Presentation giving an overview of the first steps in a study looking at the impact of mobile accessibility on learner interactions in an open, online course. This presentation was given during mLearn12 in Helsinki, finland.
Designing Learning in the Digital Age - Global Meta-trends affecting EducationVanguard Visions
Educational business models are changing around the world, requiring educators and education systems to re-think their approaches to learning and education. Allison will provide an overview of the global meta-trends affecting education and its impact on the way we design learning in the digital age.
Building a Hybrid Learning Environment - Augmenting the Classroom with Conver...Atul Pant
How can teachers create a hybrid learning environment to augment their classroom teaching with online conversation and collaboration. This presentation, which I made at Allahabad University in Oct 2012, looks at the reasons why a hybrid approach is much needed and gives an overview of mostly free tools that can be used to create such a learning experience.
DLDA Global Meta-trends Impacting Education & Training -130213Vanguard Visions
Education and training business models are changing around the world. These changes are requiring educators and educational leaders to re-think their approaches to learning and assessment to remain relevant and/or competitive.
This session will provide an overview of the global meta-trends impacting education and training, and highlight how they are effecting the way we should be designing learning in the digital age.
Designing Learning in the Digital Age - Global Meta-trends affecting EducationVanguard Visions
Educational business models are changing around the world, requiring educators and education systems to re-think their approaches to learning and education. Allison will provide an overview of the global meta-trends affecting education and its impact on the way we design learning in the digital age.
Building a Hybrid Learning Environment - Augmenting the Classroom with Conver...Atul Pant
How can teachers create a hybrid learning environment to augment their classroom teaching with online conversation and collaboration. This presentation, which I made at Allahabad University in Oct 2012, looks at the reasons why a hybrid approach is much needed and gives an overview of mostly free tools that can be used to create such a learning experience.
DLDA Global Meta-trends Impacting Education & Training -130213Vanguard Visions
Education and training business models are changing around the world. These changes are requiring educators and educational leaders to re-think their approaches to learning and assessment to remain relevant and/or competitive.
This session will provide an overview of the global meta-trends impacting education and training, and highlight how they are effecting the way we should be designing learning in the digital age.
Is your institute visible online and ready for the knowledge age? Analyze it ...Inge de Waard
This presentation gives some options to analyze your own educational institution and see whether the organization is competitively positioned for the knowledge age: digital skills, online visibility, knowledge management...
Culture and learning in the digital age: experiences from Brussels and the w...Frederik Questier
F. Questier, Culture and learning in the digital age: experiences from Brussels and the world, Guest lecture at Communications University of China, School of Distance and Continuing education, 14/10/2010. On request of the audience, an introduction to Belgian culture was added.
What Do Academics and Educators Do on Social Media and Networks? What Do Thei...George Veletsianos
A presentation to the Canadian Institute of Distance Education Research. In this talk I draw on empirical studies conducted by a number of researchers (including work by myself and Royce Kimmons) to examine academics’ and educators’ participation in networked spaces. These studies point to three significant findings: (a) increasingly open practices that question the traditions of academia, (b) personal-professional tensions in academic work, and (c) a framework of identity that contrasts sharply with our existing understanding of online identity. - See more at: http://www.veletsianos.com/#sthash.73brAcX2.dpuf
The presentation shows 5 main trends for e-learning - it is a starting point for discussions, slides can be re-used for workshops on trend identification and roadmapping
Solving the Case of the Disengaged LearnerKarl Kapp
Engaging learners is a difficult task. They are constantly confronted with distractions and demands on their time. So how can we create instruction that pulls learners into the content and helps them gain the knowledge required to be successful? How do we grab and hold a learner's attention? How do we motivate them to engage with the content we are teaching? Participate in this session and engage in solving this mystery in this interactive, presentation.
Based on the bestselling book, The Gamification of Learning and Instruction, this session includes many examples of using game-elements, game-thinking, and gamification to engage and motivate learners.
And, yes, you will play a polling game in this session. Discover firsthand how research-based practices and game-thinking are used to engage learners, increase learning, and lead to performance driven results.
Solving the Case of the Disengaged LearnerKarl Kapp
Grabbing and holding the attention of learners is getting harder and harder. In fact, the average person sends or receives more than 150 text messages a day. This means your learner's attention is not always focused on the content you have designed or are delivering to them. How do you design instruction that engages and motivates the learner? How do you make learning exciting, interesting, and memorable? The answer is to use evidence-based techniques to engage and motivate. This presentation will use an audience response system and a case study to demonstrate the key elements required to make learning engaging. You will learn five techniques for creating engaging and memorable learning events all while playing a game. Don't miss this energetic and fun presentation.
Is your institute visible online and ready for the knowledge age? Analyze it ...Inge de Waard
This presentation gives some options to analyze your own educational institution and see whether the organization is competitively positioned for the knowledge age: digital skills, online visibility, knowledge management...
Culture and learning in the digital age: experiences from Brussels and the w...Frederik Questier
F. Questier, Culture and learning in the digital age: experiences from Brussels and the world, Guest lecture at Communications University of China, School of Distance and Continuing education, 14/10/2010. On request of the audience, an introduction to Belgian culture was added.
What Do Academics and Educators Do on Social Media and Networks? What Do Thei...George Veletsianos
A presentation to the Canadian Institute of Distance Education Research. In this talk I draw on empirical studies conducted by a number of researchers (including work by myself and Royce Kimmons) to examine academics’ and educators’ participation in networked spaces. These studies point to three significant findings: (a) increasingly open practices that question the traditions of academia, (b) personal-professional tensions in academic work, and (c) a framework of identity that contrasts sharply with our existing understanding of online identity. - See more at: http://www.veletsianos.com/#sthash.73brAcX2.dpuf
The presentation shows 5 main trends for e-learning - it is a starting point for discussions, slides can be re-used for workshops on trend identification and roadmapping
Solving the Case of the Disengaged LearnerKarl Kapp
Engaging learners is a difficult task. They are constantly confronted with distractions and demands on their time. So how can we create instruction that pulls learners into the content and helps them gain the knowledge required to be successful? How do we grab and hold a learner's attention? How do we motivate them to engage with the content we are teaching? Participate in this session and engage in solving this mystery in this interactive, presentation.
Based on the bestselling book, The Gamification of Learning and Instruction, this session includes many examples of using game-elements, game-thinking, and gamification to engage and motivate learners.
And, yes, you will play a polling game in this session. Discover firsthand how research-based practices and game-thinking are used to engage learners, increase learning, and lead to performance driven results.
Solving the Case of the Disengaged LearnerKarl Kapp
Grabbing and holding the attention of learners is getting harder and harder. In fact, the average person sends or receives more than 150 text messages a day. This means your learner's attention is not always focused on the content you have designed or are delivering to them. How do you design instruction that engages and motivates the learner? How do you make learning exciting, interesting, and memorable? The answer is to use evidence-based techniques to engage and motivate. This presentation will use an audience response system and a case study to demonstrate the key elements required to make learning engaging. You will learn five techniques for creating engaging and memorable learning events all while playing a game. Don't miss this energetic and fun presentation.
How MOOCs help to enhance your skill and careerGovind Sharma
This presentation about using Massive Open Online Courses (MOOCs) to enhance your skill, increase employability and to manage your career. This is part of the presentation I gave to my employees during one of the employee engagement activities
This worksheet will enable teachers to self assess in order to remain relevant and in line with the goal of transforming education into the 21st cenury. This worksheet was developed by the DepEd. I am making it available in my site with the sole goal of spreading information to the farthest corners of the nation.
This is the National Competency Based Teachers Standard or NCBTS developed by the Academic Community, and other concerned government agencies to transform teaching into 21st century standards and the teachers as a globally competent individuals.
MOOCs are a great way to engage international learners. But in order to do so, the learning environment must be mobile accessible. This presentation gives some pointers on what to take into account in MOOCs and links to MOOC mobile learner interaction research. This deck of slides was presented during UNESCO's mobile learning week in February 2013.
mLearning and MOOCs as an optimal training environmentInge de Waard
This presentation merges the benefits from mobile learning and MOOCs. The presentation was given during one of ADL Interagency Mobile Learning Webinars on 16 July 2013.
In this keynote for Anglia Ruskin University's Digifest 2016 I introduced the idea that a convergence of emerging digital contexts is creating a tipping point in understanding the hybrid learning space. This changes the relationships we have with our students and signals at last that digital lifewide learning shifts the balance from a teaching or content-centred paradigm to learning paradigm.
The implications are staff and students need to learning the literacies of this connectivist learning environment.
Merging social media, mobile learning, MOOC optionsInge de Waard
Presentation given during the Learning Solutions conference 2014. It focuses on different learning affordances, organizational and learner challenges and solutions related to social media, mobile learning and MOOCs and suggests options to combine all these training technologies to come to a seamless learning environemt.
EMMA Summer School - Eleonora Pantò - Exploring EMMA: the use of social media...EUmoocs
This workshop aim to discuss some good practices used in emma in order to increase student engagement through social media and also how to promote you mooc.
We’ll present some tools and discuss pros and cons.
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/
Slides from a talk by Scott Wilson in the "Web 2.0: Behind The Hype" panel session given at the Institutional Web Management Workshop 2006 on 15 June 2006.
See <http: />
OEB 2023 Co-learning To Speed Up AI Implementation in Courses.pptxInge de Waard
This presentation shares the steps that EIT InnoEnergy teachers have taken to get up to speed with AI. The presentation shares use cases, tools, pedagogical options to embed AI in courses, and tools regarding assessments. The presentation was given at Online Educa Berlin 2023.
Keynote AI assessment tools: online exams and tools.pptxInge de Waard
This keynote gives an overview of why and how AI tools for assessment purposes can be used. One part of the presentation covers AI-based Proctoring Systems, another part moves closer into AI tools for assessments, and a last part looks at university guidelines, ethical considerations, some pedagogical options to embed AI tools for students while they work on projects, and some AI tool resources.
Sharing share the toolkit that was made by Stella Lee, PhD. in alignment with the InnoEnergy teachers' needs and requests. Explore the toolkit and try out some of the curated tools per teacher area (administration, research, teaching & learning). And feel free to share resources, or add questions related to #AI topics and join the AI for teachers community on LinkedIN (https://www.linkedin.com/groups/12892003/ )
This 20 slide presentation, starts with an overview of AI, showing some AI tools, and sharing examples of AI for education options. The learning outcome of this presentation is to provide AUW students an insight into AI and how they can use it within their courses. By including short examples, it makes it easier to embed AI interactions into their courses.
OEB CoP November 2022 overview ppt.pptxInge de Waard
Short overview of pedagogical approaches (moonshot approach, Case method, Challenge Based Learning) used at EIT InnoEnergy to enhance Community of Practitioners across students, teachers, business, start-ups ... across the EIT CommUnity. How these learning approaches lead up to a stronger Community of Practitioners between Master students, Teachers, Businesses, Policy Makers and other stakeholders.
2021 KTH SoTL keynote on Learning SpacesInge de Waard
Learning spaces become ever more important if we want to stay on top of the need to re/upskill people. The learning space of a university now coincides with professional learning spaces and personal learning spaces. Which learning spaces are there, and which actions do we need to take to increase the effect of learning spaces on the necessary learning? Have a look.
A conceptual framework for learners self directing their learningInge de Waard
5 slides sharing information on the chapter I wrote for the book "Emerging Technologies and Pedagogies in the Curriculum. It also refers to an early Ethics in AI slide deck, expressing the need and urgency of making AI effects transparent.
Student & Learner evaluation during and post COVID19Inge de Waard
These are the slides from a webinar I gave for the EDEN NAP series (European Distance Education Network). The session focuses on proctoring tools for online exams, the use of Open Book Exams and looks into online group exams as a means to cover multiple online evaluations.
Building the Skills Engine: our dreams realise the futureInge de Waard
These are the slides from a talk I gave at Online Educa Berlin 2019. The talk focuses on the skills engine, an AI engine (Natural Language Processing) that is
Learners self-directing their learning in MOOCs #Ectel2019Inge de Waard
Informal learning in MOOCs is under-investigated. In this presentation we share how adult learners self-direct their learning when engaging in FutureLearn MOOCs. Five areas influence self-directed learning: individual characteristics, technical and media elements, individual & social learning, structuring learning and context. This study also identified two inhibitors or enablers of learning: intrinsic motivation and personal learning goals, where these two factors increase or decrease the dynamics in the five areas of SDL.
Artificial Intelligence in Education focusing on the Skills3.0 projectInge de Waard
This presentation was given during the Elearning Fusion conference in Warsaw, Poland - April 2019. The presentation begins with a bit of algorithm, AI, machine learning history and background, provides some examples of AI in learning and finalizes with the Skills 3.0 project where InnoEnergy is working on.
Artificial Intelligence in Education focusing on the Skills3.0 projectInge de Waard
This presentation was given during the Elearning Fusion conference in Warsaw, Poland - April 2019. The presentation begins with a bit of algorithm, AI, machine learning history and background, provides some examples of AI in learning and finalizes with the Skills 3.0 project where InnoEnergy is working on.
This talk was given at a multiplier event organised by the University of Wolverhampton as part of the MOONLITE project (refugees, languages and moocs). In this presentation I share the experiences and approaches used to design one of the first MOOCs allround, and the first MOOC focused on mobile learning. The presentation looks at pedagogy, technology, community and impact of the course.
UNESCO learning week: HR, adaptive learning in the Deap project questioning i...Inge de Waard
This brief ppt gives an idea of the Skills 3.0 or DEAP project that I am currently co-working on (me for the educational part) together with my other great InnoEnergy colleagues. The project combines the emergence of skills and competencies identified through a Human Resource oriented AI (screening industry road maps), analyzing engineering resumes and answering the resulting skills gap to an adaptive learning path by reusing learning elements in an 'intelligent way’.
MOOCs and personal learning: reality or myth?Inge de Waard
This keynote was given during the TISLID18 conference in Ghent, Belgium. The talk focuses on two informal learning cases involving MOOC learners, and ends with questioning the personal learning myth that accompanies MOOCs.
Cost and time efficient dynamic learning defInge de Waard
Four practical options to enhance learner interaction in blended classes, cost efficient use of content, and ensuring teachers are used for their knowledge expertise by using flipped lectures.
Instructional Design Variation matrix - work in progressInge de Waard
Een Nederlandstalige presentatie over het concept (met voorbeelden) van de Instructional Design Variation matrix die momenteel wordt geschreven. Gegeven tijdens een van de break-out sessies bij LearningTechDay in Gents.
3. Background: MobiMOOC = MOOC lab
• Different facilitator approaches (passive, active,
participatory…)
• Different course architecture (linear, branching…)
• Different learning/teaching dynamics (behaviorist => social-
constructivist/connectivist)
• Different durations
4. About MobiMOOC
A Massive Open Online Course (MOOC) on mobile
learning (mLearning) => MobiMOOC
1250 learners, 17 facilitators, 9 weeks, 14 mLearning
topics:
2 core course spaces:
Course wiki (http://mobimooc.wikispaces.com/)
Course discussion group
https://groups.google.com/group/mobimooc2012
• MobiMOOC 2011, first run: April-May 2011
• MobiMOOC 2012, September 2012
5. MOOCs: Appropriateness & Affinity
90% Of active participants said the MOOC format was
appropriate for their learning communities
42.5% Of active participants connected with other participants to
collaborate on projects after MobiMOOC
MOOCs: ubiquity through mobile
77.5% Accessed MobiMOOC via mobile
61.3% Location independence
56.8% Temporal independence
6. MOOC history
MOOC
history
3
2
1
MOOC Natural
learning
design realm
7. Contemporary MOOCs: 2 main types
cMOOC xMOOC
First MOOC format to be developed MOOC format on the rise at Universities
More connectivist learning oriented: More behaviorist learning oriented:
George Siemens Burrhus Frederic Skinner
Based on dialogue Based on student/content
More informal (participant input & More formal (behaviorist approach: easier
content production), open badges for assessment and accreditation)
Network building, trust in collaboration,. Less networking, trust in content and
institution
Ad Hoc learner space: Learning Quilt Fixed LMS: Coursera, Udacity…
Social media rich Social media used
Expert learning, Community of Personal accreditation, lifelong learning
Practitioners (CoP), lifelong learning for basics, personal knowledge increase,
high knowledge workers starting from basic information.
Room for emergence More stick to the plan
High drop out, free in most cases
What do you need? iMOOC?
9. History
2007 – the Wiley wiki 2007: Alec Couros
Social Media and Open Education
An Open Course based in a wiki
An Open Course based in a wiki
Participants from around the
world contributed to the creation Participants from around the
of the course world contributed to the creation
of the course
11. Connectivism as core theory
Principles of connectivism:
• Learning and knowledge rests in diversity
of opinions.
• Learning is a process of connecting
information sources.
• Learning may reside in non-human
appliances.
• Capacity to know more is more critical
than what is currently known
• Nurturing and maintaining connections is
needed to facilitate continual learning.
• Ability to see connections between fields,
ideas, and concepts is a core skill.
• Decision-making is itself a learning
process.
George Siemens (2005 – Connectivism - a
learning theory for the digital age)
12. xMOOC
Started with the Artificial Intelligence course of
Stanford: lots of student interest, as well as non-
Stanford students => high enrollment
13. www.EdX.org
• Came from MitX, open courseware
• Now: open, online courses for free
• Not-for Profit foundation.
• Goal: social agents and automated assessment editors to cater massive
amounts of students
16. Focus of this presentation: cMOOC
• Expert learning: people joining have their own interest
• International openness, language sensitive and tolerant
• Socio-constructivist
• Connectivist: professional learning networks / community
• Corporate CoP oriented
18. Dialogue and networking
Around the campfire – One person is not enough, the team
dialogues and narratives = network makes the genius
= strength
By following discussions, key
thinkers become visible
19. Biggest shift => human teaching factor
Challenges for
• Overall coordinators
• Helpdesk and architecture
• Topic specific facilitators / guides-on-the-side
• Learners
=> More interactions, more emergence!
20. Digital literacy is essential for all
Raising digital literacy
with emerging tools
increases the learners
capacity to function in
todays connected world
Most people use it, but … does it work for learning?
21. The coordinator & facilitators keep
everyone extra motivated
• Everyone knows her/his role and the challenges
of a MOOC (chaos, overload)
• Facilitators are guides-on-the-side
• Round up mails are provided per week
• Keeping people motivated by connecting and
keeping informed and course oriented
• Provide guidance for self-regulated learning
• Get in touch with potential drop-outs
=> interactions are stimulated
22. Overall coordinator actions
Building trust and communicate important actions:
• Mail/tweet/G+/Facebook overview
• Mail/tweet/G+/Facebook upcoming seminars
• Mail/tweet/G+/Facebook important discussions
23. It is all about connecting
about learner interactions
28. Mobile enabled social media Why use it Knowledge Age Challenge
tool Addressed
Blogs To reflect on what is learned, or Self-regulated learning.
what the learner thinks is of Lifelong Learning.
(Examples: wordpress, blogger, importance. Becoming active, critical content
posterous) Keeping a learning archive. producer.
Reflecting on the learning itself. .
Commenting on content.
Discussion enabler: Listserv This type of online tool uses e- Enabling dialogue.
mail to keep everyone informed. Collaboration.
(Examples: google groups, With many of the listserve’s you Self-regulated learning.
yahoo groups) can choose how you want your Informal learning.
mails to be delivered (e-mail
digest: e.g. immediate, once a
day, once a week), which adds
to self-regulated learning.
Generating and maintaining
discussions.
Getting a group feeling going via
dialogue.
Social Networking Building a network of people that Enables networking.
can add to the knowledge Collaboration.
(examples: Facebook, Google+, creation of the learner. Enabling dialogue.
LinkedIn) Informal learning.
Becoming active, critical content
producer.
Link to Google document with more social media tools
30. The research: learner interactions in a
ubiquitous MOOC course
“how does mobile accessibility impact the social
learner interactions of adult learners in an
informal, open, online course?”
32. A new research frontier!
Where mLearning is
traditionally seen as
independent of
time/location,
contextualized and
personal… the same can be
said of MOOCs.
Recent research hints on
several similarities: the
community that is built, the
impact of social media and
the surplus for informal and
continuous learning...
33. Where can I find my research hook?
mLearning literature => challenges
• Frohberg et al. (2009) screened 1469 publications and
categorized 102 mobile projects => “communication
and collaboration play a surprisingly small role in
Mobile Learning projects” (p. 1)
• Researchers did/do mention social interactions: e.g.
Looi et al. (2010) and Kukulska-Hulme (2009)
mentioned the importance of moving the focus away
from the mobile technology and towards the social
practice it enables.
• There is also a proposal to extend the social spaces in
which learners interact with each other, embracing
both formal and informal learning.
34. How to define mobile learning?
• "learning across multiple contexts, through
social and content interactions, using personal
electronic devices" (Helen Crompton, 2012).
35. How to define MOOC’s?
A (connectivist) Massive, Open, Online Course is a
course format which uses social media extensively to
build the ad hoc learner community and to allow
discussions, networking and resulting learning to take
place… sometimes chaos.
36. Bigger picture for all of us:
why is this research needed?
We must optimize open, online course learning.
Building a strategy for educational quality in an increasing
competitive world:
Udacity, Coursera, EdX … all free, open, online courses by big
universities => they corner a potential global learner market
(marketing, profiling).
(xMOOC = more behaviorist, student-content oriented)
We (academic, learner-centered teachers…) need to put
something of high quality to the learners in order to
attract global learners.
37. A research idea is born
“how does mobile accessibility impact the
social learner interactions of adult learners in
an informal, open, online course?”
….. first hurdles
38. How to define learner interactions?
The term ‘learner interaction’ refers to all interactions that are
undertaken by (adult) learners. These interactions can cover
any content:
social presence (social/personal)
cognitive presence (intellectual/academic)
These interactions are reflected in written dialogues and or
discussions, connecting to other participants via social media
commenting, engaging in informal information exchange, or
simply communicating.
• Seems easy enough ….
39. Aim of the research
Short run: to see whether there is an impact or a difference in
learner interactions.
Long run: improved ubiquitous learning environment, where
depending on a set of factors the learning environment is
optimized to support optimal learner interactions.
40. Community of Inquiry framework for
analyzing learner interactions
• It assumes that effective online learning requires the development
of a community (Rovai, 2002; Thompson & MacDonald, 2005; Shea,
2006) that supports meaningful inquiry and deep learning.
• The learner interactions under investigation: social presence
(personal interactions between course participants) and cognitive
presence (cognitive, academic or intellectual interactions between
participants).
41. Methodology
• This study will use a sequential explanatory mixed methods design, which
is a procedure for collecting, analyzing and “mixing” both quantitative and
qualitative data:
– Step 1: data from online survey
– Step 2: 1o1 interviews qualitative data (not fully analyzed yet, coming soon)
• how are the learner dynamics different for mobile and non-mobile
learners? (the use’s and the use not’s)
42. MobiMOOC 2012
Research environment
3 week MOOC on mobile learning (mLearning), Sept. 2012
12 topics: introduction to mLearning, planning mLearning,
mHealth, corporate mLearning, train-the-trainer, mobile
learning curriculum framework, global impact of mLearning,
augmented mLearning, mobiles for development (m4D),
mobile gaming, mobile activism for education, bridging
mLearning theory and practice.
MobiMOOC course wiki: http://mobimooc.wikispaces.com
Group:
https://groups.google.com/forum/#!forum/mobimooc2012
43. Data from online survey
• 36 respondents
• 18 participants used a mobile device to access MobiMOOC
• Sections: general information, mobile and social media use,
types of learner interactions, mobile use during
MobiMOOC.
44. How important is it for your personal learning
to engage in learner interaction? (n=35)
45. Which type of learner interactions did you
engage in during the course? (n=36)
46. For what reason did you access the
material with a mobile device ? (n=18)
Time
Location
47. Benefits of engaging in (n=34)
Social presence (personal/social) Cognitive presence (academic/intellectual)
Enriching ideas Learning from other disciplinary fields
Increasing my friends in a network based on Getting to know different perspectives on
mutual interest similar topics to increase knowledge
Having fun Enhancing my knowledge base
Informal chat leads to ideas you are looking It links up more with a learning strategy,
for easier to keep focused
Addresses the urge for self-fulfillment Feeling part of a professional community
Active Personal Learning Network (PLE) Contacts for potential projects
Learned more from informal than formal Opens lifelong learning options
Active English language use Getting and offering help and ideas
48. Why enter into (n=34)
Social presence (social/personal) Cognitive presence
(academic/intellectual)
Getting to know people with similar Work at the university/company/institute
interests
Similarities of situations, see what we Quality of the discussions
share
Learning is a social experience, the more Formal accreditation or obtaining a title
you engage in it, the more you learn
The environment lends itself to it, more Getting a thesis/project/plan on the rails
open
Content of the interaction will draw me in Sharing expertise
Observing the world and be part of it Increasing my knowledge
Informal interaction is engaging in itself Keep on top of challenges in a changing
world
49. Challenges realized afterwards
Looking at it in hind side:
• Need for sharper learner analytics software, details on all actions: timing,
itinerary to action…
• Definitions into what personal professional is decreases as informal
learning increases… definitions are subject to multiple, personal
interpretations.
• Wide diversity in mobile devices should be analyzed per type for their
learner interactions => different usage, due to different affordances and
personal preferences.
• Improving questions! (e.g. which factors influenced you to use mobile or
not => should have follow-up question, ranking media was not linked to
reasons…)
• In a MOOC it is tough to decide what is a personal/social interaction and
what consists of an academic/intellectual interaction: they are intertwined
in many cases.
Getting some of these challenges cleared with the 101 interviews.
50. First wild ideas
• Need for improved learner analytics:
smartphone, tablets, computers (time, location…)
• Based on learner analytics create social agents
(immediate location of potential drop-outs,
addressing in automated personal messages
those learners with less activity, mapping
networks, picking up learner preferences)
• Based on social agents: planning learner
centered actions (delivering content in a different
way, engaging them with others…)
• Data mining software would be great!
51. Please, show us the literature!
Here is a link to
the current
literature
review
(draft leading towards
thesis).
52. A warm-hearted thank you!
• A big thank you to Prof. Mohamed Ally and Prof. Marti
Cleveland-Innes for their feedback on my thesis proposal,
pushing me towards research.
• And a warm-hearted thank you to that wonderful
mLearning research community, all of you, constantly
inspiring, motivating and … making sure research is
scrutinized at regular intervals.
• Athabasca University Rocks! You Rock!
53. Contact me: questions, networking…
E-mail: ingedewaard (at) gmail.com
Blog: ignatiawebs.blogspot.com
Twitter: http://twitter.com/Ignatia
Publications:
http://www.ingedewaard.net/pubconsulpres.htm
Presentations: http://www.slideshare.net/ignatia
linkedIn: http://www.linkedin.com/in/ingedewaard
And feel free to talk to me right here, right now!
53
Editor's Notes
Setting the stage:look aroundyou, meet yourneighbours, we are all in thistogetherDim lights / close eyesA nicechildhoodplayground memoryWhathappens: lurkers, actors, leaders, fun…The playground intro
How mLearning relates to MOOCsWhen looking at mLearning and MOOCs one cannot help but see similarities in its time and space autonomy, the community that is built, and the contextualization that takes place by the fact that everyone brings their experience to the center of the learning community. Connecting is now possible across time, space and contexts. mLearning, connectivism, and its practical format the MOOC, fit these new contemporary facts.
The fact that dialogue is a core aspect of both communication and learning results in the idea that the MOOC format could also benefit other communities due to its open and human nature of constructing new knowledge as well as its very human characteristic of connecting to peers. This idea is strengthened by the fact that 90% of the participants indicated that they believe a MOOC format is appropriate for their learning communities.It also resulted in 42.5% of the participants taking the final survey indicating that they connected to other participants in order to collaborate on projects after MobiMOOC.
History, naturallearning environment, design of architecture, cost benefit and ROI, MobiMOOC real life example
History, naturallearning environment, design of architecture, cost benefit and ROI, MobiMOOC real life example
History, naturallearning environment, design of architecture, cost benefit and ROI, MobiMOOC real life example
Corediscussionspacesand course outlineSocial media implementationUbiquitous access: withadditional focus on mobile access and benefits of m-access (time andlocationindependence, context related)
Variety of people, different tools anddevicesusedbyallCentral discussionspace (list serve: accessible via mobile andall, requiresonly basic digital literacy)Course outline in a centralspace, the compass to move through the course components
Social media implementation: knowyour tool affordanceanduseDon’tjust do it for the sake of it: walk the talkAffordancesdefine the usability of the tool: sharing multimedia, setting up group activities, enhancing real life environments…Leave room for individualadditions (blogposts, other tools shared…)
As devices go wild (tablets, smartphones, netbooks, ebooks, laptops, desktops…), keep access simple: in the Cloud (companies increasinglydevelop for the cloud, not for specificdevices)Let the learnersbringtheirowndevices (BYOD) Social media’s increasingwide access Mobile devicesrule for the modern daylearners: flexibility to learn no matter which personal or professional demandsandsituations