Presentation to Changing the Learning Landscape Event for HEA, May 2013

1. Changing the learning landscape
Design and implementation of MOOCs: Portus mini MOOC

2. Changing the learning landscape
Who are we?
@fionajharvey
Education Development Manager
Works across the University with academics and
students supporting the adoption of technology to
enhance student experience. Leader of the Digital
Literacies strand of CITE. Set up and manages the
Digital Literacies Student Champions. She is Chair
of the Digital Literacies Special Interest group.
www.cite.soton.ac.uk
www.linkedin.com/fionaharvey
www.about.me/fionaharvey
@lisaharris
Senior Lecturer
Co-Chair of the Digital Economy Research Group
and Associate Director of CITE at the University
of Southampton. Lisa runs the Student Digital
Champions with Fiona and the MSc programme
in Digital Marketing . She is also an accredited
tutor for the University of Liverpool online MBA
http://digitaleconomy.soton.ac.uk/people/lisa-
harris
http://www.linkedin.com/in/lisajaneharris
www.slideshare.net/lisaharris
www.about.me/lisaharris
@GraemeEarl
Senior Lecturer
At Southampton I am Chair of the DE USRG and Director of sotonDH. I have an
interest in educational technologies and am involved in on-going projects to
enhance the student experience at Southampton, including work on multi-touch
learning environments, social media tools for collaborative learning, virtual
fieldwork, digital aspects of the Portus Field School. You can learn more about my
interests at my website.
www.about.me/graemeearl

3. Changing the learning landscape
What is a MOOC?
Massive Open Online Course
MOOCs are freecourses - Open meaning Free, not necessarily adaptable resources.
Massive means lots of students 100,000+ studentsregistered on some courses
No credit for courses (at the moment) can be a between 2 and 6 hours
a week (recommended) 2 - 8 weeks long
Opening up education for all, no prerequisites,

4. Changing the learning landscape

5. Changing the learning landscape
Who are the MOOC providers?

6. Changing the learning landscape
MOOC Design
There are two types of MOOCs (at the moment)
cMOOCs xMOOCs
Connectivist (Constructivist
approach)
Learning from the masses
eg.George Siemens and
Stephen Downes
2008
Drill ‘em and Grill ‘em
Quiz-poll-discussion-test
eg. Coursera Daphne Koller &
Andrew Ng

7. Changing the learning landscape
Design principles
1. Competence Based Design Approach
(what the learner can do not what they should learn)
2. Learner empowerment - guiding not leading
3. Learning plan and clear orientations
4. Collaboration - team working, discussion forums
5. Social Networking
6. Peer assistance
7. Knowledge Generation and creation
8. Interest groups
9. Assessment and Peer feedback
10. Media Technology enhanced learning - encourage creativity and try new things
(Guardia, L., Maina, M., Sangra, A (2013) MOOC Design Principles: A Pedagogical Approach from the Learner’s Perspective)
http://elearningeuropa.info/en/article/MOOC-Design-Principles.-A-Pedagogical-Approach-from-the-Learner’s-Perspective

8. Changing the learning landscape
University of Southampton
MOOC activity
Centre for Innovation in
Technologies and Education (CITE)
Partnership with Futurelearn (OU) Teams of people working
across the University helping to develop MOOCS
WebScience and Oceanography, with several ‘mini’ MOOCs to
be available from 2013/14

9. Changing the learning landscape
Resources
http://www.scoop.it/t/m
ooc-s

10. Changing the learning landscape

11. Changing the learning landscape
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http://www.portusproject.org/

12. Changing the learning landscape
Portus Field School
Diversity of students
• Lifelong Learning
• Curriculum Innovation
• Undergraduate Archaeologists (UK and Italian)
• Postgraduate Interns
• PhD students
• Community *support* needed

13. Changing the learning landscape
Portus Field School
Single System
• Tasks, e.g. quizzes
• Recorded Lectures
• Interactive data visualisation tools e.g. PanoTours and ChronoZoom
• Broadcast Media
• Course notes
• Primary Research Data, with associated tools, from Soton ePrints Data,
ADS and the ARchaeological toolKit (ARK)
• ePrints
• Linked via Social Media

14. Changing the learning landscape
Portus mini MOOC
Currently a closed system
• September: Switch off the privacy
• Create new tailored and linked content

15. Changing the learning landscape
Virtual Fieldwork Project
Student Centredness Fund
• Disability implications:
• Learning Outcomes
• Health and Safety
• Legal Frameworks
• Virtual Equivalence
• Accessibility
Ongoing project by Peter Wheeler; led by Rex Taylor

16. Changing the learning landscape
Virtual Fieldwork Project
Panoramas, Video Panoramas and
Panorama Tours
Potential for social annotation of resources e.g. gigapan,
photosynth; ongoing work by @james_e_miles

17. Changing the learning landscape
WordPress
Two days to setup the site
• Multisite environment (developed previously)
• Branded
• By September linked to all relevant University systems e.g. eFolio,
Panopto, Xerte, Red Feather, ePrints, ePrints Data, eAssignment
• Social Media focused
• Limited wheel reinvention 
Ongoing work by Hembo Pagi

18. Changing the learning landscape
Balance between aggregating and supporting diversity of
channels?

19. Changing the learning landscape
Blogs and comments; subscribing via RSS and email;
subscribe to people and to posts

20. Changing the learning landscape
Feed of recorded lectures drawn from Panopto

21. Changing the learning landscape
Xerte/ Xerte 2.0 for complex tasks ongoing development;
WP quiz plugin used for simple tasks

22. Changing the learning landscape
Time
ChronoZoom
Embedded chronozoom, linked to containing blog, and
exploiting social possibilities

23. Changing the learning landscape
• Mobile:
• lectures and slides
• annotations (video, text, image, like,
tag, map)
• posts and comments
• shares e.g. twitter
• curation e.g. Storify, Scoop.it,
3wdoc.com, soometa
• Tests
• Offline e.g. kindle (BookPress)
• collaboration

24. Changing the learning landscape
Student Annotations
Videos
• Various possible tools e.g. Synote, SansSpace
• Various content eg animations, lectures, YouTube,
iPlayer, video screenshots, how to's

25. Changing the learning landscape
SyNote example

26. Changing the learning landscape
Student Annotations
Videos
• Twitter feed, discussions, subtitles, semantic web

27. Changing the learning landscape
SyNote example

28. Changing the learning landscape
Student Generated
Content
• Map tours and Panorama tours

29. Changing the learning landscape
Ongoing project by @a_chrysanthi

30. Changing the learning landscape
Narrative
Rich Interactive Narratives
Published a demonstrator with Portus research data; now
exploring potential for teaching

31. Changing the learning landscape
Student Generated
Content
• Blogs and Comments
• Delicious
• Tweets
• Flickr etc. etc. etc. etc. …
• Accept mix of long term curation and short term,
disposable content

32. Changing the learning landscape
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33. Changing the learning landscape
Student Generated
Content
• Video diary
• Documentary competition (Training)
• Student-mediated life-logging

34. Changing the learning landscape
Ongoing project by @a_chrysanthi
Part of http://www.patina.ac.uk

35. Changing the learning landscape
Student Generated
Content
Re-use
• Forms the basis of the mini MOOC
• Supports the Portus Field School
• Student use of SM tools will drive next stage
• Capturing blog user interactions e.g. video and page views, comments etc.
• How further blend digital/ physical experience?
• How use digital eLearning in practice based archaeological teaching?
• MOOC provides crucial tools for online student support

36. Changing the learning landscape
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37. learner presented with
information
(eg multimedia educational
content from a high-profile
academic)
learner encouraged to
reflect on activities
(eg note-taking, annotation)
learners together
construct a shared
understanding
(eg shared wiki, Google docs)
learners engage in
discussion or
argument
(eg discussion forum)
learners interact
across time and
space
(eg social-network tools such
as Twitter, Facebook)
learner seeks and
collates information
(eg search engines, web
browsers)
learning through
receiving formative
feedback
(eg multiple-choice quizzes to
self-assess performance;
criterion based assessment,
repeating an online assessment
until reaching a desired level of
performance)
Changing the learning landscape
(Portus mini) MOOC content

38. Changing the learning landscape
Portus mini MOOC
structure
18 hours of study plus optional activities that would double this to 36 hours.
Students would have online quizzes to assess the 18 hours and more open
ended questions to answer via 9 x 250 word blog posts for the other 18.
6 hours per week: suggested three 2-hour sessions per week, covering nine topics. For each topic the student:
•views CITE video (max 15 minutes each) – filmed in Southampton and Portus
•looks at the other material available (eprints, links to the Portus website, external links, photos, other videos,
other resources like chronozoom)
•answers quiz questions
•makes use of the discussion board e.g. posts a question, answers a question, writes a reflective blog post,
comments on a blog post
•may use social media to interconnect the above, and MOOC site needs to curate this
•optionally writes a 250 word blog post for peer review by the community (during the additional 2 hours
assigned to the task) and contributes to peer review of others’ blog post. Students can only contribute to peer
review if they have posted your own document.
There will be one final video and further information
accessible having completed all 9 topics successfully.

39. Changing the learning landscape
We will be sharing all the templates and
setup information asap.
Thanks!
@GraemeEarl
@fionajharvey
@lisaharris