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Open, online course in Professional Ethics

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Description of the design and implementation of an open, online course in Professional Ethics, that I ran during August 2013 in the Department of Physiotherapy, University of the Western Cape

Description of the design and implementation of an open, online course in Professional Ethics, that I ran during August 2013 in the Department of Physiotherapy, University of the Western Cape

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  • 1. mOOC running a mini open, online course in professional ethics michael Rowe department of physiotherapy university of the western cape
  • 2. rationale clinical practice is complex, teaching simplistic knowledge is increasingly distributed, connected digital information and interaction with technology changes how we negotiate understanding wanted to explore networked, collaborative learning in an open, online course
  • 3. authentic learning provide authentic contexts that reflect the way the knowledge will be used in real life provide authentic tasks and activities provide access to expert performances and the modelling of processes provide multiple roles and perspectives support collaborative construction of knowledge
  • 4. authentic learning (2) promote reflection to enable abstractions to be formed promote articulation to enable tacit knowledge to be made explicit provide coaching and scaffolding by the teacher at critical times provide for authentic assessment of learning within the tasks Herrington, J., & Oliver, R. (2000). An instructional design framework for authentic learning environments. Educational Technology Research and Development, 48(3), 23-48.
  • 5. learning portfolios A portfolio is a selection of work that you collect over a period of time, built around a particular topic or idea. It allows you to showcase a talent or skill in a way that is outside the boundaries of traditional assessment. The purpose of the portfolio is to make a personal statement about what you are learning during this module and how it has impacted on your development as a thoughtful practitioner. You should use it to present evidence of your progress towards achieving the learning objectives of the module.
  • 6. developing the course
  • 7. inviting external participants
  • 8. participants 52 third year UWC students 28 “externals” (UK, Canada, USA, India, NZ, Estonia, Saudi Arabia, SA)
  • 9. providing support
  • 10. providing support (2)
  • 11. following each other
  • 12. process read the weekly activity reflect, question, research write a draft blog post review the posts of others, comment reflect, question, research refine own blog post, connect publish
  • 13. connecting
  • 14. assessment formative assessment comments from peers and facilitators peer feedback summative assessment final blog post overview
  • 15. Each student needed to assess 3 other students Looked at: content format structure
  • 16. Used Likert scales and open-ended questions to give feedback to peers
  • 17. student feedback
  • 18. research opportunities interviews with facilitators group interviews with students content analysis of student final blog posts survey of students experiences, perceptions “connections” e.g. liked, follows, favourites (social network analysis) review / position paper on open, networked learning 6 publications
  • 19. conclusion setting up and running an online course is hard base your work on learning theory providing support and guidance is essential decide on your objectives, then choose your tools peer feedback can take pressure off write it up as a research project, plan your data collection before you even begin
  • 20. thank you @michael_rowe mrowe.co.za/blog