Doctoral studies Year 2 the journey continues
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An open course developed by Chrissi Nerantzi and Lars Uhlin used problem-based learning and provided flexibility through distance and online learning. The course allowed multiple learning modes, including working independently or in groups. Over time, discussions emerged around incorporating group work and problem-based learning into MOOCs to enhance collaboration and connected learning. Various models were tried, such as rolling groups, learning hubs, discussion pyramids, and facilitated connected learning MOOCs. Platforms and apps also launched to support grouping in open online courses.
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Doctoral studies Year 2 the journey continues
- 1. Developing a flexible collaborative learning framework for open cross-institutional Academic Development courses at postgraduate level Chrissi Nerantzi PhD student, Edinburgh Napier University Academic Developer Manchester Metropolitan University @chrissinerantzi the journey continues... Year 2: turning into a toddler ccGeeHock,imagesource: https://farm5.staticflickr.com/4093/4741884552_be5c88e6b9_z.jpg
- 2. coocs: discovered on the 15 Jan 14
- 3. 16 Jan 2014
- 5. #BYOD4L: next experiment, a magical open box (5 days 27-31 Jan 14)
- 6. FDOL141 Feb-March 14 92% of all who completed worked in groups. 52% of those working in groups completed. FDOL131, FDOL132, FDOL141
- 7. FDOL132 Findings: initial survey 17 completed Countries: UK 37%, Sweden 37%, other 26% Age range: 35-54 82% Gender: 35% male, 65% female Qualifications: 53% Doctoral qualification, 35% Postgraduate qualification, 12% undergraduate qualification •All employed ( 88% HE and 12%Public Sector) •Participated in online courses before 88 % •Participated in an open online course before 47% Learning values to be an open learner To connect with others To collaborate To be supported by a facilitator Application to practice Prior experience Working in groups 77% Problem-Based Learning 30% Online collaboration 38% Social media in a professional capacity 50%
- 8. FDOL132 Findings: final survey Final survey: 11 completed Mode of participation Group member 91% Autonomous learner 9% Study hours per week 55% 3 h, 27% 5h, 18% over 5 Main reason for not participating in a specific aspect of the course: TIME Learning values •Structured course •Variety of synchronous & asynchronous engagement opportunities •Flexibility •Resources •Communication •Feedback from facilitators, peer and others •Recognition for study •Group work > participation was often a struggle Personal Learning goals achieved 100% Learning goals •Technologies for learning •Problem-based Learning •Learning in groups •Open learning •Open course design Facilitation (satisfaction) Support 100% Participation in online discussions 100% Provision of regular feedback 64%
- 9. FDOL132 Key observations perceived importance of specific features for learning initial survey final survey group work 82% 64% feedback on work 59% av 70% (60% facilitator, 80% peers) formal recognition for study (credits) 18% 50% informal recognition for study 47% 78% independent study 100% 100% facilitator support 100% 100%
- 10. critical voices against the M word
- 11. massive?
- 13. How about a map for non- MOOC open educational offers? http://openeducationeuropa.eu/en/european_scoreboard_moocs
- 18. Is the language changing?
- 22. Mon 03/03/2014 21:33 To:Nerantzi, Chrissi; Dear Chrissi, The text is horrible - was I really so bad? I wonder if you used a software for automatic transcription? The software appears to have flaws which can be critical if the texts are the basis for your scientific work. No idea how you will analyse the texts phenomenographically - but I am only a physician. Maybe Martin Heidegger and Edmund Husserl will help you? Good luck and best regards FDOL132 participant
- 23. Join our open educational adventure 10-15 March 14 http://www.celt.mmu.ac.uk/flex/oer week.php Launch of the North-West OER Network
- 24. draft 17 March 2014
- 25. Opening up education (SEP 13)
- 28. March 14 > groups new to MOOCS? I have a problem with the SHOULD! How about could, also give them the choice?
- 29. March 14 • onlinelearninginsights.wordpress.com/2014/0 3/30/an-unique-approach-to-a-xmooc- learner-centric-course-design • Unique cMOOC design??? To check
- 30. 3 March 14 PGR Conference
- 34. HEA future unsure (April 2014)
- 35. Getting ready for OER14 28-29 April 14
- 36. April 2014
- 37. the language is changing
- 38. Free online course the new MOOC?
- 39. ocTEL 2, April 14 (different language)
- 40. Futurelearn (April 2014) charging for Statement of participation
- 41. Community indicator Framework (CiF) Galley et al. (2010) 2. Participation • Sustained over time • Commitment from a core group of participants • Emerging roles and hierarchy 3. Cohesion • Support and tolerance • Turn taking and response • Humour and playfulness 1. Identity • Group Self-awareness • Shared language and vocabulary • Sense of community 4. Creative capacity • Igniting sense of purpose • Multiple points of view expressed and contradicted or challenged • Creation of knowledge links and patterns CiF
- 45. watching videos not enough focus more contextualised learning what people bring
- 46. CLMOOC (connected learning MOOC) facilitated and groups
- 48. Mobile MOOC - 20 May 14
- 49. 22 May 2014
- 50. Coding has started 10 June 2014 Really messy process, loads of nodes, too many at the moment? Forming categories will be a challenge
- 51. June 2014
- 52. announcement about Karolinska & Lund course June 2014
- 53. MOOC students are passive (June 2014)
- 54. SOOCs an evolution? June 2014 Harvard Business School
- 55. July 2014
- 57. July 2014
- 59. #BYOD4L: 2nd iteration (5 days 14-18 July 14 with 5 institutions)
- 62. European open ed
- 65. October 2014 “learning as collaboration” (Nerantzi, 11. 10.14) new term? after studying the literature on cooperative and collaborative learning and attempting to come up with my definition which is collaboration as a process for learning. collaborative meaning making, that does not need to be linked to a shared goal or product. Focus of collaboration is the learning process.
- 66. Dr Liz Bennett: Digital Practitioner Framework • key findings • limitations
- 67. Feeling a failure! • Degree determination panel meeting • Was given 3 months extension to re-submit 15 Oct 14
- 69. 20 Oct 14: EMMA - multilingual MOOCs, EU funded project
- 73. all about groups in open courses
- 74. “(about) groups in open courses timeline” 2007 Dron & Anderson discuss the degree of connectedness in online settings, and recognise that there are groups, networks and collectives 2007 November: Stephen Downs dismisses the notion of groups in networks altogether by stating that networks are diverse and require autonomy in contrast to groups which require belonging. But he recognises that there are communities of practice in networks. 2013 January: Coursera, Fundamentals of Online Education: Planning and Application > Group chaos 2013 February: open course FDOL using simplified PBL and COOL FISh design for working in group as a choice FDOL131, FDOL132, FDOL141 – multiple learning modes possible 2013 March: George Siemens “MOOC providers will need to include problem based learning and group learning in their offerings”. 2013 March: Futurelearn MOOCs and rolling groups of 10, 20, 30... 2013 May: Coursera introducing the ‘blended’ MOOC model (MOOC-based learning and on campus (Learning hubs) 2013 June: Prof. Dianne Laurillard proposes the “pyrarmid discussion group” 2013 August: Feminist Anti-MOOC: or DOCC distributed open collaborative course 2013 August: ds106 University of Mary Washington, group projects (stand alone for individuals and groups since spring 2014) – different universities have used ds106 jpining the network 2013 September: University of Maryland & Vanderbilt University creating learning communities through cross-institutional open courses using Coursera 2013 September: Harvard SPOOCs – small private online courses (smaller class sizes, still free) 2013 November: Coursera introduces learning partners ‘peer groups of learners’ 2014 January: Prof.Dianne Laurillard about the myths of MOOCs: unsupervised learning, students supporting each other and education as a mass customer industry 2014 February: NovoEd “placing students in groups at the start of the course”
- 75. • Dron and Anderson (2007) discuss the degree of connectedness in online settings, and recognise that there are groups, networks and collectives while Downes (2007) appears to dismiss the notion of groups in networks altogether by stating that networks are diverse and require autonomy in contrast to groups which require belonging. However, Downes recognises that there are communities of practices within networks. Isn’t this a form of belonging too? For Downes (2007) “Networks offer that path that isn't the individual and isn't the group, doesn't force you to choose between the individual and the group.” Rather than ask a question, how does this help to inform your argument for doing the research. If this is a critique of Downes’ notion or conception of autonomy within groups it should be developed further and not just stated as a question to enhance your critique of this work and to make clear that this is part of your developing argument.
- 76. January 2013
- 77. #FDOL131, #FDOL132, #FDOL141 Flexible, Distance and Online Learning an open course using COOL FISh http://fdol.wordpress.com/ Twitter: @openfdol an open course using Problem-Based Learning developed by Chrissi Nerantzi & Lars Uhlin linked to PhD research project by Chrissi Nerantzi
- 78. discussions about PBL in MOOCs? George Siemens, 10 March 2013, http://www.elearnspace.org/blog/2013/03/10/group-work-advice-for-mooc-providers/
- 80. May 2013 Blended learning: a new thing?
- 81. “Pyramid discussion group” by Prof. Dianne Laurillard
- 82. http://www.insidehighered.com/news/2013/08/19/feminist-professors-create-alternative- moocs Distributed open collaborative course US cross-institutional initiative (Aug 13)
- 83. http://ds106.us/open-course/ First open version August to December 2013 stand alone for individuals and groups since Spring 2014
- 84. cross-institutional courses (US) "This trans-institutional and interdisciplinary MOOC sequence will provide an exemplar of how intentionally coordinated MOOCs can create learning communities that cut across traditional institutional and disciplinary boundaries."
- 85. The SPOCS are here!!! small private online courses • http://www.bbc.co.uk/news/business-24166247
- 86. Nov 13 – coursera introduces learning partners, turning online into supported blended
- 89. • Carpe Diem - Learning Design MOOC led by Prof. Gilly Salmon – use of groups
- 90. at George Mason University using ds106:grouping but from same uni
- 95. CLMOOC (connected learning MOOC) facilitated and groups
- 96. 22 May 2014
- 97. June 2014
- 98. In February 2014 UoPeople received accreditation from the Distance and Education Training Council, a U.S. Department of Education authorized accrediting agency.