth): mobile learning (it is personal device, no
history others can look at)
• Individual learning (e.g. language learning,
• Learning from peers on the work floor: mobile
learning + social media (secure training
environment)
• Community creation: social media, mobile and
MOOC
• Gathering content from peers (also external):
social media,
• eMentor: MOOC+ mobile learning
REACHING A DIVERSE, GLOBAL POPULATION
Native language, cultural differences, background, sensitive content, learning
expectations …
All of these can be obstacles or drives if you set up a MOOC for international
learners.
Understanding academic performance of international students: the role of ethnicity,
academic and social integration (paper here)
If it matters to you, have a look at these slides covering the advantages of MOOCs
for an international audience.
INTEGRATION: CASE IN HEALTH LEARNING
International health care workers (HCW) all regions). First course is rolled out, then
Continued Medical Education is set up:
• First: make mobile key (enabling mobile access for developing/rural areas), bite-size
content and quizzes, clearly indicate which content is only viewable through
Web/computer
• Develop key content that needs to be understood / latest medical insight: MOOC.
Make this MOOC part of your/their overall lifelong learning journey.
• Create a community (trust/experiences/learning): starting with group learning, (post-
)course using mobile social media (ensure guidelines – medical ethics)
• Provide a telemedicine option: where difficult cases can be discussed post-course
and are monitored by experts (eMentors) – mobile
• Deliver latest insights post-course: RSS, email … mobile. These can be debated
through telemedicine discussion forum. Push notifications.
KEEP BASIC LEARNING/TRAINING IN MIND
Analysing goal of learning and add tools accordingly
Creating/producing versus remembering/understanding
Blooms Digital Taxonomy (http://edorigami.wikispaces.com/Bloom's+Digital+Taxonomy
Some mobile social media tools for training, see also here and on mobile2.0 affordances paper
by Thom Cochrane here.
Mobile enabled social
media tool
Why use it
Blogs
(Examples: wordpress,
blogger)
To reflect on what is learned, or what the
learner thinks is of importance.
Keeping a learning archive.
Reflecting on the learning itself.
Commenting on content.
Discussion enabler:
Listserv
(Examples: google
groups, yahoo groups)
Enabling quick interactions between peers.
Generating and maintaining discussions.
Getting a group feeling going via dialogue.
Allow timing (e-mail digest: e.g. immediate,
once a day, once a week), this adds to
self-regulated learning.
Social Networking
(examples: Facebook,
Google+, LinkedIn)
Building a network of people that can add
to the knowledge creation of the learner.
WHAT TYPE OF LEARNING INTERACTIONS DO
YOU HAVE IN MIND? (LATER)
• One to many (cfr. Teacher in front of classroom, or computer aided learning, or one peer teaching
others) => delivery/transformative
• One to one (e.g. more close tutoring or mentoring type of learning, one person per device…) =>
scaffolding/authentic/just-in-time
• Many to many (e.g. social peer-to-peer learning or collaborative learning, where everyone builds
on each others strengths and experiences, one shared device by many) => collaborative/peer
scaffolding/tutor=guide-on-the-side.
Each learner interaction demands another learning approach => other mLearning, social media, MOOC
options.
Learning actions point towards instructional design choices.
WRAPPING UP
• Training only works if it answers a need
• An LMS can be the basis of a MOOC, but make sure it is mobile and offers
social media integration
• Build for mobile delivery whenever possible (web can follow)
• Ensure digital skills training (fun, yet meaningful)
• Work towards a seamless training environment (recognizable content,
interactions across devices)
• Provide training incentives (career, personal profiling)
• Put all the IT / media policies and guidelines in place
• Combine only what makes sense from a training/learning perspective (learning
affordances, timing, social learning, addressing a training action previously not
or poorly covered)
SOME EXTRA READING (LATER)
Mobile learning
• Free book: Increasing access through mobile Learning (2014)
• Slidedeck: Making durable & scalable mobile learning
Social media
• Bozarth, Jane. (2010) Social Media for Trainers: Techniques for Enhancing and Extending Learning. San Francisco: Pfeiffer. 175
pages
• Soon to come up book May 2014: Show Your Work (will be awesome, rational Social Media Training)
MOOC
• MOOC news and reviews and nice MOOC resource list
• Overview of recent research projects
• Recent reports on MOOC and Online education
• MOOCs, a systematic study of published literature (2008 – 2012)
• EUA MOOC paper
• Openness and MOOC
• MOOC Yourself
• Edupunk Guide
• Any google/scholar search will do
CONTACT ME, HERE & NOW !
OR LATER, WITH PLEASURE
47
E-mail: ingedewaard (at) gmail.com
Blog: ignatiawebs.blogspot.com
Twitter: http://twitter.com/Ignatia
Slideshare (ppt): http://www.slideshare.net/ignatia
linkedIn: http://www.linkedin.com/in/ingedewaard
Publications/presentations:
http://www.ingedewaard.net/pubconsulpres.htm
Academia.edu: https://open.academia.edu/IgnatiaIngedeWaard
Remember TodaysMeet: post questions, ideas: http://today.io/m6b7

More Related Content

What's hot

Part 2 flexible learning environment
Part 2 flexible learning environmentPart 2 flexible learning environment
Part 2 flexible learning environmenterwin marlon sario
 
online employability
online employability online employability
online employability Lisa Harris
 
MobiMOOC Unesco mlearning week 2013
MobiMOOC Unesco mlearning week 2013MobiMOOC Unesco mlearning week 2013
MobiMOOC Unesco mlearning week 2013Inge de Waard
 
Conole social media_final
Conole social media_finalConole social media_final
Conole social media_finalGrainne Conole
 
LMS (D2L) and Social Media (SM): friends or foes? Surveys open August 24, 1PM...
LMS (D2L) and Social Media (SM): friends or foes? Surveys open August 24, 1PM...LMS (D2L) and Social Media (SM): friends or foes? Surveys open August 24, 1PM...
LMS (D2L) and Social Media (SM): friends or foes? Surveys open August 24, 1PM...Plamen Miltenoff
 
Conole webinar 19_oct_final
Conole webinar 19_oct_finalConole webinar 19_oct_final
Conole webinar 19_oct_finalGrainne Conole
 
Design of Personal Learning Environment Framework for Learner Autonomy
Design of Personal Learning Environment Framework for Learner AutonomyDesign of Personal Learning Environment Framework for Learner Autonomy
Design of Personal Learning Environment Framework for Learner AutonomyJennifer Lim
 
eLearning – Opportunities And Challenges (Sln)
eLearning – Opportunities And Challenges (Sln)eLearning – Opportunities And Challenges (Sln)
eLearning – Opportunities And Challenges (Sln)Nigel Gibson
 
MOOCs, Myths and Misconseptions
MOOCs, Myths and MisconseptionsMOOCs, Myths and Misconseptions
MOOCs, Myths and MisconseptionsTerry Anderson
 
The Distance Learning Courses in my Teaching Practice
The Distance Learning Courses in my Teaching PracticeThe Distance Learning Courses in my Teaching Practice
The Distance Learning Courses in my Teaching PracticeNicol Vrettou
 
Eportfolios as Collaborative Learning Spaces
Eportfolios as Collaborative Learning SpacesEportfolios as Collaborative Learning Spaces
Eportfolios as Collaborative Learning SpacesVanguard Visions
 
The Educational Environment Journey
The Educational Environment JourneyThe Educational Environment Journey
The Educational Environment JourneyJane Hart
 
MOOCs - Connecting and Learning in Open Online Environments: An Autoethnograp...
MOOCs - Connecting and Learning in Open Online Environments: An Autoethnograp...MOOCs - Connecting and Learning in Open Online Environments: An Autoethnograp...
MOOCs - Connecting and Learning in Open Online Environments: An Autoethnograp...Helen Crump
 
Social media tools for cognitive skill development
Social media tools for cognitive skill developmentSocial media tools for cognitive skill development
Social media tools for cognitive skill developmentshelyck
 
Collaborative Learning Spaces
Collaborative Learning SpacesCollaborative Learning Spaces
Collaborative Learning SpacesAbram Anders
 
Digitalization in Higher Education Knowledge Management
Digitalization in Higher Education Knowledge ManagementDigitalization in Higher Education Knowledge Management
Digitalization in Higher Education Knowledge ManagementDjadja Sardjana
 

What's hot (20)

Part 2 flexible learning environment
Part 2 flexible learning environmentPart 2 flexible learning environment
Part 2 flexible learning environment
 
Conole social media
Conole social mediaConole social media
Conole social media
 
online employability
online employability online employability
online employability
 
MobiMOOC Unesco mlearning week 2013
MobiMOOC Unesco mlearning week 2013MobiMOOC Unesco mlearning week 2013
MobiMOOC Unesco mlearning week 2013
 
Conole social media_final
Conole social media_finalConole social media_final
Conole social media_final
 
LMS (D2L) and Social Media (SM): friends or foes? Surveys open August 24, 1PM...
LMS (D2L) and Social Media (SM): friends or foes? Surveys open August 24, 1PM...LMS (D2L) and Social Media (SM): friends or foes? Surveys open August 24, 1PM...
LMS (D2L) and Social Media (SM): friends or foes? Surveys open August 24, 1PM...
 
Conole webinar 19_oct_final
Conole webinar 19_oct_finalConole webinar 19_oct_final
Conole webinar 19_oct_final
 
Design of Personal Learning Environment Framework for Learner Autonomy
Design of Personal Learning Environment Framework for Learner AutonomyDesign of Personal Learning Environment Framework for Learner Autonomy
Design of Personal Learning Environment Framework for Learner Autonomy
 
eLearning – Opportunities And Challenges (Sln)
eLearning – Opportunities And Challenges (Sln)eLearning – Opportunities And Challenges (Sln)
eLearning – Opportunities And Challenges (Sln)
 
Social_Media_in_LMS
Social_Media_in_LMSSocial_Media_in_LMS
Social_Media_in_LMS
 
MOOCs, Myths and Misconseptions
MOOCs, Myths and MisconseptionsMOOCs, Myths and Misconseptions
MOOCs, Myths and Misconseptions
 
The Distance Learning Courses in my Teaching Practice
The Distance Learning Courses in my Teaching PracticeThe Distance Learning Courses in my Teaching Practice
The Distance Learning Courses in my Teaching Practice
 
Admin Neshaminy
Admin NeshaminyAdmin Neshaminy
Admin Neshaminy
 
Eportfolios as Collaborative Learning Spaces
Eportfolios as Collaborative Learning SpacesEportfolios as Collaborative Learning Spaces
Eportfolios as Collaborative Learning Spaces
 
The Educational Environment Journey
The Educational Environment JourneyThe Educational Environment Journey
The Educational Environment Journey
 
MOOCs - Connecting and Learning in Open Online Environments: An Autoethnograp...
MOOCs - Connecting and Learning in Open Online Environments: An Autoethnograp...MOOCs - Connecting and Learning in Open Online Environments: An Autoethnograp...
MOOCs - Connecting and Learning in Open Online Environments: An Autoethnograp...
 
Social media tools for cognitive skill development
Social media tools for cognitive skill developmentSocial media tools for cognitive skill development
Social media tools for cognitive skill development
 
Before and After MOOCs
Before and After MOOCsBefore and After MOOCs
Before and After MOOCs
 
Collaborative Learning Spaces
Collaborative Learning SpacesCollaborative Learning Spaces
Collaborative Learning Spaces
 
Digitalization in Higher Education Knowledge Management
Digitalization in Higher Education Knowledge ManagementDigitalization in Higher Education Knowledge Management
Digitalization in Higher Education Knowledge Management
 

Similar to Merging social media, mobile learning, MOOC options

mLearning and MOOCs as an optimal training environment
mLearning and MOOCs as an optimal training environmentmLearning and MOOCs as an optimal training environment
mLearning and MOOCs as an optimal training environmentInge de Waard
 
EMMA Summer School - Eleonora Pantò - Exploring EMMA: the use of social media...
EMMA Summer School - Eleonora Pantò - Exploring EMMA: the use of social media...EMMA Summer School - Eleonora Pantò - Exploring EMMA: the use of social media...
EMMA Summer School - Eleonora Pantò - Exploring EMMA: the use of social media...EUmoocs
 
First research data mlearn2012 mobile access in mooc course
First research data mlearn2012 mobile access in mooc courseFirst research data mlearn2012 mobile access in mooc course
First research data mlearn2012 mobile access in mooc courseInge de Waard
 
Teaching and Learning with Social Media Workshop
Teaching and Learning with Social Media WorkshopTeaching and Learning with Social Media Workshop
Teaching and Learning with Social Media WorkshopJoshua Murdock
 
Lesson 10 in Technology for Teaching and Learning 1
Lesson 10 in Technology for Teaching and Learning 1Lesson 10 in Technology for Teaching and Learning 1
Lesson 10 in Technology for Teaching and Learning 1MariconDRempillo
 
Teaching and learning with Web2
Teaching and learning with Web2Teaching and learning with Web2
Teaching and learning with Web2Danny Mittleman
 
MOOC research focus on Seamless Learning or on Self-Directed Learning?
MOOC research focus on Seamless Learning or on Self-Directed Learning?MOOC research focus on Seamless Learning or on Self-Directed Learning?
MOOC research focus on Seamless Learning or on Self-Directed Learning?Inge de Waard
 
Forum on the use of social media in the university classroom
Forum on the use of social media in the university classroomForum on the use of social media in the university classroom
Forum on the use of social media in the university classroomalex bal
 
5.4 amber and donna team ppt
5.4 amber and donna team ppt5.4 amber and donna team ppt
5.4 amber and donna team pptdeeregan
 
Self-Guided Social Media Training Manual and Presentation
Self-Guided Social Media Training Manual and PresentationSelf-Guided Social Media Training Manual and Presentation
Self-Guided Social Media Training Manual and PresentationRamirez Ivy
 
Future Digital Learning - FTHarrogate Conference
Future Digital Learning - FTHarrogate ConferenceFuture Digital Learning - FTHarrogate Conference
Future Digital Learning - FTHarrogate ConferenceLasa UK
 
Want to know the future of Social Media in learning?
Want to know the future of Social Media in learning?Want to know the future of Social Media in learning?
Want to know the future of Social Media in learning?Learning Pool Ltd
 
Social Networking in Education
Social Networking in EducationSocial Networking in Education
Social Networking in EducationDavid Hamill
 
The Role of Learning Technology in Adult Learning and Organization Development
The Role of Learning Technology in Adult Learning and Organization DevelopmentThe Role of Learning Technology in Adult Learning and Organization Development
The Role of Learning Technology in Adult Learning and Organization DevelopmentCandace Chou
 
The Role of Learning Technology in Adult Learning and Organization Development
The Role of Learning Technology in Adult Learning and Organization DevelopmentThe Role of Learning Technology in Adult Learning and Organization Development
The Role of Learning Technology in Adult Learning and Organization DevelopmentCandace Chou
 
Self Guided Social Media Training Presentation
Self Guided Social Media Training PresentationSelf Guided Social Media Training Presentation
Self Guided Social Media Training PresentationCristen Yancey
 

Similar to Merging social media, mobile learning, MOOC options (20)

mLearning and MOOCs as an optimal training environment
mLearning and MOOCs as an optimal training environmentmLearning and MOOCs as an optimal training environment
mLearning and MOOCs as an optimal training environment
 
EMMA Summer School - Eleonora Pantò - Exploring EMMA: the use of social media...
EMMA Summer School - Eleonora Pantò - Exploring EMMA: the use of social media...EMMA Summer School - Eleonora Pantò - Exploring EMMA: the use of social media...
EMMA Summer School - Eleonora Pantò - Exploring EMMA: the use of social media...
 
First research data mlearn2012 mobile access in mooc course
First research data mlearn2012 mobile access in mooc courseFirst research data mlearn2012 mobile access in mooc course
First research data mlearn2012 mobile access in mooc course
 
Chapter 21
Chapter 21Chapter 21
Chapter 21
 
Teaching and Learning with Social Media Workshop
Teaching and Learning with Social Media WorkshopTeaching and Learning with Social Media Workshop
Teaching and Learning with Social Media Workshop
 
Lesson 10 in Technology for Teaching and Learning 1
Lesson 10 in Technology for Teaching and Learning 1Lesson 10 in Technology for Teaching and Learning 1
Lesson 10 in Technology for Teaching and Learning 1
 
Teaching and learning with Web2
Teaching and learning with Web2Teaching and learning with Web2
Teaching and learning with Web2
 
Signature assign. word
Signature assign. wordSignature assign. word
Signature assign. word
 
Social media classroom
Social media classroomSocial media classroom
Social media classroom
 
MOODLE and MOOC
MOODLE and MOOC MOODLE and MOOC
MOODLE and MOOC
 
MOOC research focus on Seamless Learning or on Self-Directed Learning?
MOOC research focus on Seamless Learning or on Self-Directed Learning?MOOC research focus on Seamless Learning or on Self-Directed Learning?
MOOC research focus on Seamless Learning or on Self-Directed Learning?
 
Forum on the use of social media in the university classroom
Forum on the use of social media in the university classroomForum on the use of social media in the university classroom
Forum on the use of social media in the university classroom
 
5.4 amber and donna team ppt
5.4 amber and donna team ppt5.4 amber and donna team ppt
5.4 amber and donna team ppt
 
Self-Guided Social Media Training Manual and Presentation
Self-Guided Social Media Training Manual and PresentationSelf-Guided Social Media Training Manual and Presentation
Self-Guided Social Media Training Manual and Presentation
 
Future Digital Learning - FTHarrogate Conference
Future Digital Learning - FTHarrogate ConferenceFuture Digital Learning - FTHarrogate Conference
Future Digital Learning - FTHarrogate Conference
 
Want to know the future of Social Media in learning?
Want to know the future of Social Media in learning?Want to know the future of Social Media in learning?
Want to know the future of Social Media in learning?
 
Social Networking in Education
Social Networking in EducationSocial Networking in Education
Social Networking in Education
 
The Role of Learning Technology in Adult Learning and Organization Development
The Role of Learning Technology in Adult Learning and Organization DevelopmentThe Role of Learning Technology in Adult Learning and Organization Development
The Role of Learning Technology in Adult Learning and Organization Development
 
The Role of Learning Technology in Adult Learning and Organization Development
The Role of Learning Technology in Adult Learning and Organization DevelopmentThe Role of Learning Technology in Adult Learning and Organization Development
The Role of Learning Technology in Adult Learning and Organization Development
 
Self Guided Social Media Training Presentation
Self Guided Social Media Training PresentationSelf Guided Social Media Training Presentation
Self Guided Social Media Training Presentation
 

More from Inge de Waard

OEB 2023 Co-learning To Speed Up AI Implementation in Courses.pptx
OEB 2023 Co-learning To Speed Up AI Implementation in Courses.pptxOEB 2023 Co-learning To Speed Up AI Implementation in Courses.pptx
OEB 2023 Co-learning To Speed Up AI Implementation in Courses.pptxInge de Waard
 
Keynote AI assessment tools: online exams and tools.pptx
Keynote AI assessment tools: online exams and tools.pptxKeynote AI assessment tools: online exams and tools.pptx
Keynote AI assessment tools: online exams and tools.pptxInge de Waard
 
AI Toolkit for Educators
AI Toolkit for EducatorsAI Toolkit for Educators
AI Toolkit for EducatorsInge de Waard
 
20230329 AUW talk AI in education.pptx
20230329 AUW talk AI in education.pptx20230329 AUW talk AI in education.pptx
20230329 AUW talk AI in education.pptxInge de Waard
 
OEB CoP November 2022 overview ppt.pptx
OEB CoP November 2022 overview ppt.pptxOEB CoP November 2022 overview ppt.pptx
OEB CoP November 2022 overview ppt.pptxInge de Waard
 
2021 KTH SoTL keynote on Learning Spaces
2021 KTH SoTL keynote on Learning Spaces2021 KTH SoTL keynote on Learning Spaces
2021 KTH SoTL keynote on Learning SpacesInge de Waard
 
A conceptual framework for learners self directing their learning
A conceptual framework for learners self directing their learningA conceptual framework for learners self directing their learning
A conceptual framework for learners self directing their learningInge de Waard
 
Online evaluations: using proctoring tools, Open book assessments and Group E...
Online evaluations: using proctoring tools, Open book assessments and Group E...Online evaluations: using proctoring tools, Open book assessments and Group E...
Online evaluations: using proctoring tools, Open book assessments and Group E...Inge de Waard
 
Student & Learner evaluation during and post COVID19
Student & Learner evaluation during and post COVID19Student & Learner evaluation during and post COVID19
Student & Learner evaluation during and post COVID19Inge de Waard
 
Blockchain in education: let's not exaggerate!
Blockchain in education: let's not exaggerate!Blockchain in education: let's not exaggerate!
Blockchain in education: let's not exaggerate!Inge de Waard
 
Building the Skills Engine: our dreams realise the future
Building the Skills Engine: our dreams realise the futureBuilding the Skills Engine: our dreams realise the future
Building the Skills Engine: our dreams realise the futureInge de Waard
 
Learners self-directing their learning in MOOCs #Ectel2019
Learners self-directing their learning in MOOCs #Ectel2019Learners self-directing their learning in MOOCs #Ectel2019
Learners self-directing their learning in MOOCs #Ectel2019Inge de Waard
 
Artificial Intelligence in Education focusing on the Skills3.0 project
Artificial Intelligence in Education focusing on the Skills3.0 projectArtificial Intelligence in Education focusing on the Skills3.0 project
Artificial Intelligence in Education focusing on the Skills3.0 projectInge de Waard
 
Artificial Intelligence in Education focusing on the Skills3.0 project
Artificial Intelligence in Education focusing on the Skills3.0 projectArtificial Intelligence in Education focusing on the Skills3.0 project
Artificial Intelligence in Education focusing on the Skills3.0 projectInge de Waard
 
MobiMOOC design of a community MOOC
MobiMOOC design of a community MOOCMobiMOOC design of a community MOOC
MobiMOOC design of a community MOOCInge de Waard
 
UNESCO learning week: HR, adaptive learning in the Deap project questioning i...
UNESCO learning week: HR, adaptive learning in the Deap project questioning i...UNESCO learning week: HR, adaptive learning in the Deap project questioning i...
UNESCO learning week: HR, adaptive learning in the Deap project questioning i...Inge de Waard
 
Old philosophers and new learning an intro
Old philosophers and new learning an introOld philosophers and new learning an intro
Old philosophers and new learning an introInge de Waard
 
MOOCs and personal learning: reality or myth?
MOOCs and personal learning: reality or myth?MOOCs and personal learning: reality or myth?
MOOCs and personal learning: reality or myth?Inge de Waard
 
Cost and time efficient dynamic learning def
Cost and time efficient dynamic learning defCost and time efficient dynamic learning def
Cost and time efficient dynamic learning defInge de Waard
 
Instructional Design Variation matrix - work in progress
Instructional Design Variation matrix - work in progressInstructional Design Variation matrix - work in progress
Instructional Design Variation matrix - work in progressInge de Waard
 

More from Inge de Waard (20)

OEB 2023 Co-learning To Speed Up AI Implementation in Courses.pptx
OEB 2023 Co-learning To Speed Up AI Implementation in Courses.pptxOEB 2023 Co-learning To Speed Up AI Implementation in Courses.pptx
OEB 2023 Co-learning To Speed Up AI Implementation in Courses.pptx
 
Keynote AI assessment tools: online exams and tools.pptx
Keynote AI assessment tools: online exams and tools.pptxKeynote AI assessment tools: online exams and tools.pptx
Keynote AI assessment tools: online exams and tools.pptx
 
AI Toolkit for Educators
AI Toolkit for EducatorsAI Toolkit for Educators
AI Toolkit for Educators
 
20230329 AUW talk AI in education.pptx
20230329 AUW talk AI in education.pptx20230329 AUW talk AI in education.pptx
20230329 AUW talk AI in education.pptx
 
OEB CoP November 2022 overview ppt.pptx
OEB CoP November 2022 overview ppt.pptxOEB CoP November 2022 overview ppt.pptx
OEB CoP November 2022 overview ppt.pptx
 
2021 KTH SoTL keynote on Learning Spaces
2021 KTH SoTL keynote on Learning Spaces2021 KTH SoTL keynote on Learning Spaces
2021 KTH SoTL keynote on Learning Spaces
 
A conceptual framework for learners self directing their learning
A conceptual framework for learners self directing their learningA conceptual framework for learners self directing their learning
A conceptual framework for learners self directing their learning
 
Online evaluations: using proctoring tools, Open book assessments and Group E...
Online evaluations: using proctoring tools, Open book assessments and Group E...Online evaluations: using proctoring tools, Open book assessments and Group E...
Online evaluations: using proctoring tools, Open book assessments and Group E...
 
Student & Learner evaluation during and post COVID19
Student & Learner evaluation during and post COVID19Student & Learner evaluation during and post COVID19
Student & Learner evaluation during and post COVID19
 
Blockchain in education: let's not exaggerate!
Blockchain in education: let's not exaggerate!Blockchain in education: let's not exaggerate!
Blockchain in education: let's not exaggerate!
 
Building the Skills Engine: our dreams realise the future
Building the Skills Engine: our dreams realise the futureBuilding the Skills Engine: our dreams realise the future
Building the Skills Engine: our dreams realise the future
 
Learners self-directing their learning in MOOCs #Ectel2019
Learners self-directing their learning in MOOCs #Ectel2019Learners self-directing their learning in MOOCs #Ectel2019
Learners self-directing their learning in MOOCs #Ectel2019
 
Artificial Intelligence in Education focusing on the Skills3.0 project
Artificial Intelligence in Education focusing on the Skills3.0 projectArtificial Intelligence in Education focusing on the Skills3.0 project
Artificial Intelligence in Education focusing on the Skills3.0 project
 
Artificial Intelligence in Education focusing on the Skills3.0 project
Artificial Intelligence in Education focusing on the Skills3.0 projectArtificial Intelligence in Education focusing on the Skills3.0 project
Artificial Intelligence in Education focusing on the Skills3.0 project
 
MobiMOOC design of a community MOOC
MobiMOOC design of a community MOOCMobiMOOC design of a community MOOC
MobiMOOC design of a community MOOC
 
UNESCO learning week: HR, adaptive learning in the Deap project questioning i...
UNESCO learning week: HR, adaptive learning in the Deap project questioning i...UNESCO learning week: HR, adaptive learning in the Deap project questioning i...
UNESCO learning week: HR, adaptive learning in the Deap project questioning i...
 
Old philosophers and new learning an intro
Old philosophers and new learning an introOld philosophers and new learning an intro
Old philosophers and new learning an intro
 
MOOCs and personal learning: reality or myth?
MOOCs and personal learning: reality or myth?MOOCs and personal learning: reality or myth?
MOOCs and personal learning: reality or myth?
 
Cost and time efficient dynamic learning def
Cost and time efficient dynamic learning defCost and time efficient dynamic learning def
Cost and time efficient dynamic learning def
 
Instructional Design Variation matrix - work in progress
Instructional Design Variation matrix - work in progressInstructional Design Variation matrix - work in progress
Instructional Design Variation matrix - work in progress
 

Recently uploaded

The Singapore Teaching Practice document
The Singapore Teaching Practice documentThe Singapore Teaching Practice document
The Singapore Teaching Practice documentXsasf Sfdfasd
 
In - Vivo and In - Vitro Correlation.pptx
In - Vivo and In - Vitro Correlation.pptxIn - Vivo and In - Vitro Correlation.pptx
In - Vivo and In - Vitro Correlation.pptxAditiChauhan701637
 
3.21.24 The Origins of Black Power.pptx
3.21.24  The Origins of Black Power.pptx3.21.24  The Origins of Black Power.pptx
3.21.24 The Origins of Black Power.pptxmary850239
 
CapTechU Doctoral Presentation -March 2024 slides.pptx
CapTechU Doctoral Presentation -March 2024 slides.pptxCapTechU Doctoral Presentation -March 2024 slides.pptx
CapTechU Doctoral Presentation -March 2024 slides.pptxCapitolTechU
 
Clinical Pharmacy Introduction to Clinical Pharmacy, Concept of clinical pptx
Clinical Pharmacy  Introduction to Clinical Pharmacy, Concept of clinical pptxClinical Pharmacy  Introduction to Clinical Pharmacy, Concept of clinical pptx
Clinical Pharmacy Introduction to Clinical Pharmacy, Concept of clinical pptxraviapr7
 
How to Use api.constrains ( ) in Odoo 17
How to Use api.constrains ( ) in Odoo 17How to Use api.constrains ( ) in Odoo 17
How to Use api.constrains ( ) in Odoo 17Celine George
 
DUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRA
DUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRADUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRA
DUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRATanmoy Mishra
 
Presentation on the Basics of Writing. Writing a Paragraph
Presentation on the Basics of Writing. Writing a ParagraphPresentation on the Basics of Writing. Writing a Paragraph
Presentation on the Basics of Writing. Writing a ParagraphNetziValdelomar1
 
Easter in the USA presentation by Chloe.
Easter in the USA presentation by Chloe.Easter in the USA presentation by Chloe.
Easter in the USA presentation by Chloe.EnglishCEIPdeSigeiro
 
Education and training program in the hospital APR.pptx
Education and training program in the hospital APR.pptxEducation and training program in the hospital APR.pptx
Education and training program in the hospital APR.pptxraviapr7
 
How to Add a New Field in Existing Kanban View in Odoo 17
How to Add a New Field in Existing Kanban View in Odoo 17How to Add a New Field in Existing Kanban View in Odoo 17
How to Add a New Field in Existing Kanban View in Odoo 17Celine George
 
How to Manage Cross-Selling in Odoo 17 Sales
How to Manage Cross-Selling in Odoo 17 SalesHow to Manage Cross-Selling in Odoo 17 Sales
How to Manage Cross-Selling in Odoo 17 SalesCeline George
 
P4C x ELT = P4ELT: Its Theoretical Background (Kanazawa, 2024 March).pdf
P4C x ELT = P4ELT: Its Theoretical Background (Kanazawa, 2024 March).pdfP4C x ELT = P4ELT: Its Theoretical Background (Kanazawa, 2024 March).pdf
P4C x ELT = P4ELT: Its Theoretical Background (Kanazawa, 2024 March).pdfYu Kanazawa / Osaka University
 
How to Show Error_Warning Messages in Odoo 17
How to Show Error_Warning Messages in Odoo 17How to Show Error_Warning Messages in Odoo 17
How to Show Error_Warning Messages in Odoo 17Celine George
 
5 charts on South Africa as a source country for international student recrui...
5 charts on South Africa as a source country for international student recrui...5 charts on South Africa as a source country for international student recrui...
5 charts on South Africa as a source country for international student recrui...CaraSkikne1
 
Prescribed medication order and communication skills.pptx
Prescribed medication order and communication skills.pptxPrescribed medication order and communication skills.pptx
Prescribed medication order and communication skills.pptxraviapr7
 
HED Office Sohayok Exam Question Solution 2023.pdf
HED Office Sohayok Exam Question Solution 2023.pdfHED Office Sohayok Exam Question Solution 2023.pdf
HED Office Sohayok Exam Question Solution 2023.pdfMohonDas
 
AUDIENCE THEORY -- FANDOM -- JENKINS.pptx
AUDIENCE THEORY -- FANDOM -- JENKINS.pptxAUDIENCE THEORY -- FANDOM -- JENKINS.pptx
AUDIENCE THEORY -- FANDOM -- JENKINS.pptxiammrhaywood
 
Practical Research 1: Lesson 8 Writing the Thesis Statement.pptx
Practical Research 1: Lesson 8 Writing the Thesis Statement.pptxPractical Research 1: Lesson 8 Writing the Thesis Statement.pptx
Practical Research 1: Lesson 8 Writing the Thesis Statement.pptxKatherine Villaluna
 

Recently uploaded (20)

The Singapore Teaching Practice document
The Singapore Teaching Practice documentThe Singapore Teaching Practice document
The Singapore Teaching Practice document
 
In - Vivo and In - Vitro Correlation.pptx
In - Vivo and In - Vitro Correlation.pptxIn - Vivo and In - Vitro Correlation.pptx
In - Vivo and In - Vitro Correlation.pptx
 
3.21.24 The Origins of Black Power.pptx
3.21.24  The Origins of Black Power.pptx3.21.24  The Origins of Black Power.pptx
3.21.24 The Origins of Black Power.pptx
 
Personal Resilience in Project Management 2 - TV Edit 1a.pdf
Personal Resilience in Project Management 2 - TV Edit 1a.pdfPersonal Resilience in Project Management 2 - TV Edit 1a.pdf
Personal Resilience in Project Management 2 - TV Edit 1a.pdf
 
CapTechU Doctoral Presentation -March 2024 slides.pptx
CapTechU Doctoral Presentation -March 2024 slides.pptxCapTechU Doctoral Presentation -March 2024 slides.pptx
CapTechU Doctoral Presentation -March 2024 slides.pptx
 
Clinical Pharmacy Introduction to Clinical Pharmacy, Concept of clinical pptx
Clinical Pharmacy  Introduction to Clinical Pharmacy, Concept of clinical pptxClinical Pharmacy  Introduction to Clinical Pharmacy, Concept of clinical pptx
Clinical Pharmacy Introduction to Clinical Pharmacy, Concept of clinical pptx
 
How to Use api.constrains ( ) in Odoo 17
How to Use api.constrains ( ) in Odoo 17How to Use api.constrains ( ) in Odoo 17
How to Use api.constrains ( ) in Odoo 17
 
DUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRA
DUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRADUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRA
DUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRA
 
Presentation on the Basics of Writing. Writing a Paragraph
Presentation on the Basics of Writing. Writing a ParagraphPresentation on the Basics of Writing. Writing a Paragraph
Presentation on the Basics of Writing. Writing a Paragraph
 
Easter in the USA presentation by Chloe.
Easter in the USA presentation by Chloe.Easter in the USA presentation by Chloe.
Easter in the USA presentation by Chloe.
 
Education and training program in the hospital APR.pptx
Education and training program in the hospital APR.pptxEducation and training program in the hospital APR.pptx
Education and training program in the hospital APR.pptx
 
How to Add a New Field in Existing Kanban View in Odoo 17
How to Add a New Field in Existing Kanban View in Odoo 17How to Add a New Field in Existing Kanban View in Odoo 17
How to Add a New Field in Existing Kanban View in Odoo 17
 
How to Manage Cross-Selling in Odoo 17 Sales
How to Manage Cross-Selling in Odoo 17 SalesHow to Manage Cross-Selling in Odoo 17 Sales
How to Manage Cross-Selling in Odoo 17 Sales
 
P4C x ELT = P4ELT: Its Theoretical Background (Kanazawa, 2024 March).pdf
P4C x ELT = P4ELT: Its Theoretical Background (Kanazawa, 2024 March).pdfP4C x ELT = P4ELT: Its Theoretical Background (Kanazawa, 2024 March).pdf
P4C x ELT = P4ELT: Its Theoretical Background (Kanazawa, 2024 March).pdf
 
How to Show Error_Warning Messages in Odoo 17
How to Show Error_Warning Messages in Odoo 17How to Show Error_Warning Messages in Odoo 17
How to Show Error_Warning Messages in Odoo 17
 
5 charts on South Africa as a source country for international student recrui...
5 charts on South Africa as a source country for international student recrui...5 charts on South Africa as a source country for international student recrui...
5 charts on South Africa as a source country for international student recrui...
 
Prescribed medication order and communication skills.pptx
Prescribed medication order and communication skills.pptxPrescribed medication order and communication skills.pptx
Prescribed medication order and communication skills.pptx
 
HED Office Sohayok Exam Question Solution 2023.pdf
HED Office Sohayok Exam Question Solution 2023.pdfHED Office Sohayok Exam Question Solution 2023.pdf
HED Office Sohayok Exam Question Solution 2023.pdf
 
AUDIENCE THEORY -- FANDOM -- JENKINS.pptx
AUDIENCE THEORY -- FANDOM -- JENKINS.pptxAUDIENCE THEORY -- FANDOM -- JENKINS.pptx
AUDIENCE THEORY -- FANDOM -- JENKINS.pptx
 
Practical Research 1: Lesson 8 Writing the Thesis Statement.pptx
Practical Research 1: Lesson 8 Writing the Thesis Statement.pptxPractical Research 1: Lesson 8 Writing the Thesis Statement.pptx
Practical Research 1: Lesson 8 Writing the Thesis Statement.pptx
 

Merging social media, mobile learning, MOOC options

  • 1. Inge Ignatia de Waard MERGE MOBILE WITH MOOC TO OPTIMIZE YOUR ONLINE TRAINING
  • 2. CONNECT: BACKCHANNEL AND SLIDES Share questions, remarks, ideas through TodaysMeet DURING SESSION or later today: https://todaysmeet.com/LS14_Inge http://today.io/m6b7 (simply add your name/twitterID and write 140 character message at a time) – will answer with pleasure! Slides of this session can be viewed here: http://tinyurl.com/LS14Inge
  • 3. OVERVIEW: WHAT TO EXPECT? • A look at mobile learning, social media for learning and MOOC, each time looking at • A starting case • What type of learning that EdTech can address • Organizational and learner challenges & solutions • Wrap up: merging suggestions for optimal strategy • Links to further reading/information • A backchannel for discussion/questions
  • 4. CASE 1: THE MACGYVER WAY
  • 5. SOCIAL MEDIA BASED LEARNING? Social media covers a vast amount of tools, which are all based on sharing. Sharing daily moments from life, sharing professional insights, reaching out, helping out, putting our knowledge out there (but as Jane Bozarth said it – not everyone participates equally and that is okay). Mostly: in the Cloud & ubiquitous!
  • 6. IS IT NEW? DATING BACK TO … Around the campfire – dialogues and narratives Which is why social media took the world by storm: it feels NATURAL
  • 7. HUMAN = DIALOGUE = NARRATIVE CONNECTING WITH OTHERS Lifelong Learning + latest knowledge + Global & Local network Like what we do right here, right now: F-2-F + virtual
  • 8. WHAT TYPE OF LEARNING ? • Informal learning (made famous by Jay Cross) • On demand learning (see MacGyver case) • Networked learning (professional and private networks) – learning from peers (e.g. #lrnchat, or look here for weekly twitter chats) • Collaborative learning through group work
  • 9. ORGANIZATIONAL CHALLENGE • Learners must be willing to learn through social media – start simple: e.g. curated info • Which tools to pick? • Social media tools must be accessible in-house (no firewall) • Understand the learning/training affordances of each social media family (social network, micro-blogging, blogging…)
  • 10. ORGANIZATIONAL SOLUTIONS • Learning strategy: pinpoint your need for social media learning, understand learning affordances of social media and embed ONLY what will be useful for learning • Keep it simple: step-by-step approach & start integrating social media meaningfully as part of the workflow. • Draw up a transparent social media policy and provide guidelines for using social media (e.g. look at Volvo’s Social Media guidelines for employees): IP, copyright, privacy, security… • Ask what people are using already (incorporate those) AND locate champions in-house ask them to take the lead in getting their peers involved for that part of learning (learn from experienced peers) • Which social media can be connected to your LMS? • Get IT and corporate policy onboard (e.g. use private social media)
  • 11. SOME SOCMED LEARNING AFFORDANCES Overview can be found in google drive document here. Curating content Pinterest, ScoopIt, paper.li Curating content for learners, employees. You can bundle topics, and disseminate the best articles. Consuming new information Lifelong learning Becoming an active, critical content producer Multimedia sharing Video (e.g. Vimeo, YouTube, Qi k). Audio (e.g. Skype) Pictures (e.g. Instagram, Flickr) Sharing visuals, audio and/or movies to give others an in-depth view on what is happening. Ideal: for getting the learner to really share their own real-life experiences. Sharing videos, pictures and/or audio also allows people to construct learning snippets and share those with others. Extra: geotagging, sharing the location of the object of the video, audio or picture that is shared. This metadata can later be used for additional learning tracks. Collaboration. Lifelong learning. Informal learning. Authentic learning. Becoming active, critical content producer.
  • 12. LEARNER CHALLENGES AND SOLUTIONS • Building a personal learning network: no network, no benefits • Digital skills: through in-house training, or point them to MOOCs or module on subject (e.g. Personal Knowledge Management course in 40 days by Harold Jarche) • Character: Big 5 personality traits and achievement paper
  • 13. IS IT REALLY WORTH IT? Digital literacy is essential in this information age – connecting is growing (critical, social) • Peers support each other, and know the workplace, the real challenges • By connecting through social media, the Community of Practitioners is strengthened • Social media tools are free, most people use them in some way or other • Wenger framework evaluating
  • 14. KEY POINTS Main idea: Add social media if your learners can benefit from dialogue for learning. Additional points: • Integrate it into your training environment: e.g. choose an LMS with social media options • Make sure that what is learned is captured at a training environment location (e.g. learning logs with pictures) • Have a ready made list of social media options and affordances • Most social media are mobile (next step)
  • 15. CASE 2: THE SUAVE COMMUTER WAY
  • 16. MOBILE LEARNING? "learning across multiple contexts, through social and content interactions, using personal electronic devices" (Helen Crompton). Both the learning instruments as the learners can be mobile.
  • 17. WHICH TYPE OF LEARNING? MOBILE = LEARNING TREASURE TROVE! Mobiles can offer learning that no other technology has: • Augmented learning: providing a virtual layer of information on top the real world (free book) • Mobiles have specific extra technology (see brief overview chapter 9): • build-in audio recorder (e.g. pronunciation feedback in language courses) • GPS: locate nearby peers (e.g. foursquare) • Sensors provide new learning opportunities (e.g. EKG/pulse, temperature) • Quantified self hardware (examples)
  • 18. MOBILE LEARNING EXTRA’S CONT. • Use of mobile apps: specific (e.g. language, sales updates…, but also community: sport through quantified self company teams) • Location based learning (GPS): depending on the region, other content can be provided (report info here) • Spaced learning: what is learned, must be refreshed for long-term memory (e.g. sales procedure talks) • Instant contextualized content creation (e.g. ask engineers to take pictures of new challenges and how they solve it) – connect it to training environment page Build on mobile social media learning: add mobile content creation to it => enhanced peer learning.
  • 19. ORGANIZATIONAL CHALLENGES & SOLUTIONS Support the learner • Provide links to useful apps (e.g. ask for peers sharing through designated #twitter) • Provide bite-size content (clearly indicating time investment for easy planning, make a mobile learning page) • Create BYOD strategy and guidelines (for development, roll-out and training) • Create seamless learning (Learning solutions article) • Look here for ideas on durable, scalable mLearning
  • 20. KEY POINTS Mobile learning offers an new array of learning opportunities • Content needs to mobile enabled (preferably develop for mobile) • Mobile learning fits social media and increases social media interactions • Learners from all regions (North/South/rural/urban) can reach your content
  • 21. CASE 3: LONG-TERM CAREER/TRAINING WAY
  • 22. WHAT TYPE OF LEARNING? • MOOCs take more time versus mobile/social learning => modules (couple of weeks) – between full curriculum and workshop • Lifelong learning journey: the learner chooses • Career planning (e.g. link it to in-house certification) • Leisure learning (e.g. the new documentary viewing) – ‘dip in/jump’ out learning
  • 23. WHAT MAKES MOOC SPECIAL? Not much really, but understanding the new options and their opportunities/challenges is crucial for getting it right • Massive - Scale: up until MOOC elearning resided mainly behind paid walls => free meant more learners • Openness • higher ed paid walls implied intellectual property (closed) • everyone can now scrutinize the content/training approaches you provide for their quality • Online • mobile and/or web connectivity (it fits nicely) • The Web is everywhere, attracting global, international learners • Digital skills are important = social media learning • Corporate and non-profit options increased by international reach • Increased dialogue: • previously elearning provided interactions between learners, using basic tools. MOOC open up an array of dialogues between all actors (learners, tutors, coordinators alike) – again social media, networking, lifelong learning and communication skills are added to learning/teaching skills.
  • 24. MOOC RANGE? X(MOOC) C(onnectivist) MOOC Transformative pedagogy, expert to learner, multimedia content fixed and provided, classic assignments, discussions between peers. Constructivist/connectivist pedagogy, distributed knowledge, peer-to-peer, media produced and evaluated by learners, open badges – informal certification, variety of dynamics between peers, new networks. Coursera. Udemy, Khan Academy, EdX, Iversity, Canvas.net, … Change.mooc George Siemens and Stephen Downes But also other options Closed to public / in-house only Open to public Formal Informal Tutor supported learning Learner autonomy As MOOC research and experiences grow, an array of best options will emerge.http://en.wikipedia.org/wiki/Massive_open_online_course
  • 25. ORGANIZATIONAL CHALLENGES Do you need a MOOC? Otherwise point towards useful MOOCs and discuss those with your learners. If you want a MOOC, have a look here (MOOC basics and template) • Where do you put your MOOC? • Using a platform or not? • Planning learning approaches …
  • 26. MOOC IN/OUT THE LEARNING ENVIRONMENT Where do you see it? • As an add-on (converting eLearning?) • As a stand-alone (e.g. promotion, continued professional development) • Do you have preferred embed options? • For a specific audience (e.g. sales, engineers)? • To reach new audiences? • Using existing LMS or tools? • Peer knowledge exchange or expert push? (top-down, grassroots, equal sharing?)
  • 27. LMS, MOOC PLATFORM OR MASH-UP? (DEPENDS ON BUDGET AND HR - LATER) • You will use your existing LMS . The good: you and your learners are familiar with it, security in place, design issues known, interesting for internal use. Bad: not good for promoting new services to the public, not necessarily ideal in terms of instruction design options. • You will roll out your course on an existing MOOC platform The good: you can use what has worked for others, there is a strong marketing for your course through the platform’s data banks (registered users), you know what you get. The bad: you need to work with the tools that are offered, sometimes you need to pay a big amount of money or move into a partnership deal – some are free though and good, the learning is defined by the platform options, not necessarily aligning with what you have in mind. (BTW keep an eye out: http://mooc.org/ EdX+Google) • You want to build your MOOC platform from existing open code. Use the knowledge and developers expertise of others (e.g. CourseBuilder by Google (https://code.google.com/p/course- builder ), OpenEdX code from the xConsortium (http://code.edx.org ) , MechanicalMOOC by P2PU (https://github.com/p2pu/mechanicalmooc ), OpenMOOC by a European partnership: http://www.openmooc.org ). The good: the code has been tested, there is a community to fall back on. The bad: you need IT experience in house, there might be bugs, you can add to the source code. • You want to create a mash-up. The good: you can get what you want and really custom build all the online interactions. The bad: it will be a steep learning curve, it might result in a big budget need – but does not have to.
  • 28. Some big MOOC platforms Mobile option Learners (Nov 13) Region URL some specifics Alison Mobile in parts 1 million Europe http://alison.com/ Certified learning Canvas Network Apps 4,5 million North America https://www.canvas.net Coursera Apps 5,2 million North America https://www.coursera.org/ Signature track EdX Mobile in parts 1,6 million North America https://www.edx.org/ Eliademy Fully mobile, even producing content Not found Europe https://eliademy.com Works with Moodle FutureLearn Fully mobile New: 20.000 Europe https://www.futurelearn.com/ Iversity Mobile unclear New: 220.000 Europe https://iversity.org/ Khan academy Mobile in parts 15 million Asia https://www.khanacademy.org/ OpenLearning Mobile unclear Not found Australia https://www.openlearning.com/ actively uses gamification P2P university Mobile unclear 160.000 (?) North America https://p2pu.org/en/ Udacity Mobile in parts 1,6 million North America https://www.udacity.com/ Udemy Apps 400.000 North America https://www.udemy.com/
  • 29. DO YOU NEED TO SET UP A MOOC? NO! • You can build a MOOC track and offer it to your learners: e.g. leadership MOOC, Google’s PowerSearch MOOC, … • You can even direct them to these MOOC, and offer a certification assignment that can be used inside your organization for career development (grey area!) • Evaluate your learners participation, learn your MOOC options
  • 30. RETHINKING EXISTING TRAINING Once you found your MOOC angles, rethink your learning architecture: • Analyse target groups: which levels of expertise, how do they learn, is there content for them (Open Educational Resources (OER), their expertise…) • Provide diverse learning activities: personal, collaborative, authentic, peer-to- peer, tutor led, eMentorship… (fit to the type of learner: knowledge worker/hands-on worker) • Education moves from fixed and one-time in life, to mobile and lifelong => digital and learning skill needs • Use the flipped classroom approach: provide Open Educational Resources (OER) prior to the actual training (e.g. OER online, training face-to-face)
  • 31. LEARNER CHALLENGES • New learning format demands new self-regulated learning capacities – e.g. coping with abundance • Digital skills are important in MOOC: personal learning network, but not necessary perse • MOOCs bring along time and planning challenges (what can you provide in terms of training hours or support?)
  • 32. SELF DIRECTED LEARNING (SDL) IN MOOC Self-directed learning: the (adult) learner takes action to optimize their learning by using technology, peer connections (in-course and external, social media), reflection, (self-)assessments, ... Ongoing research at The Open University of United Kingdom (some results in probation report here).
  • 33. SDL: MAPPING FACTORS AND ZONES Known Learning zone Technology: (AS)TAM AODM Learner Generated Contexts Digital skills Personal traits: motivation, socio-political, identity, Big Five Prior knowledge Experience Education SDL skills Learning management capacity Possible SDL Learning zone Cfr More Able Partner concept related to Zone of Proximal Development No Learning zone /wide gap
  • 34. THE STRETCH IN MOOC LEARNING Known Self Peers (Too) far frontier
  • 35. MAPPING SDL MOOC TERRITORY Overall learning TELearning (mobile, online) MOOC learning Prior knowledge (Mobile) Seamless Learning Learning analytics as potential algorithms and assessments Formal and informal courses, part of curriculum Short and long courses, part of curriculum Content is very modular, certification very diverse Collaborative / individual learning Contextualized learning Global learners: non-native languages, different cultural backgrounds Different degrees of certification Learning with new tools: digital skills Massive group size, information overload due to shared discussions Course/Learning expectations Just-in-time learning: disaster relief, performance support Different (less) tutor support (in general) Unforeseen circumstances challenging participation Mixed online and face-to-face interactions Organised outside class/curriculum , online (mostly) Personal traits (including motivation) Tech savvy or willingness to engage using technology. Personal interactions within MOOC are publically available (trust) Learning is not confined to the course group Additional tech learning options: augmented learning, gamification MOOC casualness/leisure learning: planned on top of other learning, as spare time action, superficial curiosity.
  • 36. ADDITIONAL OPTIONS TO CONSIDER Learning analytics connected to the training environment for learning evaluation: Tin Can API for mobile/web learning tracking, possibly in combination with a (personal) learning locker. Tracking your learners offers insight in content quality, training retention, interest, need… The positive impact of mobile access for MOOC learner dynamics (research thesis): mobile access increases learner participation and knowledge resolution in discussion forums
  • 37. CERTIFICATION DIVERSITY MOOCs next phase: a global system for credential recognition Nice slidedeck covering facts, figures and future steps for MOOC and certification Professional certification: add to what is offered in MOOCs or custom design yours? • MOOC2Degree • Verified Certificates of Achievement (course based) by EdX • xSeries from EdX started March 2014 (module based curriculum certification) • OpenBadges by Mozilla • Coursera: signature track
  • 38. ROUGHLY LISTING OPTIONS (LATER) mLearning and MOOCs • Just-in-time learning: what you need, when you really need it • Authentic learning: in the field • Learning anywhere and anytime • Contextualized learning: in your setting • Personalized and collaborative learning • Multimedia carry-on (learner preference: visual, audio, text…) • Augmented learning • Gamification • Time management MOOC’s and social media • Flipped classroom • New pedagogies: building on peer knowledge exchange • Increased knowledge production • Open Educational Resources (OER). mLearning and social media: • Connected throughout the day • Connected in your field of preference/expertise
  • 39. TIME AND PURPOSE AS DIFFERENTIATOR Depending on the learning/training goal different timings/technologies should be considered: • Just-in-time learning: mLearning • On-the-go learning: mobile: anywhere/anytime learning • Spaced learning: mobile and web • Longer term learning (e.g. policies, change work behavior): MOOC This also effects content, and access: one button access to get to interactions, limit download time for mobile
  • 40. SOCIAL CONSTRUCTION AS DIFFERENTIATOR • Private learning (e.g. sensitive topic for personal growth): mobile learning (it is personal device, no history others can look at) • Individual learning (e.g. language learning, • Learning from peers on the work floor: mobile learning + social media (secure training environment) • Community creation: social media, mobile and MOOC • Gathering content from peers (also external): social media, • eMentor: MOOC+ mobile learning
  • 41. REACHING A DIVERSE, GLOBAL POPULATION Native language, cultural differences, background, sensitive content, learning expectations … All of these can be obstacles or drives if you set up a MOOC for international learners. Understanding academic performance of international students: the role of ethnicity, academic and social integration (paper here) If it matters to you, have a look at these slides covering the advantages of MOOCs for an international audience.
  • 42. INTEGRATION: CASE IN HEALTH LEARNING International health care workers (HCW) all regions). First course is rolled out, then Continued Medical Education is set up: • First: make mobile key (enabling mobile access for developing/rural areas), bite-size content and quizzes, clearly indicate which content is only viewable through Web/computer • Develop key content that needs to be understood / latest medical insight: MOOC. Make this MOOC part of your/their overall lifelong learning journey. • Create a community (trust/experiences/learning): starting with group learning, (post- )course using mobile social media (ensure guidelines – medical ethics) • Provide a telemedicine option: where difficult cases can be discussed post-course and are monitored by experts (eMentors) – mobile • Deliver latest insights post-course: RSS, email … mobile. These can be debated through telemedicine discussion forum. Push notifications.
  • 43. KEEP BASIC LEARNING/TRAINING IN MIND Analysing goal of learning and add tools accordingly Creating/producing versus remembering/understanding Blooms Digital Taxonomy (http://edorigami.wikispaces.com/Bloom's+Digital+Taxonomy Some mobile social media tools for training, see also here and on mobile2.0 affordances paper by Thom Cochrane here. Mobile enabled social media tool Why use it Blogs (Examples: wordpress, blogger) To reflect on what is learned, or what the learner thinks is of importance. Keeping a learning archive. Reflecting on the learning itself. Commenting on content. Discussion enabler: Listserv (Examples: google groups, yahoo groups) Enabling quick interactions between peers. Generating and maintaining discussions. Getting a group feeling going via dialogue. Allow timing (e-mail digest: e.g. immediate, once a day, once a week), this adds to self-regulated learning. Social Networking (examples: Facebook, Google+, LinkedIn) Building a network of people that can add to the knowledge creation of the learner.
  • 44. WHAT TYPE OF LEARNING INTERACTIONS DO YOU HAVE IN MIND? (LATER) • One to many (cfr. Teacher in front of classroom, or computer aided learning, or one peer teaching others) => delivery/transformative • One to one (e.g. more close tutoring or mentoring type of learning, one person per device…) => scaffolding/authentic/just-in-time • Many to many (e.g. social peer-to-peer learning or collaborative learning, where everyone builds on each others strengths and experiences, one shared device by many) => collaborative/peer scaffolding/tutor=guide-on-the-side. Each learner interaction demands another learning approach => other mLearning, social media, MOOC options. Learning actions point towards instructional design choices.
  • 45. WRAPPING UP • Training only works if it answers a need • An LMS can be the basis of a MOOC, but make sure it is mobile and offers social media integration • Build for mobile delivery whenever possible (web can follow) • Ensure digital skills training (fun, yet meaningful) • Work towards a seamless training environment (recognizable content, interactions across devices) • Provide training incentives (career, personal profiling) • Put all the IT / media policies and guidelines in place • Combine only what makes sense from a training/learning perspective (learning affordances, timing, social learning, addressing a training action previously not or poorly covered)
  • 46. SOME EXTRA READING (LATER) Mobile learning • Free book: Increasing access through mobile Learning (2014) • Slidedeck: Making durable & scalable mobile learning Social media • Bozarth, Jane. (2010) Social Media for Trainers: Techniques for Enhancing and Extending Learning. San Francisco: Pfeiffer. 175 pages • Soon to come up book May 2014: Show Your Work (will be awesome, rational Social Media Training) MOOC • MOOC news and reviews and nice MOOC resource list • Overview of recent research projects • Recent reports on MOOC and Online education • MOOCs, a systematic study of published literature (2008 – 2012) • EUA MOOC paper • Openness and MOOC • MOOC Yourself • Edupunk Guide • Any google/scholar search will do
  • 47. CONTACT ME, HERE & NOW ! OR LATER, WITH PLEASURE 47 E-mail: ingedewaard (at) gmail.com Blog: ignatiawebs.blogspot.com Twitter: http://twitter.com/Ignatia Slideshare (ppt): http://www.slideshare.net/ignatia linkedIn: http://www.linkedin.com/in/ingedewaard Publications/presentations: http://www.ingedewaard.net/pubconsulpres.htm Academia.edu: https://open.academia.edu/IgnatiaIngedeWaard Remember TodaysMeet: post questions, ideas: http://today.io/m6b7

Editor's Notes

  1. Sunday. Connecting with people that are out there at that time (relying on coincidence)MOOC, mobile, Social media? Social media: saves mobile battery and works.
  2. Mobile, social media, MOOC? Mobile – bitesize, on-the-go, informal learning.
  3. By mapping the factors and zones that influence SDL, I hoped to create an overview of the relationships that might influence learning. Each of these factors influences the other factors as well. The factors emerged from comment categories after analysing the pilot study (all except Learning flow, it is probably going to be one of the proverbial ‘kill your darlings’ options, but until now I just like it because it provides a link from to the emotional well being of the learner while learning). The additions I gave these categories relate to ideas I have to take my research forward. Technology: within this factor I added models which relate to learning with technology.Pedagogy: added this as it has a direct effect on SDL, but put in a very rough coverage.Personal traits: there are the Big Five influencing learning, but I also added socio-political background/interest, identity and motivation here. The big five traits being: openness to new experiences, conscientiousness, extraversion, agreeableness, and neuroticism (http://en.wikipedia.org/wiki/Big_Five_personality_traits).By Collaborative versus individual, I mean the learning that occured and pushed SDL for a learner forward based upon individual actions (looking up extra information, reading content...) and based on peer-to-peer or teacher-to-learner collaboration that affects the SDL of the learner. Prior knowledge is seen here as the wide spectrum of knowledge gathered over time. The learning flow is in as a concept, but I am not sure if this will stay in. Learning management capacity, is where I would put the skills to be able to be able to plan learning in anyway so it fits the learners success.Learning context: with adding personal as well as teaching context, I wanted to pull in language and culture, as well as (un)conscious value systems that might affect the willingness to learn. Seamless learning is related to multiple factors that are mentioned here, as such I did not explicitely mention it here. I do mention it in my probation report as an approach of interest. The three zonesWhen I was mapping the factors, I was thinking that sometimes the learner might be willing to change these factors for the benefit of learning, but at other times the learning space between what is known and what needs to be understood can be too big. So I decided to place the factors against a backdrop of three zones: comfort learning zone (that which is mastered and used), the possible SDL learning zone (that which can be adapted to enable new knowledge to occur), and the No learning zone (that space where there is a too wide gap between what is known and what needs to be learned).
  4. Brief justificationThis is not a table conveying parallels, but listing some rough distinctions that make a difference between MOOC and other learning. The list of MOOC learning specifics came from comments, research, as well as informal (blog) readings. It would probably be better to make spheres, overall being in the inner most sphere, TELearning in the next; the one embedding the others, but at this time using spheres would make reading tougher. And in any case, I can imagine that these slides are already too dense for sharing. So feel free to take out anything that might be of use to you.