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Conole designing effective_moo_cs
This document outlines Designing Effective MOOCs by Gráinne Conole. It discusses barriers to adoption of e-learning, digital landscapes, pedagogical approaches and how social media tools can support them. It also covers learning design principles, the 7Cs framework, and evaluating course success. MOOCs are challenging formal education and new business models are emerging while ways to accredit informal learning are being explored.
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Conole designing effective_moo_cs
- 1. Designing effective MOOCs GráinneConole, Bath Spa University Nicosia, Cyprus National Teaching Fellow 2012 Ascilite fellow 2012EDEN fellow 2013
- 2. Outline • The importanceof e-learning • E-learning timeline and emergent technologies • E-Pedagogies • Social media • What is good learning? • The 7Cs of Learning Design – Designing Courses – Evaluating Courses
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- 4. Barriers to adoption •Lack of digital literacy skills • No reward for teaching • Competition from other providers • Scaling innovation • Democratisation
- 5. Digital landscapes Open Social Distributed Participatory Massscale Networked Complex Dynamic
- 6. Pedagogical approaches Socialmedia tools and approaches Personalised learning The ability to adapt, customised and personalise. Mix and match of tools, use of RSS feeds and filters Situated learning, experiential learning, problem-based learning, scenario-based learning, role play Use of location-aware functionality, immersive 3D-worlds,connection with peers and experts via social networking tools, scenario-based and authentic tasks in virtual worlds, application of gaming technologies for educational purposes Inquiry-based learning, resource-based learning Tools to support user-generated content and facilitating easy sharing/discussion, media repositories (Flickr, YouTube, and SlideShare), social bookmarking sites (Delicious), digital repositories and tools for content generation, use of search engines, participation in distributed virtual communities, use of folksonomies and social book marking as mechanisms for finding and organising resources
- 7. Pedagogical approaches Socialmedia tools and approaches Reflective and dialogic learning, peer learning Tools for fostering peer reflection such as blogs and e-portfolios, commenting on other learners’ blog posts, co-creation of learning artefacts in wikis Communities of Practice Use of social networking tools to participate in communities of learning and/or teaching Scholarly practice and the sharing of designs and good practice Use of Web 2.0 technologies to participate in a distributed network of educators and researchers. Use of blogs, Twitter and wikis to co- create knowledge and understanding, to critique practice, and to share professional practice and resources
- 8. The promise andthe reality New forms of interaction, communication and collaboration. Lots of free resources Not fully exploited Bad pedagogies Teachers don’t have the time or the skills https://www.alt.ac.uk/sites/alt.ac.uk/files/public/ALTsurvey%20for%20ETAG%202014.pdf
- 9. What is learningdesign? (1) Guidance https://www.flickr.com/photos/anonymouscollective/1899303123
- 10. What is learningdesign? (2) https://www.flickr.com/photos/frawemedia/5187769740
- 11. What is learningdesign? (3) https://www.flickr.com/photos/10075621@N06/3810402230 Sharing
- 12. Learning Design Shift frombelief-based, implicit approaches to design-based, explicit approaches Encourages reflective, scholarly practices Promotes sharing and discussion Learning Design A design-based approach to creation and support of courses http://olds.ac.uk
- 13. http://www.larnacadeclaration.org/ • What isLearning Design? • Teachers need help with making effective design decisions that are pedagogically based and make appropriate use of digital technologoies
- 14. The 7Cs ofLearning Design Conceptualise Vision CommunicateCreate ConsiderCollaborate Activities Combine Synthesis Consolidate Implementation http://www2.le.ac.uk/projects/oer/oers/beyond-distance-research-alliance/7Cs-toolkit
- 15. Course features • Pedagogicalapproaches • Principles • Guidance and support • Content and activities • Reflection and demonstration • Communication and collaboration http://cloudworks.ac.uk/cloud/view/5950
- 17. A5: Activity Profile •E-tivity Rubric: http://goo.gl/WMIzu Purpose: To consider the balance of activity types that will be included in your module/course. Activity Profile Flash Widget
- 18. Start End Learning Outcomes LO1 LO2 LO3 LO4 Assessment LO1 LO2LO3 LO4 Week 1 Topic 1 Week 2 Topic 2 Week 3 Topic 3 Week 4 Topic 4
- 19. A8: Rubrics forevaluation Purpose: To devise a set of criteria for evaluating the success of the design in a real learning context • Brainstorming some criteria to evaluate the success of the design in a real learning context • Try and focus on measurable/observable things • Think about what data collection you might use – classroom observation, surveys, interviews • Post its: Things I liked, room for improvement, etc. • Use the LTDI Evaluation Cookbook – http://www.icbl.hw.ac.uk/ltdi/cookbook/
- 20. The broader context: TheLarnaca Declaration http://larnacadeclaration.org
- 21. The broader context:Integrated Learning Design Environment (ILDE) http://ilde.upf.edu/
- 22. MOOCs • MOOCs arechallenging formal education • New business models emerging • Ways to accredit informal and non-formal learning • EFQUEL MOOC blogs – http://mooc.efquel.org/
- 23. Beyond cMOOCs orxMOOCs cMOOCs • Weekly centred • Participant reflective spaces • Social and networked participation • Hashtag: #etmooc • Use of a range of social media xMOOCs • Linear learning pathway • Mainly text and video • Formative feedback through MCQs • Individually focused
- 24. Dimension Characteristics Context Open Degreeto which the MOOC is open Massive How large the MOOC is Diversity The diversity of the learners Learning Use of multimedia Extent of use of rich multimedia Degree of communication Amount of communication incorporated Degree of collaboration Amount of collaboration incorporated Amount of reflection Ways in which reflection is encouraged Learning pathway Degree to which the learning pathway is supported Quality assurance Degree of quality assurance Certification Mechanisms for accreditation Formal learning Feed into formal learning offerings Autonomy Degree of learner autonomy A taxonomy of MOOCs http://e4innovation.com/?p=727
- 25. A new MOOCclassification Dimension Connectivist Siemens MOOC Context Open 3 Massive 2 Diversity 3 Learning Use of multimedia 2 Degree of communication 3 Degree of collaboration 2 Amount of reflection 3 Learning pathway 1 Quality assurance 1 Certification 1 Formal learning 1 Autonomy 3 For each dimension, give the MOOC a score: Low=1, Medium=2 High=3
- 26. A new MOOCclassification Dimension Connectivist Siemens MOOC Context Open 3 Massive 2 Diversity 3 Learning Use of multimedia 2 Degree of communication 3 Degree of collaboration 2 Amount of reflection 3 Learning pathway 1 Quality assurance 1 Certification 1 Formal learning 1 Autonomy 3 How to rate Open? It’s free = 1 At least some CC materials = 2 All materials CC, and non-registered students can view materials=3 How to rate Massive? Under 500=1 500-10,000=2 Over 10,000=3 http://tinyurl.com/OEWBirdConole
- 27. Associative Associating a stimuluswith a response – operant conditioning. Create a new stimulus response. Intermediate Chinese from Open University of China on iTunes U http://tinyurl.com/chineselang
- 28. Cognitive Learning by experiencinga stimuli. The way in which a person is encouraged to contemplate. Coursera Songwriting https://www.coursera.org/course/songwriting
- 29. Constructivist Adding meaning to,and building on what I already know Open University Course Design MOOC ‘OLDS’ http://www.olds.ac.uk
- 30. Situative Learning that occursin the same context in which it will be used. Coursera Introduction to Clinical Neurology https://www.coursera.org/course/clinicalneurology
- 31. Connectivist About who orwhat learning resources we have access to. People as resources. George Siemens original Connectivist MOOC http://cck11.mooc.ca/
- 32. MOOCs by pedagogicalapproach Dimension Associative Chinese Cognitive Songwriting Constructivist OLDS Situative Neuro Connectivist Siemens Context Open 1 1 3 1 3 Massive 1 2 1 2 2 Diversity 1 2 2 2 3 Learning Use of multimedia 3 2 2 2 2 Degree of communication 1 1 2 2 3 Degree of collaboration 1 1 2 2 2 Amt of reflection 1 1 2 1 3 Learning pathway 1 1 2 2 2 Quality assurance 2 2 2 2 1 Certification 1 2 2 2 1 Formal learning 1 1 2 1 1 Autonomy 3 3 3 2 3
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