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OCTEL market research survey results


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First pass analysis of the results of the market research survey conducted as part of the OCTEL project -- Open Course in Technology Enhanced Learning --

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OCTEL market research survey results

  1. 1. Open Course inTechnology Enhanced Learning Market Research Survey
  2. 2. Purpose✦ Understand the market demand for the OCTEL course before starting development to enable resources to be planned✦ Enable the course to be properly sized and resourced
  3. 3. Background✦ Announced on 22 October via ALT, HEA, JISC & closed 7 November✦ 140 responses of which 136 (97%) were complete*✦ 22% had participated in a MOOC before✦ estimate over ¾ in uk (based on email addresses)✦ Median time to complete was 4 min 59 sec * one of these was not submitted via SurveyMethods so does not feature in automatically generated aggregate charts but it has been considered in the analysis
  4. 4. Priority objectives
  5. 5. What other objectives would you likethe course to address?✦ Context ✦ Models, theories and history of TEL (mapping the future and learning from the past)! ✦ Evidencing practice, research methods etc. ✦ Putting information into place in easy to understand format for our students to get comfortable with technology enhanced learning. ✦ Digital Literacies ✦ Some theory that looks at the complexities of the status and importance of Digital Literacies for diff groups, i.e. students institution teaching teams. Also a look at the diversity of technology across diff spaces
  6. 6. Other objectives: metrics for managingTEL✦ Measuring success of TEL✦ Identify how we can get managers to see the financial benefit from investing in e-learning during the current economic climate.✦ How to carry out evaluation of TEL innovations/ implementation✦ Methods for effective evaluations of TEL✦ Fit for purpose methods of evaluating benefits of new methods
  7. 7. Other objectives: pedagogy✦ Key info on latest pedagogical theories✦ Modes of learning: collaborative, independent, ODL, blended, teaching practice etc✦ Understand underpinning learning theories✦ Principles of Pedagogy in the context of enhanced Learning (TEL), How to plan, contexualise and implement TEL Innovations✦ I think the interface between TEL and instructional design is neglected and needs more emphasis✦ The issues covered need to keep in mind the practicalities of teaching. The risk with technology is that it is presented by enthusiasts whose life revolves around this stuff. Mine does not, but I welcome pointers and guidance for how I can improve the learner experience using technology strategically.✦ Use technology to enhance student engagement
  8. 8. Other objectives: assessment✦ Appropriate assessment methods and along with that feedback (timeliness of and effectiveness) — useful to emphasise the role technology can play in these areas✦ Technology for assessment purposes✦ Benefits of ePortfolios
  9. 9. Other objectives: platforms✦ Integration of mobile devices (tablets in particular) in curriculum, lectures and seminars✦ Uses and benefits of mobile technologies✦ Share information on the use of a variety of mobile devices and applications.✦ Mobile learning especially tablets.✦ Awareness of how to combine different technologies so that they work together to facilitate/support learning.✦ Use of of various software tools to create e-learning✦ Managing support for TEL, central, hub and spoke etc✦ How technological advancement change and keep changing the design and how to keep pace with it
  10. 10. Other objectives: troubleshooting✦ Coping with technical difficulties encountered using online technologies✦ Issues around equipment failure and strategies to deal with it. I would see both these as raising the awareness rather than an in depth training on them✦ Strategies to troubleshoot most common issues with online learners
  11. 11. Other objectives: hygiene factors✦ Appreciation of ethical concerns such as author rights, use of image, privacy✦ Guidance on use of materials in an OER sense✦ Issues around copyright, IPR, DDA, etc✦ Copyright and intellectual property… many academics do not exhibit correct understanding of copyright e.g., the widespread misbelief that using something for educational purposes automatically makes it copyright-free or fair use.
  12. 12. Priority areas
  13. 13. What other topics and areas wouldyou like the course to cover?✦ Pedagogy & designing learner experience ✦ Some ideas on theory, research and how to engage with and contribute to these areas of TEL ✦ Work-based learning, Peer learning, Community support ✦ Designing learning activities to support face to face teaching in blended delivery ✦ Peer and group work
  14. 14. Other topics: practical planning andimplementation✦ I consider myself and advanced practitioner and I’m developing a course like this myself. I’m interested in an advanced version of this course demonstrating practice at the top end✦ Online programme strategy and planning innovative learning design✦ Maybe how to avoid technology overload for students and course design. i.e. just because we can, should we? How much is enough?✦ Again, I don’t want to ‘learn’ about them. I want to jointly create new understandings in public.✦ Saving time. Productivity, efficiency in using tools especially the abominable VLEs. I am in favour of NOT using VLEs. Then what do you need to measure and how can this be done without incurring huge time burdens?
  15. 15. Other topics: broader context &research✦ Digital literacy, safeguarding, managing online identities, feedback (not just assessment)✦ Digital literacies / net smart aspects✦ Availability of free resources✦ Learners as producers e.g. digital video, e-portfolios i.e. technology & creativity✦ Using tech to research learning✦ Providing evidence of the need for tech and evaluating tech-in-use
  16. 16. Other topics: learner support✦ Supporting groups in HE other than students — admin, research communities, short-lived social groups etc — all still learning!✦ Technology Enhanced Learning in Smart Classrooms✦ Bridging the gap between institutional support and the aims of all the above [topics]✦ Enabling co-creation of learning. I think Learner Voice models are more likely to check satisfaction with existing delivery models. Co-creation is about more collaborative learning
  17. 17. Other objectives: platforms✦ Mobile learning✦ Open systems and integration
  18. 18. Surprise: people prepared to do thequestionnaire are interested in the area84% would like to be notified when course registration opens
  19. 19. Reasons for not taking part
  20. 20. Other reasons for not taking part✦ It would be a question of time, reward and outcomes. Even on clear modules with credit making time to study like this is VERY hard to do.✦ It depends on timings✦ It is unlikely I shall be teaching myself, but I am concerned about the likely needs of those who might be teaching online, following the findings of our [project name] project✦ I would only participate to see if there was anything in the way you were teaching it not directly to learn from the course✦ Not enough time and I know a reasonable amount. I might be interested in dipping in, but I dont think it would take more than an hour or so to get the best bits out of this type of programme.✦ I have several MOOC I would like to join but do not have time at the moment
  21. 21. Roles: not just for teachers?
  22. 22. Other roles✦ HE teacher by any other name 2✦ Other teacher (6th form, primary, community) 3✦ Head of department or manager 3✦ Learning technologist (various levels) 7✦ Other paradidactic (consultant, agency, CPD) 7✦ Other (designer, joker) 3
  23. 23. Experience of other MOOCs✦ xMOOCs* ✦ Coursera, Udacity, Google Powersearch, Blackboard Exemplary Course Design, Curtis Bonk’s Instructional Ideas & Technology Tools✦ cMOOCs ✦ Siemens/Downes (Change11, LAK12)✦ Others ✦ Program for Online Teaching certificate, Stanford’sDesigning a New Learning Environment * admittedly not the most sophisticated of classifications
  24. 24. What we value in MOOCs