Moo cs for Professional Development
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MOOCs for Professional Development Dr. Kulari Lokuge Dona, Chief Learning Technologist, Swinburne University (Australia) The session will discuss how MOOCs can be utilised as a method to engage staff in professional development. The session will provide insights into how MOOCs can be easily scalable, and be an effective means of exposing a large number of participants to online learning. The ability for MOOCs to enable collaboration and establish a community of practice will also be explored.
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Moo cs for Professional Development
- 1. MOOCs for Professional Development Dr. Kulari Lokuge Dona Swinburne University of Technology Melbourne, Australia
- 4. Professional Development Engaged Learning Scalability Community of Practice MOOCs for Professional development
- 5. Carpe Diem Learning Design Five stage Model “Participant First” Approach Design Approach
- 6. Carpe Diem 1. Blueprint 2. Storyboard 3. Prototype 4. Reality Check 5. Review & Adjust 6. Action Plan Website for Carpe Diem, handbook and papers: www.gillysalmon.com/carpe-diem
- 7. Use of Blackboard Tools Navigation Terminology Look and Feel (Visual Sparks) Participant First Approach
- 8. Facebook Google+ Twitter Blackboard Collaborate Participants Map Email Discussion Boards Wiki Announcements Embedded Videos Badges Course Tools
- 13. Storyboard Week 1 Collaborate Week 2 Collaborate Week 4 E-tivity 1.1 Collaborate Week 3 Week 5 Week 6 E-tivity 1.2 E-tivity 1.3 E-tivity 2.1 E-tivity 3.1 E-tivity 4.1 E-tivity 5.1 E-tivity 6.1 E-tivity 2.2 E-tivity 6.2 Collaborate CollaborateCollaborate Collaborate Collaborate Collaborate = Badge
- 15. Badges
- 16. Participation Submissions Evaluation by MOOC moderators Verification and Validation
- 17. Numbering and pacing & sequencing Title Purpose Brief summary of overall task Spark Individual contribution Dialogue begins E-moderator intervention Schedule & Time Next
- 18. No. of Participants registered 1426 No. of participants started 1022 No. of Participants – earned Open Badge 181 (17.3%) No. of participants accessing course at the end 335 (23%) Carpe Diem MOOC: Completion Rates
- 19. Autism MOOC: Participation Rates No. of Participants registered 15,596 No. of participants started 12,122
- 20. Benefits Support from Blackboard Team Team Collaborating with OpenEducation team CourseSites team Enhancing use of technology Building support networks
- 21. Model successfully engages staff Contextualisation – authentic experience Opportunity to embed relevant technology Conclusion Sustainable – internal convenors Current research: impact on teaching Student perspective Collaborate, audio, OERs
- 22. Thank You! Dr. Kulari Lokuge Dona @klokuge klokugedona@swin.edu.au
- 23. References Carpe Diem is based on original research by Prof Gilly Salmon at the Universities Glasgow Caledonian, Bournemouth and Anglia Ruskin. It was developed further at the Universities of Leicester, Southern Queensland, Northampton and Swinburne University of Technology. Web site for Carpe Diem, handbook and papers : www.gillysalmon.com/carpe-diem Lokuge Dona, K., Gregory, J., Salmon, G., & Pechenkina, E. (2014). Badges in the Carpe Diem MOOC. In B. Hegarty, J. McDonald & S.-K. Loke (Eds.), Rhetoric and Reality: Critical perspectives on educational technology. Proceedings ASCILITE Dunedin 2014 (pp. 120-128). Salmon, G. (2013). E-tivities: The key to active online learning. Abingdon, UK: Kogan Page Salmon, G. (2014). Carpe Diem - a team based approach to learning design Retrieved from http://www.gillysalmon.com/carpe-diem.html
Editor's Notes
- Hello everyone, I am Dr. Kulari Lokuge Dona from Swinburne University of Technology , Melbourne, Australia
- The University consists of Graduate, Post Graduate course delivery with purely online courses, blended and face to face courses. We also have Pathway courses that leads to higher education.
- We have delivered several MOOCs, two of them were designed by Learning Transformations Unit and delivered using Blackboard MOOC platforms OpenEducation and CourseSites. I am going to share the experience of these MOOCs: the Autism MOOC and the Carpe Diem MOOC
- MOOCs are newly developing concept- there are different models of MOOCs. The two MOOCs that we developed and delivered has provided us with sufficient evidence that they can be used to: Carry out professional development Engage learners using technology in various ways Increase the number of participants in a course in an effective manner Build a community of Practice throughout the MOOC journey
- We used very specific approaches such as: The Carpe Diem Learning Design process to build the MOOC (explained later) The delivery was based on the 5 Stage Model, therefore when designing the MOOC we made sure the activities were mapped according to the 5 stage model We also used a participant first approach – getting into the shoes of the participant and then thinking from their perspective. Some of the things that we did to enable participant first approach was designed the MOOC with in mind about the following: Easy navigation Consistent patterns Clear structure Signalling and Segmentation Use of visual cues (prompts)
- The Carpe Diem Learning Design Process was developed by professor Gilly Salmon It is a team learning design approach There are 6 stages – and by going through these 6 stages you can develop a course/unit by considering Stage 1- Blue Print: what is the purpose of the unit “mission statement” what should it look like- Look and Feel, Stage 2- Build a storyboard: What is going to be in the course- Build the story board where you identify each week’s topics, activities, assessments and skills Stage 3 – Prototype: Build the activities within the Learning Management System to specify what needs to be done, how it needs to be done, how much time to be spent on this activity etc. This is done by using a standard template where there is a clear structure and instructions to the participant. Stage 4 – Reality Check- get others to go through/ take part in these activities and provide feedback Stage 5 – Review and Adjust: Go through the feedback and make necessary changes to improve the quality of the activities Stage 6 Action Plan – Create a plan to work on to complete building the course. This plan Create a plan listing what need to be done and who is responsible and when will it be done
- The participant first approach was used to design- thinking from the participants point of view. We used several Blackboard tools such as discussion boards, wikis, roster and embedding other social media Twitter, Facebook and Google+ were the key social media that we used to keep the participants connected outside as well as inside Blackboard. We made the navigation as easy as possible- where ever possible we provided shortcuts We used very simple terms- considering that many participants would not have experienced a MOOC prior to either Autism MOOC or CD MOOC. We added visual sparks and sign posts for the participant to feel comfortable navigating within the course.
- Discussion boards were one of the key tools that we used Email was used to provide initial invitations and also when we made announcements we used email so that the participants are informed, reminded about the course activities Both MOOCs had several videos embedded within the MOOC learning management system (Blackboard) We had several synchronous sessions where people around the world joined to take part – we used Blackboard Collaborate to run these sessions We created a world map for the participants to pin where they were coming from – this turned out to be a fun and very informative activity. We embedded out MOOC twitter feed into blackboard- this way participants who did not have Twitter also could read the Twitter stream Face book page and the Google+ pages were active through out our MOOCs We used digital badges within CourseSites to encourage participation and to reward & recognise their work.
- This is an example of an activity – Using the 5 stage model week one was more about getting to know each other and familiarising with the learning management system. This also shows how the e-tivity structure is used to provide clear instructions for the participants with a purpose for the task, what need to be done and when it should be done. It also specifies what needs to be done next.
- Autism MOOC screen shot
- Discussion Forums and Threads
- We used groups within our MOOCs to create an engaged learning environment. Even though the MOOCs were catering for large numbers – within our MOOCs we grouped participants so that they get a team approach interacting with the group members
- The course was designed to motivate participants to complete tasks by awarding badges for completion of tasks. Participants could gain these badges once they had completed tasks.
- There were 5 tasks to complete – to gain the 5 badges The 6th badge is for gaining all the badges- completion of tasks within the MOOC. We created badges with in the CD MOOC.
- Two tasks were verified and validated by MOOC moderators – each group was managed by a MOOC moderator
- We use the template for marking that enabled us to mark efficiently
- CD MOOC completion rate was high with 23% accessing the resources until the end of the course 17.3% participants earned all 6 badges
- With 15,000+ participants in the Autism MOOC 12,000+ started the MOOC
- One of the key benefits was that we used Blackboard- Swinburne’ Official Learning Management System. This enabled us to work closely with the Blackboard Team who were very supportive The Blackboard team locally and internationally provided advice and worked as partners getting the MOOC up and running and even with marketing the courses. With the use of OpenEducation and CourseSites we managed to explore additional tools that we generally did not use. This enabled us to use technology to provide a better learning opportunity to the MOOC participants, and as a result of using the tools- to use it within the University This also enabled us to show case how different tools can be used to engage students, how to use different tools within Blackboard and even how to make courses more engaging with a good user interface.
- Please feel free to contact me on klokugedona@swin.edu.au
- Please feel free to contact me on klokugedona@swin.edu.au