The Learning Tracker - A Learner Dashboard that Encourages Self-regulation in...Ioana Jivet
Although Massive Open Online Courses (MOOCs) have the potential to make quality education affordable and available to the masses, completion rates are extremely low due to the to the high level of autonomy and self-regulated skills that MOOCs require.
The aim of the present work is to investigate how self-regulated learning skills can be enhanced by encouraging metacognition and reflection in MOOC learners by means of social comparison. To this end, following an iterative process, we have developed the Learning Tracker, an interactive widget which allows learners to visualise their learning behaviour and com-
pare it to that of previous graduates of the same MOOC. Each iteration was extensively evaluated in live TU Delft MOOCs running on the edX platform while engaging over 20.000 MOOC learners.
Our results show that learners that have access to the Learning Tracker are more likely to graduate the MOOC. Moreover, we have observed that the widget has a positive impact on learners’ engagement and reduces procrastination. Based on our results, we argue that the mere fact of receiving feedback on a limited number of learning habits could trigger self-
reflection in learners and lead to improved learner performance.
Keynote given by Rebecca Ferguson at the University of Leeds Centre for Research in Digital Education Research Symposium on 16 May 2019. You can download the Innovating Pedagogy reports from http://www.open.ac.uk/blogs/innovating/
The language of mentoring has become established within the workplace and has gained ground within education. As work-based education moves online, we see an increased use of e-mentoring. This presentation explores some of the challenges involved in forming and supporting mentoring relationships virtually, and the solutions afforded by online social learning and Web 2.0.
The Learning Tracker - A Learner Dashboard that Encourages Self-regulation in...Ioana Jivet
Although Massive Open Online Courses (MOOCs) have the potential to make quality education affordable and available to the masses, completion rates are extremely low due to the to the high level of autonomy and self-regulated skills that MOOCs require.
The aim of the present work is to investigate how self-regulated learning skills can be enhanced by encouraging metacognition and reflection in MOOC learners by means of social comparison. To this end, following an iterative process, we have developed the Learning Tracker, an interactive widget which allows learners to visualise their learning behaviour and com-
pare it to that of previous graduates of the same MOOC. Each iteration was extensively evaluated in live TU Delft MOOCs running on the edX platform while engaging over 20.000 MOOC learners.
Our results show that learners that have access to the Learning Tracker are more likely to graduate the MOOC. Moreover, we have observed that the widget has a positive impact on learners’ engagement and reduces procrastination. Based on our results, we argue that the mere fact of receiving feedback on a limited number of learning habits could trigger self-
reflection in learners and lead to improved learner performance.
Keynote given by Rebecca Ferguson at the University of Leeds Centre for Research in Digital Education Research Symposium on 16 May 2019. You can download the Innovating Pedagogy reports from http://www.open.ac.uk/blogs/innovating/
The language of mentoring has become established within the workplace and has gained ground within education. As work-based education moves online, we see an increased use of e-mentoring. This presentation explores some of the challenges involved in forming and supporting mentoring relationships virtually, and the solutions afforded by online social learning and Web 2.0.
Supporting Higher Education to Integrate Learning Analytics_EUNIS20171107Yi-Shan Tsai
This talk summarised the SHEILA project and its preliminary findings. It was presented at the EUNIS (European University Information Systems) workshop on 7 November 2017.
Using Dashboards to Enhance Authentic Professional Learning Capabilities Dr M...ePortfolios Australia
A key challenge facing commerce students on graduation is the ability to demonstrate industry ready capabilities such as critical analysis, and problem solving (Bolton 2018). To prepare for this challenge, higher education needs to design assessments that prepare students for corporate expectations. However, many students struggle with the presenting the critical analysis needed for commerce assessments. Dashboards are widely used within industry as tools to draw together volumes of information from diverse sources, track performance and make strategic decisions (Grewal, Motyka & Levy 2018; Schlee & Karns 2017). Adapting this idea, we have developed assessment tasks that utilise a dashboard design to help students structure their research, present analysis and develop insight as a way to articulate their professional capabilities. The dashboards are embedded in an early assessment in a first year University commerce course and provide visual layouts that guide students to manage the research and analysis.
A case study of reflective learning online Eloise Tan
Slides from presentation by Eloise Tan, Dublin City University at annual CELT conference at NUIG, 2012. http://www.nuigalway.ie/celt/conference/conference12.html
ePortfolios and English language learners Christine Grimmer, John BourkeePortfolios Australia
How does creating online professional identities, articulating learning goals and developing reflective text in PebblePad engage international students in enhancing language proficiency and professional learning? Join us as we share the journey of our international students on a professional studies intensive program at Griffith. Our engaging story reveals the capacity of the digital portfolio to motivate international students by recognising existing professional skills and experiences, and providing a supportive platform for growing language capability.
Lessons learned? The digital future of educationTexthelp
As Coronavirus forced schools to close and caused an overnight shift to remote learning, our EdTech Strategist, Patrick, answers key questions on what we have learned during this unprecedented time and what the digital future of education will look like. Including the impact on policy & budget and the EdTech tools that are likely here to stay.
Supporting High Impact Practices with portfolio-based learning Alison PootePortfolios Australia
"Born out of a recognition that today’s graduates need to be responsible global citizens, aware of and respectful of other cultures, and equipped to respond to the challenges the future holds, High-Impact Practices (HIPs) offer a structure to help educators create learning cultures designed to develop the whole person and nurture graduates who are genuinely future-ready. HIPs were first proposed by George Kuh (2008) and his research suggests that when done well, they can enhance student success, retention and engagement. This presentation will introduce the eleven HIPs, the elements essential to making practice meaningful and high-impact, and the central role that portfolios can play in supporting these practices. A number of international examples of portfolio practice will be showcased to demonstrate this theory in action.
Kuh, G. D. (2008). High-impact educational practices: What they are, who has access to them, and why they matter. Washington, DC: Association of American Colleges and Universities.
"
A Curated Conversation on MOOCs in the Uk held at the altMOOCsig at UCL on 27th June 2014. Contributions from various British academics including Diana Laurillard, Shirley Ellis, Frances Bell, Jenny Mackness Amy Woodgate as well as Curtis Bonk & some colleagues from the USA. Event organised by Mira Vogel. Slides still being edited & updated, last update July 24. Should be completed by 27 July 2014
The potential of #MOOC for learning at scale in the Global South. Diana Lauri...eraser Juan José Calderón
The potential of #MOOC for learning at scale in the Global South. Diana Laurillard y Eileen Kennedy. Centre for Global Higher Education working paper series. @ResearchCGHE
My Challenge Based Learning preso for the 2010 Cahuilla CUE Mini Tech Fair.
Challenge Based Learning video by Alas Media can be seen @ http://www.vimeo.com/14224208
Our research goes back to first principles about what good assessment and feedback looks like at this point in the 21st century.
Prof David Nicol, who developed the widely used REAP (re-engineering assessment practice) principles, will join us to discuss how his current thinking is evolving.
We will discuss David’s findings in the context of our landscape review and look at how this group may help take the work forward.
Presentiation by Prof David Nicol, Research professor: teaching excellence initiative, Adam Smith business school, University of Glasgow
Keynote presentation from the CDE’s Research and Innovation in Distance Education and eLearning conference, held at Senate House London on 19 October 2012. Conducted by Prof Diana Laurillard (London Knowledge Lab).
The critical role of teachers in optimizing technologies for open learningalanwylie
Keynote presentation by Diana Laurillard, London Knowledge Lab, Institute of Education, for the DEHub/ODLAA Education 2011 to 2021- Global challenges and perspectives of blended and distance learning the (14 to 18 February 2011).
Wightman Director of Architecture Greg Monberg presented this at LearningSCAPES 2017 in Atlanta, GA. The presentation focused on how design thinking can jump start the creative process in planning for innovative learning environments.
Supporting Higher Education to Integrate Learning Analytics_EUNIS20171107Yi-Shan Tsai
This talk summarised the SHEILA project and its preliminary findings. It was presented at the EUNIS (European University Information Systems) workshop on 7 November 2017.
Using Dashboards to Enhance Authentic Professional Learning Capabilities Dr M...ePortfolios Australia
A key challenge facing commerce students on graduation is the ability to demonstrate industry ready capabilities such as critical analysis, and problem solving (Bolton 2018). To prepare for this challenge, higher education needs to design assessments that prepare students for corporate expectations. However, many students struggle with the presenting the critical analysis needed for commerce assessments. Dashboards are widely used within industry as tools to draw together volumes of information from diverse sources, track performance and make strategic decisions (Grewal, Motyka & Levy 2018; Schlee & Karns 2017). Adapting this idea, we have developed assessment tasks that utilise a dashboard design to help students structure their research, present analysis and develop insight as a way to articulate their professional capabilities. The dashboards are embedded in an early assessment in a first year University commerce course and provide visual layouts that guide students to manage the research and analysis.
A case study of reflective learning online Eloise Tan
Slides from presentation by Eloise Tan, Dublin City University at annual CELT conference at NUIG, 2012. http://www.nuigalway.ie/celt/conference/conference12.html
ePortfolios and English language learners Christine Grimmer, John BourkeePortfolios Australia
How does creating online professional identities, articulating learning goals and developing reflective text in PebblePad engage international students in enhancing language proficiency and professional learning? Join us as we share the journey of our international students on a professional studies intensive program at Griffith. Our engaging story reveals the capacity of the digital portfolio to motivate international students by recognising existing professional skills and experiences, and providing a supportive platform for growing language capability.
Lessons learned? The digital future of educationTexthelp
As Coronavirus forced schools to close and caused an overnight shift to remote learning, our EdTech Strategist, Patrick, answers key questions on what we have learned during this unprecedented time and what the digital future of education will look like. Including the impact on policy & budget and the EdTech tools that are likely here to stay.
Supporting High Impact Practices with portfolio-based learning Alison PootePortfolios Australia
"Born out of a recognition that today’s graduates need to be responsible global citizens, aware of and respectful of other cultures, and equipped to respond to the challenges the future holds, High-Impact Practices (HIPs) offer a structure to help educators create learning cultures designed to develop the whole person and nurture graduates who are genuinely future-ready. HIPs were first proposed by George Kuh (2008) and his research suggests that when done well, they can enhance student success, retention and engagement. This presentation will introduce the eleven HIPs, the elements essential to making practice meaningful and high-impact, and the central role that portfolios can play in supporting these practices. A number of international examples of portfolio practice will be showcased to demonstrate this theory in action.
Kuh, G. D. (2008). High-impact educational practices: What they are, who has access to them, and why they matter. Washington, DC: Association of American Colleges and Universities.
"
A Curated Conversation on MOOCs in the Uk held at the altMOOCsig at UCL on 27th June 2014. Contributions from various British academics including Diana Laurillard, Shirley Ellis, Frances Bell, Jenny Mackness Amy Woodgate as well as Curtis Bonk & some colleagues from the USA. Event organised by Mira Vogel. Slides still being edited & updated, last update July 24. Should be completed by 27 July 2014
The potential of #MOOC for learning at scale in the Global South. Diana Lauri...eraser Juan José Calderón
The potential of #MOOC for learning at scale in the Global South. Diana Laurillard y Eileen Kennedy. Centre for Global Higher Education working paper series. @ResearchCGHE
My Challenge Based Learning preso for the 2010 Cahuilla CUE Mini Tech Fair.
Challenge Based Learning video by Alas Media can be seen @ http://www.vimeo.com/14224208
Our research goes back to first principles about what good assessment and feedback looks like at this point in the 21st century.
Prof David Nicol, who developed the widely used REAP (re-engineering assessment practice) principles, will join us to discuss how his current thinking is evolving.
We will discuss David’s findings in the context of our landscape review and look at how this group may help take the work forward.
Presentiation by Prof David Nicol, Research professor: teaching excellence initiative, Adam Smith business school, University of Glasgow
Keynote presentation from the CDE’s Research and Innovation in Distance Education and eLearning conference, held at Senate House London on 19 October 2012. Conducted by Prof Diana Laurillard (London Knowledge Lab).
The critical role of teachers in optimizing technologies for open learningalanwylie
Keynote presentation by Diana Laurillard, London Knowledge Lab, Institute of Education, for the DEHub/ODLAA Education 2011 to 2021- Global challenges and perspectives of blended and distance learning the (14 to 18 February 2011).
Wightman Director of Architecture Greg Monberg presented this at LearningSCAPES 2017 in Atlanta, GA. The presentation focused on how design thinking can jump start the creative process in planning for innovative learning environments.
Learning Futures: Project Inception Event 4 November 2014
Rainmaking Loft, International House,
1 St Katharine’s Way, London, E1W 1UN
Prof A. Armellini, University of Northampton
Assessment and Feedback Using ePortfolios: Shifting to a New Paradigm of Prac...ePortfolios Australia
ePortfolio practice focuses on reflective pedagogies and iterative submissions of student assessment responses. Students are encouraged to store learnings in their ePortfolio to showcase their strengths to different audiences. Innovations in practice come and go depending on buy-in and resource allocation. Once again, the world is significantly changing and the ‘new’ future of post COVID-19 remains ambiguous. In this paper, we propose a paradigm shift that facilitates a dialogic process around the collection of feedback a student receives in their ePortfolio. The design of an assessment regime sets the stage for active student participation in curating their individual feedback from self, peers, educators or industry. The aim of this process is for students to get a personalised reconstruction of their learning progress, through collaborative and social learning opportunities. In this paper we will offer further explanation of how this paradigm impacts practice in today’s digital era.
Quality assurance of MOOCs: The OpenupEd quality labelJon Rosewell
The OpenupEd quality label is a quality enhancement approach to e-learning, tailored specifically to MOOCs. I will briefly introduce the OpenupEd quality label, show how it relates to other e-learning quality frameworks, and outline the ways in which it can be used, ranging from informal self-assessment to a full external review. Which of the benchmarks could contribute to enhanced design of MOOCs? Are the benchmarks sufficiently detailed? Do they capture all important aspects?
Facilitating student-led teaching and content creation through technology: Us...RichardM_Walker
User-led design reflects a paradigm shift in pedagogic practice, re-envisioning the role of students as producers rather than consumers of learning. Implicit in this design approach is an acknowledgement that students have the skills and capability to engage in collaborative knowledge creation activities and to develop their learning as producers of content.
Through a presentation of case examples, we report on how user-led principles have been applied to the design of blended learning courses at the University of York (United Kingdom), with learning technology employed to support active learning opportunities for our students. The blended courses each incorporated activities encouraging participants to develop their own learning and teaching resources, engaging them in the mastery of key skills and concepts. We present an engagement model for active learning derived from the case examples, and use this as a stimulus for a broader discussion on effective design approaches to support student-led teaching and content creation activities.
We then go on to discuss the instructional responsibilities associated with the successful delivery of student-led activities within blended courses. Research tells us that instructional support for online learning requires differing strategies to facilitate effective group learning and participant-led activities and can lead to instructors assuming different roles in their online interactions with students. Reflecting on the case studies, we discuss common challenges that instructors may face in the design of student-led activities and present strategies for the effective delivery of student-led teaching and content creation activities, based on a five-stage blended delivery model that has been used to guide academic staff at the University of York.
Flipped Classroom A Concept for Engaging Nursing Students in Learningijtsrd
Technological advancement have been created many aspects in leaning, which is immense force on our younger generation to keep themselves abreast with the new and advance technology in nursing science to impart education. This technology to augment these current education strategies. Nursing educators have to evolve innovative pedagogy and model techniques to prepare this generation for future challenges as the training periods are getting relatively shorter. Out of those most exciting advancements in the modern classroom is flipped. It hinges on the idea that students learn more effectively by using class time for small group activities and individual attention. It is also known as Inverted classroom, such innovation that can empower a learner to develop critical thinking skills and master ways to imbibe vast information by engaging students in active teaching learning process. Over the last few years, Flipped Classroom has rapidly gained popularity among faculty and administrators of institutes around the globe Teachers then assign students lecture materials and presentations to be viewed at home or outside of the classroom day, prioritizing active learning. The purpose of education is to move forward, improve and express. Flipped Classroom pedagogy has become popular in several different courses in Higher Educational Institutions. Information Technology have become an integral part of the teaching learning process in academic courses at Higher education institutions, opening the way for the emergence of different pedagogical models like e Learning, Blended Learning and the Flipped Classroom. Dr. Sarika Saxena | Mr. Mohit Sharma | Dr. Alka Saxena "Flipped Classroom: A Concept for Engaging Nursing Students in Learning" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-6 , October 2021, URL: https://www.ijtsrd.com/papers/ijtsrd46447.pdf Paper URL : https://www.ijtsrd.com/medicine/nursing/46447/flipped-classroom-a-concept-for-engaging-nursing-students-in-learning/dr-sarika-saxena
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
2. Plan
1. Principles
2. Quality enhancement
3. Raising the VLE bar
4. Pedagogic innovation (or absence of it)
a. Flipping right!
b. MOOCs
5. Conclusions
@alejandroa 2
3. Principles
• Quality of teaching central to the quality of the
student experience
• Transformational learning experiences can be
achieved through inspirational teaching
• Knowledge and learning are open, mobile,
connected and scalable
3@alejandroa
4. Quality enhancement
Deliberate steps at provider level to improve the
quality of students' learning opportunities.
Quality assurance generates information for quality
enhancement to take place. Enhancement is a
routine part of the way that higher education is
managed.
(QAA, 2014)
4
@alejandroa
5. Gathering of
robust
information for
systematic QA
Systematic
analysis at
strategic level
Identification of
good practice
and areas for
improvement
Deployment of
enhancement
initiatives
Initiatives result
in actions that
impact on the
quality of
learning
opportunities
Enhancement
process
monitored
5
(Adapted from QAA, 2014)
12. Level Focus Key features
12
@alejandroa
VLE design benchmarks
13. VLE design benchmarks
Level Focus Key features
Foundation Delivery Absolute minimum expected
Course information, handbook and guides
Learning materials
13
@alejandroa
14. Level Focus Key features
Foundation Delivery Absolute minimum expected
Course information, handbook and guides
Learning materials
Intermediate
Essential in all
‘blended’ courses
Participation In addition to ‘Delivery’:
Online participation designed into the course.
Tasks provide meaningful formative scaffold.
Online participation encouraged and moderated, but not
assessed.
14
@alejandroa
VLE design benchmarks
15. Level Focus Key features
Foundation Delivery Absolute minimum expected
Course information, handbook and guides
Learning materials
Intermediate
Essential in all
‘blended’ courses
Participation In addition to ‘Delivery’:
Online participation designed into the course.
Tasks provide meaningful formative scaffold.
Online participation encouraged and moderated, but not
assessed.
Advanced
Essential in all fully
online courses
Collaboration In addition to ‘Delivery’:
Regular learner input designed into course & essential
throughout.
Online tasks provide meaningful scaffold to formative and
summative assessment.
Collaborative knowledge construction central to a productive
learning environment & part of assessment.
15
@alejandroa
VLE design benchmarks
19. Content dump vs learning pathway
Trawl through stuff vs use a scaffold
Hidden learning outcomes
vs explicit alignment
Push content vs engage
Upload vs design
Resource vs course
Deliver vs teach
19@alejandroa
20. Task 1
What do these four concepts
have in common?
1. Over-promises and
under-delivery
2. Relentless optimism
3. Innovation
4. Potential
21. Innovation
“A new idea or a further development of an
existing product, process or method that is
applied in a specific context with the
intention to create a value added”.
(Kirkland and Sutch, 2009)
21
@alejandroa
22. What exactly is pedagogic innovation?
Definitions in the literature are:
– Lacking: people write about innovation without ever
stating what it is
– Vague or recursive
– Mistaken. For example, using technologies in
learning and teaching activities is not per se a
pedagogic innovation
22
@alejandroa
23. Task 2
With a friendly
neighbour, define
“pedagogic innovation”.
Note: avoid using the
terms you’re defining in
the definition itself.
24. Pedagogic innovation
“Adapting to characteristics of students and
responding to their development is an inherent
aspect of pedagogy. […] These adaptations
can be considered innovations if are based
[sic] on a new idea and when they have the
potential to improve student learning, or when
they are linked with other outcomes […]”
(Vieluf, Kaplan, Klieeme & Bayer, 2012)
24
@alejandroa
25. Pedagogic innovation
“What is an innovation in one education system
may be well-established practice in another;
what is appreciated as an improvement may be
rejected elsewhere.”
(Vieluf et al., 2012)
@alejandroa 25
26. Task 3
With your friendly
neighbour (or with a
different one!) consider
whether or not “the flipped
classroom” constitutes
“pedagogic innovation”.
If it does, indicate one
pedagogic innovation
criterion the flipped
classroom meets.
If it does not, indicate
your reasons.
31. Task 4
Now consider whether or
not MOOCs are
“pedagogically
innovative”.
If they are, indicate what
pedagogic innovation
criteria MOOCs meet.
If they are not, indicate
your reasons.
35. Key features of MOOCs
Armellini & Padilla (JIOL, forthcoming)
36. MOOCs are pedagogically innovative (15.1%)
• Failed to justify, define pedagogic
innovation or identify criteria
• Confused innovation with novelty or
enthusiasm
• Identified other forms of innovation in
MOOCs (e.g. scope, scale) but couldn’t
make claims of a pedagogic nature
• “Potential”
Armellini & Padilla (JIOL, forthcoming)
37. MOOCs are not pedagogically innovative (84.9%)
- part 1
• Traditional
• Content-centric: “shovelware”
• Glorified resources: MOORs
• Technologically flamboyant (when things work)
• “MOOCs in themselves are not pedagogically
innovative, but with some imagination they
could be helpful”
Armellini & Padilla (JIOL, forthcoming)
38. • An innovation in marketing, not in pedagogy
• Regressive, anachronistic, chaotic
• Cost-cutting devices, masqueraded as
‘democratic’, ‘open’ and ‘free’ courses
• Over-hyped, low completion, low value,
disposable, no recognition, quality
assurance or rigour
• cMOOCs seen more positively than
xMOOCs
Armellini & Padilla (JIOL, forthcoming)
MOOCs are not pedagogically innovative (84.9%)
- part 2
39. Task 5
Find your friendly neighbour again
and consider these two questions:
a. Think of your autobiography as a
student. Share an example of
pedagogic innovation, which you
experienced as a learner.
b. Share one criterion that, in your
view, innovative pedagogic practice
in HE should meet or exceed.
@alejandroa 39
40. Old wine in new bottles?
Task 6
Old wine
Learners generate content as
homework, which is used creatively in
the following seminar
Course in a (digital) box
Talk to your classmates
New bottles
Flipped classroom
xMOOC
Social learning
Learners bring their books and pencil
cases (among many other
technologies)
Loops of personalised assessment for
learning & feedback
Study on the bus or train, on campus
or at home
Teaching methods
Bring your own device (BYOD)
Dynamic assessment
Mobile learning
Pedagogies
@alejandroa 40
41. Task 7: next steps
What will your next
pedagogic innovation
be?
(be very specific!)
@alejandroa 41
42. “Now please redesign your course _____”:
…For employability
…For WBL
…To include more technology-enhanced learning
…For Team-based learning
…For blended learning
…So we have an online version of it
…To meet the new institutional challenges and priorities
@alejandroa 42
Redesign as a habit
43. • Pedagogic innovation is the exception, not
the rule.
• There’s far less innovation than meets the
eye.
• Pedagogic innovation keeps us refreshed,
motivated and engaged with what we do.
BUT…
@alejandroa 43
Conclusions: innovation and
excellence
44. Pedagogic innovation is important in excellent
teaching, but not a prerequisite for it.
Conclusions: innovation and
excellence
Examples of papers with no clear, explicit definition of pedagogical innovation:
Conole, G., De Laat, M., Dillon, T., & Darby, J. (2008). ‘Disruptive technologies’,‘pedagogical innovation’: What’s new? Findings from an in-depth study of students’ use and perception of technology. Computers & Education,50(2), 511-524.
Salmon, G. (2005). Flying not flapping: a strategic framework for e-learning and pedagogical innovation in higher education institutions. Research in Learning Technology, 13(3), 201-218.
Sharples, M., Adams, A., Ferguson, R., Gaved, M., McAndrew, P., Rienties, B., Weller, M., & Whitelock, D. (2014). Innovating Pedagogy 2014: Open University Innovation Report 3. Milton Keynes, UK: The Open University.
Vieluf, S., Kaplan, D., Klieeme, E. & Bayer, S. (2012). Teaching Practices and Pedagogical Innovation: Evidence from TALIS. OECD Publishing. http://dx.doi.org/10.1787/9789264123540-en
If we consider this true, then anything could be considered innovative!
A “definition”: “Adapting to characteristics of students and responding to their development is an inherent aspect of pedagogy. […] These adaptations can be considered innovations if are based on a new idea and when they have the potential to improve student learning, or when they are linked with other outcomes (such as improving the health of students, preventing teenage violence or drug abuse, or improving the job satisfaction and well-being of teachers)” (Vieluf, Kaplan, Klieeme & Bayer, 2012).
Vieluf, S., Kaplan, D., Klieeme, E. & Bayer, S. (2012). Teaching Practices and Pedagogical Innovation: Evidence from TALIS. OECD Publishing. http://dx.doi.org/10.1787/9789264123540-en
If we consider this true, then anything could be considered innovative!
A “definition”: “Adapting to characteristics of students and responding to their development is an inherent aspect of pedagogy. […] These adaptations can be considered innovations if are based on a new idea and when they have the potential to improve student learning, or when they are linked with other outcomes (such as improving the health of students, preventing teenage violence or drug abuse, or improving the job satisfaction and well-being of teachers)” (Vieluf, Kaplan, Klieeme & Bayer, 2012).
Ale
Ale
Ale
Esto se puede reemplazar con las anteriores dos diapositivas.