Merging social media, mobile learning, MOOC options

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Presentation given during the Learning Solutions conference 2014. It focuses on different learning affordances, organizational and learner challenges and solutions related to social media, mobile learning and MOOCs and suggests options to combine all these training technologies to come to a seamless learning environemt.

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  • 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.
  • Mobile, social media, MOOC? Mobile – bitesize, on-the-go, informal learning.
  • 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).
  • 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.
  • Merging social media, mobile learning, MOOC options

    1. 1. Inge Ignatia de Waard MERGE MOBILE WITH MOOC TO OPTIMIZE YOUR ONLINE TRAINING
    2. 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. 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. 4. CASE 1: THE MACGYVER WAY
    5. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 15. CASE 2: THE SUAVE COMMUTER WAY
    16. 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. 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. 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. 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. 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. 21. CASE 3: LONG-TERM CAREER/TRAINING WAY
    22. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 34. THE STRETCH IN MOOC LEARNING Known Self Peers (Too) far frontier
    35. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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

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