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"Successfully organizational, methodological and pedagogical approaches to Lifelong Learning programs in the United States"
Presentation at ITEA-2013, IRTC, Kyiv, Ukraine
http://itea-conf.org.ua/2013/
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Keynote for British Council / Microsoft Deep Learning Event, Kuala Lumpur, May 2015
http://www.britishcouncil.my/events/asean-deep-learning-policy-series
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Slides for panel discussion at British Council / Microsoft Deep Learning Event, Kuala Lumpur, May 2015
http://www.britishcouncil.my/events/asean-deep-learning-policy-series
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For the Solution Design Summit (SDS), a new program feature created for OLC Innovate 2016, small teams (e.g. 3-5 people) will submit a challenge from their respective organization and/or institution that requires a creative, multi-disciplinary approach. Selected teams will receive feedback on their SDS proposal, be invited to join the SDS workshop session at the start of the conference to network with peers and solicit feedback from experts, be provided an opportunity to “pitch” (i.e. 10 minute presentation) their ideas during the #OLCInnovate conference where participants can ask questions or give feedback, and share with the OLC community after Innovate 2016 concludes.
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There is no one right way to use technology to underpin the curriculum. The range of possibilities can make it difficult for practitioners to know where to start, but as universities and colleges adapt to the new normal of teaching in hybrid environments support is needed to ‘get it right.’
There will be challenges, but you can overcome these if time and resources are directed at the right things. There are lots of misunderstandings about what it means to use technology to support teaching, learning and assessment. Academic staff need to approach the challenge with an awareness of those misconceptions as well as with a critical and creative mindset.
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"Successfully organizational, methodological and pedagogical approaches to Lifelong Learning programs in the United States"
Presentation at ITEA-2013, IRTC, Kyiv, Ukraine
http://itea-conf.org.ua/2013/
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Integrating moocs into on-campus modules FLAN Exeter 2018
1. THE IMPACT OF INTEGRATING MOOCS
INTO UNIVERSITY MODULES
Find out more about us at our Innovation In HE blog
Nic Fair: Web Scientist and Digital Educator. www.nicfair.co.uk
/ @nic_fair / N.S.Fair@soton.ac.uk
Manuel Leon-Urrutia: Lecturer in Online Learning and
Teaching.@mleonurr / m.leon-Urrutia@soton.ac.uk
FLAN, Exeter, Feb 2018
2. WHAT OUR TALK WILL COVER…
Current state of play
MOOC integration models
Impact on teaching and learning
Impact on achievement
Conclusions and next steps
3. THE BIG PICTURE….
We’ve moved from “MOOCs will be disruptive” through “MOOCs can
be a useful lever for restructuring and transition” (BIS, 2013) to online,
mobile and blended learning is “inevitable” (NMC Horizon Report,
2017).
77% of students feel that blended approaches are more effective than
face-to-face-only and online-only teaching (EDUCAUSE report, 2017).
45% of staff believe online blended learning is not effective (ibid.)
37% of staff want a “clear indication or evidence that students would
benefit” (ibid.)
4. A SOCIO-TECHNICAL APPROACH TO HE
TEACHING & LEARNING
• “Knowledge and skills
emerge from making
connections between
different domains of
activity such as
experience, learning and
knowledge, as well as
between individuals in a
social network.” (BIS,
2013, p.13).
Connectivism
• Personal Learning Networks
(autonomously created networks
of people, devices, services &
information)
• “focuses on the interdependencies
between and among people,
technology and the environment”
(Cummings, 1978).
Networked Learning • F-2-F time used for
developing digital literacies
and network skills.
• MOOCS as a key hub for
content discovery within our
Personal Learning Network
Flexible, Blended
Learning
Learning is INSEPARABLE from learning technologies
Socio-technical
Theory as applied
to education
(Latour, Pinch &
Bijker, Geels)
Supporting learning
theory, pedagogy and
methodology
(Siemens, Downes,
Goodyear, Illych,….etc)
Theory
Pedagogy
Methodology
5. THE INTEGRATION MODELS
Module Location
(cohort size)
Duration Face-to-face
support
Southampton
MOOCs
Integration
model
Living and
Working on
Web
(UOSM2008)
Southampton
Campus
(34)
2nd semester Weekly
voluntary
ins
Learning in the
Network Age
Fully integrated
into course
structure
Online Social
Networks
(UOSM2012)
Southampton
Campus
(47)
2nd semester 4 workshop
sessions
Learning in the
Network Age
AND Power of
Social Media
Revision tool
Living and
Working on
Web
(MANG2049)
Singapore
Campus
(61)
3 weeks None
(Daily Google
Hangouts)
Learning in the
Network Age
Fully integrated
into course
structure
6. PRIOR KNOWLEDGE AND EXPERIENCE…
89% of learners had never participated in a MOOC before
79% of learners had, at best, only a vague idea about what a
MOOC actually was
61% had never studied in a blended way
YET, 75% identified as residing on the Digital Resident half of
the Resident-Visitor spectrum (White & Le Cornu, 2011)
7. IMPACT ON TEACHING & LEARNING
UOSM2012, 2016-17,
semester 2,
Interview data
13%
41%
16%
15%
15%
Comments on the value of participating in the MOOC
flexibility and accessibility of online
material
allows deeper understanding
allows deeper exploration of
content
video and audio is a simple way to
help me understand concepts
better
wider range of perspectives
available from global participants
8. IMPACT ON TEACHING & LEARNING
18
11
3
19
2 0
Strongly / Partially Agree Neutral / No opinion Strongly / Partially Disgree
MOOCs are a convenient and easy way for me to learn
Pre-module Post-module
MANG2049, 2017-18,
semester 1, survey data
9. IMPACT ON TEACHING & LEARNING
7
19
5
12
6
3
Strongly / Partially Agree Neutral / No opinion Strongly / Partially Disgree
I learn more from MOOCs than from lectures
Pre-module Post-module
MANG2049, 2017-18,
semester 1, survey data
10. IMPACT ON TEACHING & LEARNING
5
23
3
15
5
3
Strongly / Partially Agree Neutral / No opinion Strongly / Partially Disgree
MOOCs help me to understand the topic more deeply
Pre-module Post-module
MANG2049, 2017-18,
semester 1, survey data
11. IMPACT ON TEACHING & LEARNING
16
13
4
16
3
2
Strongly / Partially Agree Neutral / No opinion Strongly / Partially Disgree
MOOCs are a good way for me to interact with other learners
Pre-module Post-module
MANG2049, 2017-18,
semester 1, survey data
12. IMPACT ON TEACHING & LEARNING
16
12
1
10 10
1
Strongly / Partially Agree Neutral / No opinion Strongly / Partially Disgree
MOOCs are most useful when I also have face-to-face
session
Pre-module Post-module
MANG2049, 2017-18,
semester 1, survey data
13. IMPACT ON TEACHING & LEARNING
0
16 16
1
3
17
Strongly / Partially Agree Neutral / No opinion Strongly / Partially Disgree
MOOCs are a waste of my time
Pre-module Post-module
MANG2049, 2017-18,
semester 1, survey data
14. IMPACT ON TEACHING & LEARNING –
PRELIMINARY CONCLUSIONS
Students report the integration of MOOCs into their modules as a mainly positive
learning experience because:
They are convenient and flexible
They deepen content knowledge and understanding
They provide positive interaction opportunities
They learn more from them than from lectures and face-to-face sessions are not always
necessary
18. PRELIMINARY CONCLUSIONS….
Module Integration model Impact on Teaching &
Learning
Impact on Achievement
Living and Working on
the Web (UOSM2008)
- non-examined
- Part of the teaching
process
- Weekly drop-in
support
Not captured Slightly positive
Online Social Networks
(UOSM2012)
- examined
- Revision tool
supporting lectures
- Workshop support
sessions
Positive Positive
Living and Working on
the Web (MANG2049)
- non-examined
- Part of the teaching
process
- No direct f-2-f
support
Positive Slightly negative
Editor's Notes
Manu to add photo and update the text (if necessary)
So blended learning centred around MOOCs and other online tools IS coming on strong, but merely asserting its inevitability is not enough.
Surveying over fifty-seven thousand staff and students at over a hundred institutions in ten countries, the EDUCAUSE report finds that both students and staff overwhelmingly believe that blended approaches are preferable to either online-only or face-to-face only modules,
BUT - there is a significant difference in student and staff attitudes to the effectiveness of blended approaches.
Forty-five percent of staff think that online learning is not effective and thirty-seven percent want “clear indication or evidence that students would benefit” before being motivated to integrate technology more effectively into their teaching.
This research attempts to add to a growing body of evidence in this regard.
This theoretical framework provides the theoretical, pedagogical and methodological underpinning to support why blended learning approaches should be effective.
However, as the EDUCAUSE report suggests, this is not enough for many university staff.
Therefore, we have been investigating the impact of integrating MOOCs into university modules on teaching & learning and on achievement…
We have explored MOOC integration in a number of modules in a range of contexts and for a range of purposes. [Explain, briefly, the different models]
Pre- and post-module surveys and interviews were used to explore student’s attitudes towards the integration of MOOCs for teaching and learning.
In addition, module grade statistics were used to assess the impact on achievement.
In this cohort, prior to the module, only 2 students had participated in a MOOC before (out of 61). Response rates were 74% pre-module and 34% post-module.
The remainder were asked to give their opinion based on their ‘ideas’ at that time.
Before the module 56% agreed in some form, but after the module this increased to 91%.
Before the module only 23% agreed in some form, but after the module this increased to 56% - with a big shift from neutral to positive
Before the module only 16% agreed in some form, but after the module this increased to 65% - again, with a big shift from neutral to positive
Before the module 49% agreed in some form, but after the module this increased to 76% - again, with a big shift from neutral to positive
Before the module 55% agreed in some form, but after the module this fell to 48% - which is interesting because it means that just over half the students did not feel the need for any face-to-face time to support their MOOC activities.
Before the module 50% disagreed in some form, but after the module this rose to 81% - again, with a big shift from neutral to positive
Having studied on a module featuring the integrated use of MOOCs, students report their attitudes as shifting from neutral/no opinion to a viewing them as mainly positive for their learning experience:
These are preliminary results and we have not yet conducted any statistical significance tests on the data….
For this 3 week module with the Singapore students the integration of the MOOC as an integral part of the teaching process has had a slight negative impact on the grade average, and the percentage of firsts awarded reduced from 28% the year before to 23%. One student also failed.
NOTE: there may be a whole range of other factors which affected this minimal change.
Based on feedback from the students in their end-of-module feedback survey it was felt that in an already intensive module, with submissions every 3 days throughout the duration, the addition of the MOOC was too time-consuming.
NOTE: this module and the next are both currently in progress, so 2017-18 data is not yet available – and the research is still on-going.
For this full semester module at Southampton with the integration of the MOOC as an integral part of the teaching process there was a slight positive impact on the grade average – a 1% increase year-on-year, and the percentage of firsts awarded increased slightly from 41% to 44%. NO students failed.
NOTE: there may be a whole range of other factors which affected this minimal change.
For this full semester module at Southampton with the integration of the MOOC as an exam revision tool to support previously delivered lectures there was a more noticeable impact. The module grade average rose by over 2%, and significantly, the percentage of firsts awarded doubled from 11% to 22%. There was no impact on the number of failures.
NOTE: there may be other factors which affected this change.
Accepting the many factors which are beyond our control, but which may still have an impact (such as – different cohorts and cohort sizes, changes to exams, changes to module structure, cultural differences, different support packages…etc), the results begin to indicate that:
The integration model matters for achievement..…MOOCs used to support and supplement traditional lectures in modules with traditional assessment methods (exams) appear to have a greater impact on student achievement than when MOOCs are used as an integral part of the teaching process in innovative, non-examined modules, especially those short 3 week modules favoured by the Singaporean education system (where the intensity of the module may affect MOOC engagement).
The integration model matters less for teaching & learning, with students reporting significant positive benefits to their study patterns/behaviours, the depth of their understanding, their opportunities for interaction and their preferred learning methods.
So, does this work provide the “clear indication and evidence” which 37% of HE staff are asking for, or finally persuade the 44% who consider it ineffective? NO!
But, it does provide some interesting indications that blending MOOCs into university modules can have a positive impact on teaching and learning, and that how and why they are integrated may make a difference to achievement.
However, a more complete and consistent research project is required to investigate some of the factors which this study has highlighted in proper detail before we can provide the evidence of effectiveness that some reluctant HE staff demand.
