This document outlines the agenda and content for a workshop on re-evaluating online teaching. The workshop aims to enable reflection on learning and teaching experiences, articulate characteristics of good learning, and develop strategies for effective course design, evaluation, and sharing of good practices. The agenda includes discussions of what constitutes good learning, the importance of e-learning, emerging technologies, and strategies for collaborative learning and course evaluation. Resources on open educational practices and a taxonomy of MOOCs are also presented and discussed.
Online Forum succesfully integrating MOOC in training environmentInge de Waard
This is the slide deck I will use for the Online Forum that is planned by the eLearning Guild in May 2014. In this presentation I offer suggestions on how to integrate the MOOC platform successfully into an overall training environment.
The growing adoption of open educational resources (OER) has identified the need for easy-to-use authoring platforms for the development and delivery of openly licensed digital content. Please join the Community College Consortium for Open Educational Resources (CCCOER) for this free, open webinar on authoring platforms that support faculty authoring and adaption of open educational resources and institutional delivery of these resources.
Our speakers will share platforms used by faculty to develop open textbooks and deliver openly licensed digital content to faculty and students in an easy and accessible manner.
Date: Wednesday, April 8
Time: 10 am PST; 1:00 pm EST
Featured speakers:
Clint Lalonde, Open Education Manager, BCcampus
Judy Einstein, VP Business Development and Etienne Pelaprat, User Experience Director, Courseload Inc.
Domi Enders, Founder and CEO, Open Assembly
Online Forum succesfully integrating MOOC in training environmentInge de Waard
This is the slide deck I will use for the Online Forum that is planned by the eLearning Guild in May 2014. In this presentation I offer suggestions on how to integrate the MOOC platform successfully into an overall training environment.
The growing adoption of open educational resources (OER) has identified the need for easy-to-use authoring platforms for the development and delivery of openly licensed digital content. Please join the Community College Consortium for Open Educational Resources (CCCOER) for this free, open webinar on authoring platforms that support faculty authoring and adaption of open educational resources and institutional delivery of these resources.
Our speakers will share platforms used by faculty to develop open textbooks and deliver openly licensed digital content to faculty and students in an easy and accessible manner.
Date: Wednesday, April 8
Time: 10 am PST; 1:00 pm EST
Featured speakers:
Clint Lalonde, Open Education Manager, BCcampus
Judy Einstein, VP Business Development and Etienne Pelaprat, User Experience Director, Courseload Inc.
Domi Enders, Founder and CEO, Open Assembly
Professional Development Programme on OER-based e-learningPat Toh
Open Educational Resources have emerged as one of the most innovative teaching and learning tools as well as a cost-effective mechanism to improve the quality of educational offerings by optimising the use of available resources. While OER can be used by any student to learn on his/her own, universities (especially Open Universities) that depend on printed distance learning materials can now use the OERs to offer their courses and programmes and thereby reduce the development time of courses and programmes, and also reduce the cost of launching new programmes. However, not many institutions are in a position to actually develop OERs that can be used effectively for teaching and learning in the digital environment.
The Commonwealth Educational Media Centre for Asia (CEMCA), realising the need for professional development of teachers, has developed this professional development programme on OER-based eLearning to promote the use of OER in educational institutions.
The programme has been developed as part of the institutional capacity building for OER-based eLearning at Wawasan Open University (WOU), Penang. Faculty members of WOU and several other institutions in Asia have contributed to the development of the contents. The modules are learning outcomes of the participants in three workshops supported by CEMCA.
The OpenCourseWorld team shares its best practices in MOOC production. If you need any further information, please contact us: partner@opencourseworld.de
EMMA Summer School - E. Bruno, I. Merciai, M. Tizzani - MOOC Production autho...EUmoocs
This presentation was given during the EMMA Summer School, that took place in Ischia (Italy) on 4-11 July 2015.
More info on the website: http://project.europeanmoocs.eu/project/get-involved/summer-school/
Follow our MOOCs: http://platform.europeanmoocs.eu/MOOCs
Design and deliver your MOOC with EMMA: http://project.europeanmoocs.eu/project/get-involved/become-an-emma-mooc-provider/
This presentation forms part of the Integrated Coastal Zone Management (ICZM)-project. This project concerns a cooperation between ITS, ITB (both Indonesia) and TU Delft focusing on joint curriculum development. This project includes the use of open, online and blended education to support this process.
The presentation sketches the issues – for further discussions- to be taken into consideration when it comes to open education (policy development, approach /priorities and planning) .
Presentation given at the Online and eLearining Conference organised by Knowledge Resources at the Forum, Bryanston, Johannesburg 28-29 August 2013. Created by Greig Krull, Sheila Drew and Brenda Mallinson.
MOOCs for Opening Up Education
The role of Quality and Openness
Used at Masterclass MESI - 24 September 2014
Some slides used at ICDE-MESI Conference – panel 27 September 2014
EMMA Summer School - C. Padron-Napoles - Choosing a MOOC approach that meets ...EUmoocs
This workshop will give a good opportunity to participants to get acquainted with the main concepts taken into account in the different existing MOOC approaches from pedagogical, technical and market perspectives. This hands-on session will allow participants to establish proper mappings between learning objectives and the choices for designing and developing their MOOC considering learning, human and budgetary resources. At the end of the workshop, participants will have a better overview of how their MOOCs would look like from the design perspective and initial plans for their implementation would be prepared.
This presentation was given during the EMMA Summer School, that took place in Ischia (Italy) on 4-11 July 2015.
More info on the website: http://project.europeanmoocs.eu/project/get-involved/summer-school/
Follow our MOOCs: http://platform.europeanmoocs.eu/MOOCs
Design and deliver your MOOC with EMMA: http://project.europeanmoocs.eu/project/get-involved/become-an-emma-mooc-provider/
EMMA Summer School - O. Firssova, M. Laanpere - Workshop – Elaborating your M...EUmoocs
The principles and techniques of the task-centered instructional design will be introduced and practiced in the hands-on group work that involves creating, sequencing and validating authentic instructional tasks. A special focus will be on mapping the instructional tasks in MOOC to facts, concepts, procedures and rules identified in the course objectves, as well as scaffolding the learning through well-designed course assignments and learning resources.
This presentation was given during the EMMA Summer School, that took place in Ischia (Italy) on 4-11 July 2015.
More info on the website: http://project.europeanmoocs.eu/project/get-involved/summer-school/
Follow our MOOCs: http://platform.europeanmoocs.eu/MOOCs
Design and deliver your MOOC with EMMA: http://project.europeanmoocs.eu/project/get-involved/become-an-emma-mooc-provider/
Professional Development Programme on OER-based e-learningPat Toh
Open Educational Resources have emerged as one of the most innovative teaching and learning tools as well as a cost-effective mechanism to improve the quality of educational offerings by optimising the use of available resources. While OER can be used by any student to learn on his/her own, universities (especially Open Universities) that depend on printed distance learning materials can now use the OERs to offer their courses and programmes and thereby reduce the development time of courses and programmes, and also reduce the cost of launching new programmes. However, not many institutions are in a position to actually develop OERs that can be used effectively for teaching and learning in the digital environment.
The Commonwealth Educational Media Centre for Asia (CEMCA), realising the need for professional development of teachers, has developed this professional development programme on OER-based eLearning to promote the use of OER in educational institutions.
The programme has been developed as part of the institutional capacity building for OER-based eLearning at Wawasan Open University (WOU), Penang. Faculty members of WOU and several other institutions in Asia have contributed to the development of the contents. The modules are learning outcomes of the participants in three workshops supported by CEMCA.
The OpenCourseWorld team shares its best practices in MOOC production. If you need any further information, please contact us: partner@opencourseworld.de
EMMA Summer School - E. Bruno, I. Merciai, M. Tizzani - MOOC Production autho...EUmoocs
This presentation was given during the EMMA Summer School, that took place in Ischia (Italy) on 4-11 July 2015.
More info on the website: http://project.europeanmoocs.eu/project/get-involved/summer-school/
Follow our MOOCs: http://platform.europeanmoocs.eu/MOOCs
Design and deliver your MOOC with EMMA: http://project.europeanmoocs.eu/project/get-involved/become-an-emma-mooc-provider/
This presentation forms part of the Integrated Coastal Zone Management (ICZM)-project. This project concerns a cooperation between ITS, ITB (both Indonesia) and TU Delft focusing on joint curriculum development. This project includes the use of open, online and blended education to support this process.
The presentation sketches the issues – for further discussions- to be taken into consideration when it comes to open education (policy development, approach /priorities and planning) .
Presentation given at the Online and eLearining Conference organised by Knowledge Resources at the Forum, Bryanston, Johannesburg 28-29 August 2013. Created by Greig Krull, Sheila Drew and Brenda Mallinson.
MOOCs for Opening Up Education
The role of Quality and Openness
Used at Masterclass MESI - 24 September 2014
Some slides used at ICDE-MESI Conference – panel 27 September 2014
EMMA Summer School - C. Padron-Napoles - Choosing a MOOC approach that meets ...EUmoocs
This workshop will give a good opportunity to participants to get acquainted with the main concepts taken into account in the different existing MOOC approaches from pedagogical, technical and market perspectives. This hands-on session will allow participants to establish proper mappings between learning objectives and the choices for designing and developing their MOOC considering learning, human and budgetary resources. At the end of the workshop, participants will have a better overview of how their MOOCs would look like from the design perspective and initial plans for their implementation would be prepared.
This presentation was given during the EMMA Summer School, that took place in Ischia (Italy) on 4-11 July 2015.
More info on the website: http://project.europeanmoocs.eu/project/get-involved/summer-school/
Follow our MOOCs: http://platform.europeanmoocs.eu/MOOCs
Design and deliver your MOOC with EMMA: http://project.europeanmoocs.eu/project/get-involved/become-an-emma-mooc-provider/
EMMA Summer School - O. Firssova, M. Laanpere - Workshop – Elaborating your M...EUmoocs
The principles and techniques of the task-centered instructional design will be introduced and practiced in the hands-on group work that involves creating, sequencing and validating authentic instructional tasks. A special focus will be on mapping the instructional tasks in MOOC to facts, concepts, procedures and rules identified in the course objectves, as well as scaffolding the learning through well-designed course assignments and learning resources.
This presentation was given during the EMMA Summer School, that took place in Ischia (Italy) on 4-11 July 2015.
More info on the website: http://project.europeanmoocs.eu/project/get-involved/summer-school/
Follow our MOOCs: http://platform.europeanmoocs.eu/MOOCs
Design and deliver your MOOC with EMMA: http://project.europeanmoocs.eu/project/get-involved/become-an-emma-mooc-provider/
Next steps for excellence in the quality of e-learning (EADTU Paris masterclass)Jon Rosewell
Overview of Excellence NEXT project for quality assurance in e-learning, presented as part of masterclass at EADTU conference, Paris, 2013. [http://conference.eadtu.eu/]
E/merge Africa Learning Festival Conference 2018
Digital Fluency Workshop - Brenda Mallinson & Shadrack Mbogela
5 modules: Digital Fundamentals; Working with OER; Course Design & Development for online provision; Academic Integrity in a Digital Age; Storage and Access of Digital Resources.
Presentation of Grainne Conole, Dublin City University, Ireland, for the Open Education Week's third day webinar on "Ongoing initiatives for Open Education in Europe" - 6 March 2019
Recordings of the discussion are available: https://eden-online.adobeconnect.com/pcpo9gbaq1t1/
EMMA Summer School - Rebecca Ferguson - Learning design and learning analytic...EUmoocs
This hands-on workshop will work with learning design tools and with massive open online courses (MOOCs) on the FutureLearn platform to explore how learning design can be used to influence the choice and design of learning analytics. This workshop will be of interest to people who are involved in the design or presentation of online courses, and to those who want to find out more about learning design, learning analytics or MOOCs. Participants will find it helpful to have registered for FutureLearn and explored the platform for a short time in advance of the workshop.
This presentation was given during the EMMA Summer School, that took place in Ischia (Italy) on 4-11 July 2015.
More info on the website: http://project.europeanmoocs.eu/project/get-involved/summer-school/
Follow our MOOCs: http://platform.europeanmoocs.eu/MOOCs
Design and deliver your MOOC with EMMA: http://project.europeanmoocs.eu/project/get-involved/become-an-emma-mooc-provider/
The focus of this hands-on workshop is the OUT Digital Fluency course for Academic staff/faculty. This course is designed to build capacity for educators in relevant topics to support their work in the higher education sector via enhanced digital skills. The notion of ‘fluency’ implies more than literacy - it seeks to promote a state where pedagogical purpose takes centre stage and digital / online technologies are used as tools without providing an inhibiting obstruction to the educator.
MOOCs and the Future of Indian Higher Education - FICCI Higher Education Summ...Viplav Baxi
This is a presentation that acted as a base for the conversation in the master class on Nov 14, 2013 at the FICCI Higher Education Summit at New Delhi.
Research through the Generations: Reflecting on the Past, Present and FutureGrainne Conole
The paper provides a reflection on the past and present of research on the use of digital technologies for learning, teaching and research, along with an extrapolation of the future of the field. It considers which technologies have been transformative in the last thirty years or so along with the nature of the transformation and the challenges. Research in the field is grouped into three types: pedagogical, technical and organizational. The emergence and nature of digital learning as a field is considered. Six facets of digital learning, and in particular digital technologies, as a research field are described: the good and the bad of digital technologies, the speed of change, the new forms of discourse and collaboration, the importance of understanding users, the new practices that have emerged, and finally a reflection on the wider impact.
1. National
Teaching
Fellow 2012 EDEN fellow 2013 Ascilite fellow 2012
Re-evaluating your online teaching
Gráinne Conole, University of Leicester
30th September 2014
Nanyang Technological University
Singapore
3. Aims
• The aims of the workshop are:
– To enable you to reflect on your own
learning and teaching experiences
– To articulate the characteristics of good
learning
– To device strategies for effective:
• Design of courses
• Evaluation of courses
• Sharing of good practice
– To explore a range of useful resources
– To consider strategies for promoting
collaborative learning
4. Outline
• What is good learning?
• The importance of e-learning
• E-learning timeline
• Sharing good practice
– Designing Courses
– Evaluating Courses
– Sharing good practice
– Forums, blogs and wikis
– Opening up Education
• Collaborative Learning
• Rubrics for evaluation
5. What is good learning?
• With your partner discuss:
– A positive learning experience you have had
– A negative learning experience you have had
– A positive teaching experience you have had
– A negative teaching experience you have had
• With your partner brainstorm:
– The characteristics of good learning
9. Facilitating learning
• Guidance and support
• Content and activities
• Communication and
collaboration
• Reflection and
demonstration
Learner
centred
10. The importance of e-learning
• For learning
– Potential to support interaction, communication
and collaboration
– Developing digital literacy skills
– Promoting different pedagogical approaches
– Fostering creativity and innovation
– Connecting students beyond the formal course
• For life
– Preparing students for an uncertain future
– Improving employability opportunities
– Increased importance of technology in society
11. E-Learning timeline
Multimedia resources
80s
The Web
93
Learning Management Systems
95
Open Educational Resources
01
Mobile devices
98
Gaming technologies
00
Social and participatory media
04
Virtual worlds
05
E-books and smart devices
Massive Open Online Courses
07 08
Learning Design
99
Learning objects
94
Learning Analytics
10
12. How do you design your
courses?
• In groups discuss how you go about designing
your courses, consider the following:
– How do your get ideas?
– What resources do you use?
– Do you share and discuss your designs with
others, if so, how?
– What (if any) support do you get?
– Are there any online resources you have found
useful?
14. How do you evaluate
your courses?
• In your group discuss how you go about
evaluating your courses, consider the
following:
– What evaluation metrics do you use?
– What data (if any) do you collect?
– How do you use the evaluation findings to
improve your teaching and the design of your
courses?
16. Sharing good practice
• In your group share
examples of good
practice
• Try and provide one
example of good
practice for each of
the six characteristics
of good learning
shown earlier
Learner
centred
17. Sharing and discussing ideas
• In your group discuss how you get new ideas
for your teaching and how your share and
discuss theses
• Do you use social media?
– If so which sites and how?
19. Cloudworks
• Register on the Cloudworks site
– http://cloudworks.ac.uk
• Explore the ‘Useful resources’ Cloud
– http://cloudworks.ac.uk/cloud/view/8805
– Add any resources you have found useful for your
teaching
• Explore the site
– Find one Cloud or Cloudscape you found useful
and share with the group your reasons for liking it
20. Useful sites
• In your groups explore the
following sites
– The EDUCAUSE 7 Things you
should know about… (pick on
technology and list the main
things you like)
– The AUTC Learning Design site
(pick one design and list the
main things you like)
– The CommonCraft videos (pick
one technology and list the
main things you like)
http://cloudworks.ac.uk/cloud/view/8805
22. A2a: Forums, blogs and wikis
Purpose: To consider the use of three central, LMS-based tools for interaction
Discussion Forums Blogs Wikis
Reflection
Collaboration
Feedback
Problem solving
Encouraging participation
Ice breaker
Observation opportunity
Idea generation
Are they really good for
all? Diversity of students
Expression
Communicating successes
and pitfalls
Dissemination of
information
Facilitates in the moment
thought!
Audience and affirmation
and reaction
Collaboration
Idea development
Project collaboration
Students and self esteem
Using existing wikis as a
critical resource
23. Opening up education
• Over ten years of the Open Educational Resource
(OER) movement
• Hundreds of OER repositories worldwide
• Presence on iTunesU
• 2012 Times year of the MOOC
24. The OPAL metromap
Evaluation shows lack of uptake
by teachers and learners
Shift from development to
community building and
articulation of OER practice
http://www.oer-quality.org/
25. The OPAL Metromap
• In groups of four:
– Each choose a stakeholder role (policy maker,
institutional leader, practitioner, learner)
– Explore the OPAL Metromap from your
stakeholder role
– Get together with others who have looked at the
same role and share your findings
– Return to your home teach and share your
findings
26. The emergence of MOOCs
• CCK08
– Connectivist MOOC (cMOOC)
– Siemens, Downes and Cormier
– Evaluation (Fini, 2009)http://www.irrodl.org/index.php/irrodl/article/view/643/1402
• Emergence of large-scale xMOOCs
• Recent developments
– UK-based FutureLearn
– Launch of Massey on Open2Study
• List of MOOCs
– http://www.mooc-list.com/
• EFQUEL series of blogs
– http://mooc.efquel.org/
• ICDE list of MOOC reports
– http://tinyurl.com/gconole-MOOC
• MOOC research reports
– http://www.moocresearch.com/reports
• MOOCs for development
– http://www.moocs4d.org/media.html
27. • Critiques the hype
• History of MOOCs
• More an interactive
textbook than a course
• Issue re feedback and
assessment
• Support models
• Issue of support large-scale
learning
• Degrees of openness
http://www.parlorpress.com/invasion_of_the_moocs
28. Free
Distributed global community
Social inclusion
Massive Open Online Courses (MOOCs)
High dropout rates
Learning income not learning outcome
Marketing exercise
http://alternative-educate.blogspot.co.uk/2012/12/audio-ascilite-2012-great-debate-moocs.html
JOLT, Vol. 9, No. 2, http://jolt.merlot.org
29.
30. Beyond cMOOCs or xMOOCs
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
31. A taxonomy of MOOCs
Dimension Characteristics
Context
Open Degree to 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
http://e4innovation.com/?p=727
32. A new MOOC classification
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
33. A new MOOC classification
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
34. A new MOOC classification
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
35. A new MOOC classification
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
36. Designing a MOOC
• Use the MOOC classification schema and the
MOOC tips and hints blog post
– http://e4innovation.com/?p=800
• to design a MOOC
39. Pedagogical patters
• Derived from Alexander’s work
• Structured case studies of good practice
– Capture experience
– A set of solutions associated with recurring problems
– Examples and visual representations that help a
better understanding for their use in a new context
• Structured format
– Introduction
– Context
– Problem headline
– Solution
– Metaphorical picture
– Similar patterns
• Aggregated into languages
40. Collaborative learning
• In your groups explore the CSCL pedagogical
patterns resource
– http://www.gsic.uva.es/~daviniahl/dpbook/appen
dix-chapter.pdf
• Choose one or more pattern and use it to
create a design for facilitating collaborative
learning
41. Rubrics for evaluation
• Brainstorm 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, use
of post its (Things I liked, room for improvement,
etc.)
– Use the LTDI Evaluation Cookbook to get ideas
– http://www.icbl.hw.ac.uk/ltdi/cookbook/