This document discusses innovative pedagogy and teaching and learning at massive scale in MOOCs. It outlines some of the advantages and challenges of massive participation for learners, educators, and society. The advantages include support from other learners, access to diverse resources and perspectives, potential increased access to education, and global impact. Challenges include needing skills to learn online, finding trustworthy resources, supporting inexperienced learners, and managing large educator workloads. Effective learning design and platform design can help maximize advantages and minimize challenges by facilitating questions and answers, filtering resources, and considering accessibility.
Presentation for the Open Education Week about the State of Open Education global and TU Delft on Monday 9th of March 2015 for the Open Education Week Seminar at TU Delft
An introduction to Open Educational Resources delivered to coursework masters students at the University of Cape Town March 29, 2012. Covers open education resources, Creative Commons licensing, issues for educators engaging in open education, curation, metadata, and new forms of open education such as massive open online courses.
California Community College Faculty Motivation and Reflection on Open Textbo...Una Daly
Interviews were conducted with twelve faculty members at community colleges in California who adopted open textbooks in their teaching practice for one academic term or longer. The interviews queried faculty on motivation to undertake the adoption, pedagogical considerations, student savings and feedback, and support from other campus stakeholders.
Faculty were asked how their teaching and student learning was affected as a result of adopting an open textbook in their course. Specifically they were asked if they were collaborating more with other faculty members and whether they were now using a wider range of instructional materials in their courses. With regards to student learning, they were asked if they believed that student learning had improved or whether student retention had improved as a result of the adoption of an open and free textbook. Any unanticipated outcomes that had resulted from the adoption either in their own practice or with students was also queried.
In addition to the faculty and students, other stakeholders on campus are often involved in the decision and process to adopt an open textbook. College initiatives or pilot programs to increase access and equity were sometimes the instigators for making the change and other times it was strictly a faculty decision. Library, instructional design, and bookstore staff were other stakeholders who played roles in the adoption process.
Attend this presentation to better understand the motivations of college faculty who adopt open textbooks and how it affected their teaching practice. Hear about the challenges they encountered and any unexpected outcomes. Learn what students had to say about using open textbooks in the classroom and how it affected their learning and ability to be successful.
Presentation for the Open Education Week about the State of Open Education global and TU Delft on Monday 9th of March 2015 for the Open Education Week Seminar at TU Delft
An introduction to Open Educational Resources delivered to coursework masters students at the University of Cape Town March 29, 2012. Covers open education resources, Creative Commons licensing, issues for educators engaging in open education, curation, metadata, and new forms of open education such as massive open online courses.
California Community College Faculty Motivation and Reflection on Open Textbo...Una Daly
Interviews were conducted with twelve faculty members at community colleges in California who adopted open textbooks in their teaching practice for one academic term or longer. The interviews queried faculty on motivation to undertake the adoption, pedagogical considerations, student savings and feedback, and support from other campus stakeholders.
Faculty were asked how their teaching and student learning was affected as a result of adopting an open textbook in their course. Specifically they were asked if they were collaborating more with other faculty members and whether they were now using a wider range of instructional materials in their courses. With regards to student learning, they were asked if they believed that student learning had improved or whether student retention had improved as a result of the adoption of an open and free textbook. Any unanticipated outcomes that had resulted from the adoption either in their own practice or with students was also queried.
In addition to the faculty and students, other stakeholders on campus are often involved in the decision and process to adopt an open textbook. College initiatives or pilot programs to increase access and equity were sometimes the instigators for making the change and other times it was strictly a faculty decision. Library, instructional design, and bookstore staff were other stakeholders who played roles in the adoption process.
Attend this presentation to better understand the motivations of college faculty who adopt open textbooks and how it affected their teaching practice. Hear about the challenges they encountered and any unexpected outcomes. Learn what students had to say about using open textbooks in the classroom and how it affected their learning and ability to be successful.
Open educational resources sharing content and knowledge differently is a dri...EduSkills OECD
Why have ICT and the internet – which profoundly changed production and distribution in so many sectors and improved productivity – not had the same impact on education so far?
• Open Educational Resources (OER) can be seen as a social innovation (not a technological one) with the potential of reforming (not revolutionising) education if they are linking to what we know about learning and to what teachers need
Plenary sessions: the power of digital for change - Jisc Digifest 2016Jisc
With Dr Paul Feldman, chief executive, Jisc, Professor David Maguire, chair, Jisc, Professor Andrew Harrison, professor of practice at University of Wales Trinity St David and director, Spaces That Work Ltd, Professor Donna Lanclos, associate professor for anthropological research, UNC Charlotte
Sustaining OER innovation through collaboration and partnership Simon Thomson (Leeds Metropolitan University) and Andy Beggan (University of Nottingham) Facilitated by Peter Bullen.
How can technology help us meet the needs of a wider range of learners?Jisc
Chair: Julia Taylor, subject specialist (accessibility and inclusion), Jisc.
Speakers:
Mike Sharples, The Open University / FutureLearn
Mike Snowden, University of Huddersfield
One of the arguments often made for technology-enhanced learning is that it enables greater flexibility for learners and institutions, enabling learners to vary the mode, pace and place of their learning, and making it easier for non-traditional and geographically distributed students to participate and be supported. In order for this to happen, though, we need to explore new models of provision and delivery, making the most of what technology can offer.
In this workshop presenters from a range of HE providers will share how they design learning opportunities and support that is flexible enough to meet the needs of a wide range of students, and will consider the impact on providers and students.
Delegates will discuss how these insights can be applied in their own situations.
Using the work of the OER Research Hub at the Open University, different types of OER users are identified. The different strategies for reaching these audiences are considered
Community College Consortium for OER Panel: Increasing Student Retention and ...Una Daly
Presentation at the Online Teaching Conference Jun 18, 2015 in San Diego, CA:
The cost of textbooks has been identified as a major barrier for students completing their education. Colleges seeking to increase student retention and success are promoting the use of open educational resources and open textbooks to reduce costs and improve pedagogy. A key strategy for college adoption campaigns has been participating in communities of practice. Members of the Community College Consortium for OER (CCCOER) will share their best practices and other tactics for nurturing a national community of practice focused on open education.
Etienne Wenger defines communities of practice as “groups of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly.” With over 250 member colleges in 19 states and provinces, CCCOER encourages collaboration between members and invites OER project presentations at monthly online meetings. Experienced members advise those who are just getting started on OER and best practices are freely shared. Access to a community of college OER experts through our advisory listserve allows new members to quickly find and adopt the highest quality OER available. Meetups at regional and national conferences provide an opportunity to share and promote the OER adoption successes of our members with colleagues in higher education.
Hear from this panel of OER experts about how they promote open textbooks and OER adoption at their colleges:
Una Daly, Director of CCCOER and Curriculum Design at the Open Education Consortium. Panel facilitator.
Katie Datko: Interim Associate Dean of Distance Education and Instructional Designer, Pasadena City College.
James Glapa-Grossklag, Dean of Educational Technology, Learning Resources, and Distance Learning, College of the Canyons, President of CCCOER Advisory
Barbara Illowsky: Dean of Basic Skills & OER, CCC Online Ed Initiative and Mathematics professor at De Anza College.
Cherylee Kushida: Distance Education Coordinator and Computer Science professor at Santa Ana College.
OER and Accessibility with Open BCcampus and CU PhET SimulationsUna Daly
Please join the Community College Consortium for Open Educational Resources (CCCOER) for aenabld car license free and open webinar on selecting and creating open educational resources that support all learners regardless of disabilities. The mission of the Open Education community is to expand access to education, which highlights the importance of ensuring that OER used in the classroom follow guidelines for accessibility as well as affordability.
Speakers will share their experiences in adapting open textbooks and interactive science simulations to meet the needs of diverse learners. Important standards including the international Web Content Access Guidelines (WCAG 2.0) from the Worldwide Web Consortium will be introduced and the role they play in developing accessible digital content.
Date: Wed, October 14, Time: 10 am PST, 1:00 pm EST
Featured Speakers:
Amanda Coolidge, Open Education Manager, Open BCcampus
Will describe the process of user testing open textbooks with post-secondary students who have print disabilities focusing on lessons learned in this process and how this data fed into the creation of a toolkit on accessibility for open textbook authors.
Emily Moore, Director of Research & Accessibility, PhET Interactive Simulations, University of Colorado Boulder
Will share ways that PhET SIMs teachers currently use to support diverse learners and give an update on the main accessibility efforts in the prototype and development phase. She will also demonstrate a few of the new accessibility features that teachers can look forward to in the future.
Open educational resources sharing content and knowledge differently is a dri...EduSkills OECD
Why have ICT and the internet – which profoundly changed production and distribution in so many sectors and improved productivity – not had the same impact on education so far?
• Open Educational Resources (OER) can be seen as a social innovation (not a technological one) with the potential of reforming (not revolutionising) education if they are linking to what we know about learning and to what teachers need
Plenary sessions: the power of digital for change - Jisc Digifest 2016Jisc
With Dr Paul Feldman, chief executive, Jisc, Professor David Maguire, chair, Jisc, Professor Andrew Harrison, professor of practice at University of Wales Trinity St David and director, Spaces That Work Ltd, Professor Donna Lanclos, associate professor for anthropological research, UNC Charlotte
Sustaining OER innovation through collaboration and partnership Simon Thomson (Leeds Metropolitan University) and Andy Beggan (University of Nottingham) Facilitated by Peter Bullen.
How can technology help us meet the needs of a wider range of learners?Jisc
Chair: Julia Taylor, subject specialist (accessibility and inclusion), Jisc.
Speakers:
Mike Sharples, The Open University / FutureLearn
Mike Snowden, University of Huddersfield
One of the arguments often made for technology-enhanced learning is that it enables greater flexibility for learners and institutions, enabling learners to vary the mode, pace and place of their learning, and making it easier for non-traditional and geographically distributed students to participate and be supported. In order for this to happen, though, we need to explore new models of provision and delivery, making the most of what technology can offer.
In this workshop presenters from a range of HE providers will share how they design learning opportunities and support that is flexible enough to meet the needs of a wide range of students, and will consider the impact on providers and students.
Delegates will discuss how these insights can be applied in their own situations.
Using the work of the OER Research Hub at the Open University, different types of OER users are identified. The different strategies for reaching these audiences are considered
Community College Consortium for OER Panel: Increasing Student Retention and ...Una Daly
Presentation at the Online Teaching Conference Jun 18, 2015 in San Diego, CA:
The cost of textbooks has been identified as a major barrier for students completing their education. Colleges seeking to increase student retention and success are promoting the use of open educational resources and open textbooks to reduce costs and improve pedagogy. A key strategy for college adoption campaigns has been participating in communities of practice. Members of the Community College Consortium for OER (CCCOER) will share their best practices and other tactics for nurturing a national community of practice focused on open education.
Etienne Wenger defines communities of practice as “groups of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly.” With over 250 member colleges in 19 states and provinces, CCCOER encourages collaboration between members and invites OER project presentations at monthly online meetings. Experienced members advise those who are just getting started on OER and best practices are freely shared. Access to a community of college OER experts through our advisory listserve allows new members to quickly find and adopt the highest quality OER available. Meetups at regional and national conferences provide an opportunity to share and promote the OER adoption successes of our members with colleagues in higher education.
Hear from this panel of OER experts about how they promote open textbooks and OER adoption at their colleges:
Una Daly, Director of CCCOER and Curriculum Design at the Open Education Consortium. Panel facilitator.
Katie Datko: Interim Associate Dean of Distance Education and Instructional Designer, Pasadena City College.
James Glapa-Grossklag, Dean of Educational Technology, Learning Resources, and Distance Learning, College of the Canyons, President of CCCOER Advisory
Barbara Illowsky: Dean of Basic Skills & OER, CCC Online Ed Initiative and Mathematics professor at De Anza College.
Cherylee Kushida: Distance Education Coordinator and Computer Science professor at Santa Ana College.
OER and Accessibility with Open BCcampus and CU PhET SimulationsUna Daly
Please join the Community College Consortium for Open Educational Resources (CCCOER) for aenabld car license free and open webinar on selecting and creating open educational resources that support all learners regardless of disabilities. The mission of the Open Education community is to expand access to education, which highlights the importance of ensuring that OER used in the classroom follow guidelines for accessibility as well as affordability.
Speakers will share their experiences in adapting open textbooks and interactive science simulations to meet the needs of diverse learners. Important standards including the international Web Content Access Guidelines (WCAG 2.0) from the Worldwide Web Consortium will be introduced and the role they play in developing accessible digital content.
Date: Wed, October 14, Time: 10 am PST, 1:00 pm EST
Featured Speakers:
Amanda Coolidge, Open Education Manager, Open BCcampus
Will describe the process of user testing open textbooks with post-secondary students who have print disabilities focusing on lessons learned in this process and how this data fed into the creation of a toolkit on accessibility for open textbook authors.
Emily Moore, Director of Research & Accessibility, PhET Interactive Simulations, University of Colorado Boulder
Will share ways that PhET SIMs teachers currently use to support diverse learners and give an update on the main accessibility efforts in the prototype and development phase. She will also demonstrate a few of the new accessibility features that teachers can look forward to in the future.
This presentation was given at the 2010 Leadership for Equity and Excellence Forum - Reinvesting in Equity: Building Bridges and Tearing Down Walls in Phoenix, AZ
21 st Century Perspectives on Teaching in Higher EdEileen O'Connor
An overview with visuals and examples of how professionally-focused higher education can integrate newer perspectives on content, learners, and technologies.
Presentation by Patrick McAndrew and Rebecca Ferguson given at the 40th anniversary of the Computers and Learning research group CALRG40) at The Open University on 19 October 2018.
Talk from iPED 2010. Reviews how Open Context Model of Learning and the PAH Continuum can be applied to the craft of teaching. References sample courses and current debates such as Digital Literacies.
openSE – open educational framework for computer science Software EngineeringAndreas Meiszner
The openSE project brings together higher education institutions, open source projects and enterprises from different countries, from Europe and beyond, to collaboratively build up a common learning ecosystem.
The openSE framework is an open approach to computer science Software Engineering and aims at the continuous provision of up to date and relevant learning materials and opportunities that match students' interests and employers' demand; providing firms with better educated employees and allow learners to acquire an enhanced set of skills than traditional educational provision does. The openSE framework will be open to any type of learner: students of partnering universities, learners from the enterprise field, or 'free learners' outside of any type of formal educational context.
Part of a series introducing Open and Open Educational Resources as a potentially high impact part of supporting the realisation of intended institutional graduate profiles, as described in Nelson Mandela Metropolitan University's Vision2020.
Edmedia2009 Thorpe Social Networkingv1v1marysthorpe
A presentation delivered at the Edmedia Conference, Hawaii 2009 by Mary Thorpe with co-authors Andrew Brasher and Philip Greaney of the Open University UK.
Slides from the learning at scale special interest group of the open technology-enhanced learning research group at The Open University in the UK (OpenTEL L@S SIG) on 15 April 2024. This online event brought together lightning talks (around five minutes each) about the OpenLearn Create platform and the many projects that have been developed on the site over the past 18 years. These include: Active teaching and learning for Africa – ZEST, Carbon Literacy project, CGIAR Genebank, Climate Compatible Growth, Digital learning in forcibly displaced communities, FIFA Guardians Safeguarding in Football Diploma, Fit for Law, Foundations for Peace, Learning languages with senior learners , Learning Resources for Global Educators, Online Counselling CPD Courses, Open Networking Lab, Open STEM Africa, OpenCreate datalog analysis, Safeguarding in the International Aid sector., School of Physical Sciences Outreach , Scots Language and Culture, Skills for Prosperity Kenya, Supporting Adolescent Girls’ Education (SAGE), Tackling antimicrobial resistance, Teacher Education in Sub-Saharan Africa (TESSA), Teacher Professional Development at Scale (TPD@Scale), and Transformation by Innovation in Distance Education (TIDE)
Short talk on responsive and sustainable education futures given by Rebecca Ferguson of The Open University in the UK at ECTEL 2023 on 8 September 2023 as part of a keynote panel.
Keynote given by Rebecca Ferguson on 21 June 2023 at 'Blurring boundaries and making connections: learning with
and from one another', an
Associate Lecturer Professional Development Online Event organised by The Open University and held online.
Learning analytics - what can we achieve together.pptxRebecca Ferguson
Keynote given on 7 June 2023 by Rebecca Ferguson of The Open University in the UK at the Learning Analytics Summer Institute (LASI) organised by the Society for Learning Analytics Research (SoLAR) in Singapore.
Innnovations in online teaching and learning: CHatGPT and other artificial as...Rebecca Ferguson
Talk given by Agnes Kukulska-Hulme and Rebecca Ferguson to SciLab (a centre for pedagogical research and innovation in business and law) at The Open University, Milton Keynes, UK on Wednesday 3 May 2023.
Slides presented (virtually) by Professor Rebecca Ferguson of The Open University at the Teach4Edu4 multiplier event held in Birmingham, UK, in January 2023. This presentation formed part of a larger workshop with multiple speakers from The Open University.
Keynote on 'Pedagogies for Today' given by Professor Rebecca Ferguson of The Open University at the International Conference on Computers in Education (ICCE 2022), a hybrid conference based in Kuala Lumpur, Malaysia.
Presentation given online by Professor Rebecca Ferguson at the 4th Annual International Conference on Research and Innovation In Education held at the University of Nairobi, Kenya, on 26 October 2022.
Presentation on Innovating Pedagogy given by Professor Rebecca Ferguson of The Open University at the International Conference on Open and Innovative Education, held in Hong Kong on 13 July 2022. The presentation was given remotely.
Introduction to Learning Analytics. Slides for Tutorial 1 led by Rebecca Ferguson at the Learning Analytics Summer Institute (LASI), June 2022, hosted online by the Society for Learning Analytics Research (SoLAR) with the University of British Columbia.
Short presentation given at the 'Building Open Science and Scholarship in SoLAR' workshop at LAK22, in March 2022. It touches on aspects of open scholarship including open access, open peer review, open thinking, open research teams, open research methods and an open research environment.
Short panel presentation given by Rebecca Ferguson at the Community of Practice on Trinity Micro-credentials First Annual Event (Continuing Education with Micro-credentials), 24 November 2021, organised online by Trinity College Dublin.
A short presentation given at the Accessible Learning, Accessible Analytics VIrtual Evidence Café at the Learning Analytics and Knowledge conference (LAK21) in April 2021
'I went to a marvellous party': a manifesto for online meetingsRebecca Ferguson
Slides presented at the Computers and Learning research group (CALRG) at The Open University, UK, in March 2021. A series of provocations about how online meetings could develop, drawing on the work of Raph Koster.
This tutorial is designed for everyone with an interest in increasing the impact of their learning analytics research. It was given by Rebecca Ferguson on 22 June 2021 at the Learning Analytics Summer Institute 2021, hosted by the University of British Columbia and held virtually.
Presentation given at VIII Semana de Formação de Professores STHEM Brasil – Módulo 1, a virtual workshop run on 25 May 2021 by faculty from the Institute of Educational Technology at The Open University, UK.
Presentation by Rebecca Ferguson to Open University PGCE Students in Wales about ‘Teaching at a Distance’. Adobe Connect webinar on 11 November 2020. Translation from English by OU Wales.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
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.
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.
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.
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.
Chapter 3 - Islamic Banking Products and Services.pptx
Innovative pedagogy at scale
1. Innovative Pedagogy at massive scale:
Teaching and learning in MOOCS
Rebecca Ferguson & Mike Sharples
Institute of Educational Technology
The Open University, UK
ECTEL 2014, Graz, Austria
3. 250 million views per year
9 million active learners
7 million course
learners
5 million OU
registered learners
MASSIVE SCALE
• Open University OpenLearn:
− 5 million registered users,
− 23 million visits,
− 11,000 hours of learning
materials
• iTunes U:
− 66 million downloads
• YouTube EDU:
− 21 million views
4. INNOVATIVE PEDAGOGY AT MASSIVE SCALE
• FutureLearn
• Company formed by
The Open University
• Launched in October 2013
• 40 partners, 37 universities
• Over 550,000 registered
learners
• Over 1 million course
registrations
• New platform,
new pedagogy
http://about.futurelearn.com/blog/
6. INNOVATIVE PEDAGOGY AT MASSIVE SCALE
• 100,000 learners
• Half the learners who start
the course contribute to
discussions
• 178 countries
− Spain, Myanmar (Burma),
Brazil, UK, China, Russia, Chile,
Italy, Algeria, Ukraine …
7. How to design teaching, learning and
assessment that improve with scale?
8. SCALING LEARNING
Some educational methods
degrade with scale
e.g. personal tutoring,
sports coaching
Some educational methods
are impervious to scale
e.g. lecturing
Which educational methods
improve with scale?
9. METCALFE’S LAW
Metcalfe, R.M.: It’s all in your head. Forbes, 20th April, 2007.
http://www.forbes.com/forbes/2007/0507/052.html
• For some networked systems the value of a
product or service increases with the number of
people using it
• The telephone system becomes more valuable to
users as more people are connected
• In two-sided networks (e.g. educators, learners)
each side needs to benefit from scale
• Learners find their opportunities to connect
increase with scale
• However, teachers find it increasingly difficult to
maintain control and support learners
• Need ways to manage and support learners
10. PERSONAL NETWORKS
Downes, S.: The Personal Network Effect. Blog posting, 4th November 2007.
http://halfanhour.blogspot.co.uk/2007/11/personal-network-effect.html.
• People are not just nodes in networks
• Network information is relevant if it is
– new
– salient
– timely
– usable
– understandable
– appropriate
– trusted
– contiguous
• Need to help people to develop effective
personal networks
11. LEARNING AT MASSIVE SCALE
Direct
instruction
through video
and slides
Can be made
more active by
e.g. embedding
quizzes
No intrinsic
benefit of scale
Can be made
more social by
e.g. viewer polls
Needs
orchestration
Networked
learning
Sharing of
expertise
Intrinsic benefits
of scale – the
more learners
the more
expertise to
share
Can be made
more valuable
through
reputation
management
and badging
Needs
mentoring
Supported open
learning
Direct
instruction,
networked
learning, and
local tutoring
Costly, though
costs do not
increase with
scale
Can be made
more valuable
through local
expertise
Needs funding
12. FUTURELEARN LEARNING AT MASSIVE SCALE
Learning as conversation
Pask, Laurillard
Visible Learning
Hattie
Narrative learning
Social-networked learning
13. CONVERSATIONAL FRAMEWORK
(adapted from Laurillard, D. (2002). Rethinking University Teaching.
A conversational framework for the effective use of learning technologies. London: Routledge)
Medium for mediating agreements
Why questions and responses
How questions and responses
Medium for collecting data, model building
and problem solving
Level of Descriptions
Learner acts to build
models and solve
problems
Partner acts to build
models and assist in
solving problems
Sets goals
Adjusts model
Acts
Modifies actions
Learner demonstrates
understanding and
problem solutions
Partner demonstrates
understanding and
elaborates problem
solutions
Offers theories and ideas
Re-describes theories
Offers conceptions and explanations
Re-describes conceptions
Level of Actions
14. Medium for collecting data, model building
and problem solving
Learner acts to build
models and solve
problems
FutureLearn videos, text, computer
code, HTML 5 simulations
15. FutureLearn videos, text, and quizzes
Learner demonstrates
understanding and
problem solutions
Educator demonstrates
understanding and
elaborates problem
solutions
Offers theories and ideas
Re-describes theories
Why questions and responses
Offers conceptions and explanations
Re-describes conceptions
16. Learner demonstrates
understanding and
problem solutions
Learner demonstrates
understanding and
elaborates problem
solutions
FutureLearn comments and replies
Offers theories and ideas
Re-describes theories
Why questions and responses
Offers conceptions and explanations
Re-describes conceptions
17. FutureLearn comments and replies,
linked to media
Why questions and responses
How questions and responses
Medium for collecting data, model building
and problem solving
Learner acts to build
models and solve
problems
Learner acts to build
models and assist in
solving problems
Sets goals
Adjusts model
Acts
Modifies actions
Learner demonstrates
understanding and
problem solutions
Learner demonstrates
understanding and
elaborates problem
solutions
Offers theories and ideas
Re-describes theories
Offers conceptions and explanations
Re-describes conceptions
18. FutureLearn small-group discussions:
Learner demonstrates
understanding and
problem solutions
Partner demonstrates
understanding and
elaborates problem
solutions
ArgueGraph, Jigsaw learning etc.
Medium for mediating agreements
Offers theories and ideas
Re-describes theories
Why questions and responses
Offers conceptions and explanations
Re-describes conceptions
19. FutureLearn learning
Medium for mediating agreements
Why questions and responses
How questions and responses
Medium for collecting data, model building
and problem solving
Learner acts to build
models and solve
problems
Learner / Partner
/Educator acts to build
models and assist in
solving problems
Sets goals
Adjusts model
Acts
Modifies actions
Learner demonstrates
understanding and
problem solutions
Learner / Partner /
Educator demonstrates
understanding and
elaborates problem
solutions
Offers theories and ideas
Re-describes theories
Offers conceptions and explanations
Re-describes conceptions
Mentoring
Orchestrating
Orchestrating
20. WHAT ARE THE IMPLICATIONS FOR PEDAGOGY
OF TEACHING AND LEARNING AT MASSIVE SCALE?
Data collection and analysis
• 18 courses from 14 universities
• Courses from October 2013 to February 2014
• Course materials, emails and discussions
• Grounded approach to analysis
• Emergent themes in the data
21. ADVANTAGES OF MASSIVE FOR LEARNERS
Massive participation offers learners
• Support from a wide range of other learners
• Resources provided by those learners in the form
of discussion and links
• Range of diverse cultural perspectives
Advantages of massive
22. SUPPORT, RESOURCES AND A VARIETY OF PERSPECTIVES
Improving Your Image:
Dental Photography
University of Birmingham
Elias Adan Gimenez Feliu
I'm one of the very few photographers in an area trice
as big as Scotland (the Paraguayan Chaco), where 8
different cultures live together. There's no record-keeping
or proper research done with regards of dental
treatment, specially among the most remote areas on
the country. I believe there's huge opportunities to
enhance the dental service through the powerful
medium that photography provides, by providing
material for research and education. Mainly to inform
central and local government and other decision
makers, about the realities the region faces, but
specially to educate patients (elderly and children)
dental workers and other professionals, that
sometimes have to travel hundreds of kilometres on
very bad roads, in order to reach a small town with no
proper facilities but where people in need of proper
treatment live.
Advantages of massive
23. ADVANTAGES OF MASSIVE FOR EDUCATORS
Massive participation offers educators
• Affective benefits
• Potentially increased access to resources
• Motivation to develop teaching practices
Advantages of massive
24. Corpus Linguistics: Method,
Analysis and Interpretation
Lancaster University
I am very passionate about the study of language
based on naturally occurring speech and writing. So
getting more people to know about it and be able to do
it is my goal
Practise what you preach, as they say. So I have decided
to do some reflective learning and blog about my
experience with our Climate Change MOOC.
Web Science: How the Web
is Changing the World
University of Southampton
ENJOYMENT, RESOURCES AND MOTIVATION
Advantages of massive
25. ADVANTAGES OF MASSIVE FOR SOCIETY
Massive participation offers society
• Potential to develop tools and resources
• Potential to develop professional practice
• Increased access to higher education
• Potential for global impact
Advantages of massive
26. DEVELOPMENT, ACCESS & IMPACT
Corpus Linguistics: Method,
Analysis and Interpretation
Lancaster University
It has been great to test
AntConc with so many new
users! In response to the
many helpful comments
Laurence has received, he
is making a new version of
the software available in
week two.
I am particularly keen for the
MOOC to reach audiences that
don’t have access to the learning
experience we provide here at
Leeds – such as those in Nepal,
which features prominently as one
of our case studies
Fairness and Nature:
When Worlds Collide
University of Leeds
British Minister of
State for Universities
and Science
MOOCs provide
the opportunity
to widen access
to our world-class
universities and
to meet the
global demand
for higher
education
Advantages of massive
27. CHALLENGES OF MASSIVE
Challenges of massive participation include
• Need the skills to learn together online
• Need to be able to search for and locate
trustworthy support and resources
• Widening access brings in inexperienced learners
• Educators may be overwhelmed by workload
Advantages of massive
28. SUPPORTING INEXPERIENCED LEARNERS TO LEARN TOGETHER ONLINE
Fairness and Nature:
When Worlds Collide
University of Leeds
We have provided a short video to highlight
a few points to help make your learning
experience effective and enjoyable. The
video includes:
Preparing to learn […]
Listening and reflecting […]
Making notes […]
Communicating with others
Challenges of massive
29. Introduction to
Forensic Science
University of Strathclyde
You have been actively engaged in
the discussions, which is excellent,
thank you, but with more than
23,000 participants it means that
our responses and comments risk
getting lost. One way to ensure we
keep in touch with all of you is by
sending out our weekly email – like
this one
LOCATING TRUSTWORTHY RESOURCES
Challenges of massive
30. Introduction to
Forensic Science
ENGAGING LEARNERS AT DIFFERENT LEVELS
University of Strathclyde
This will be primary school material for
some of you and exactly the opposite
for others. It is just not possible to tailor
the material to each of you […] If it
appears too technical, forget the detail
and concentrate on the higher level
principles; if you think ‘yes I know all
about that’ we’d encourage you to be
an active participant in the learning
community
Challenges of massive
31. HIGH LEVELS OF ENGAGEMENT – MANAGING WORKLOAD
Good Brain,
Bad Brain: Basics
University of Birmingham
I have been amazed and impressed by the
level of interest and input – 1800 of you
have posted at least one comment. If you
posted something hoping to get a reply but
haven’t then I am sorry, but me and my
four mentors have been doing our best to
monitor what’s going on in between doing
our usual activities.
Challenges of massive
32. LEARNING DESIGN AND PLATFORM DESIGN
We can design to increase the benefits and reduce
these challenges by
• Creating learning designs that take the benefits
into account
• Making it straightforward to ask questions and
receive answers
• Providing ways of filtering and navigating
resources
• Designing for accessibility
33. DESIGNING FOR MASSIVE FROM THE START
Learning design and platform design
Learning design tools
help educators to plan
for massive as they
consider different types
of learning activity,
including:
• delivered
• reflection
• collaboration
• conversation
• networking
• browsing
• assesssment
37. TEACHING AND LEARNING AT MASSIVE SCALE
• Exploit the knowledge of peers
• Use recommender tools to promote expertise and
enable trustworthy support
• Employ expert educators, equipped with live
analytics, as a valued scarce resource
• Use social network tools, such as filtering and
following, to enable ‘education 2.0’
• Build on the benefits of many cultural and
cognitive perspectives
• Help learners to develop enduring social learning
networks