SlideShare a Scribd company logo
1 of 12
What the UK FLAN
research tells us
Rebecca Ferguson, The Open University, UK
Study: 167 papers
2
Priority areas
1. Develop a strategic approach to learning at scale.
2. Develop appropriate pedagogy for learning at scale.
3. Identify and share effective learning designs.
4. Support discussion more effectively.
5. Clarify learner expectations.
6. Develop educator teams.
7. Widen access.
8. Develop new approaches to
assessment and accreditation.
3
Develop a strategic approach
• Outside and inside the university
• Now and in the future
• MOOCs can enhance reputation
• MOOCs can influence development of lasting collaborations
• MOOCs can enable and extend impact
• MOOCs can provide an introduction for new learners
• MOOCs can support continuing study
• MOOCs can play a part in an open education strategy
• MOOCs need a business model
4
Research question: What procedures and practices are
needed in order to quality assure MOOCs?
Research question: How can we ensure that research into
MOOCs, including the use of learning analytics to support
learning and teaching, is carried out ethically?
Develop appropriate pedagogy
• Decide what is educationally valuable about learning at scale
• Ensure massive numbers do not lead to negative experience
• Work with the massive, rather than against it
• Consider how diversity can be used to
support learning
• Create opportunities for self-directed
and open-ended learning
• Share innovative approaches
within your university
• Encourage others to experiment
5
Research question: Which pedagogies are appropriate for
learning at scale, and how can they be used most effectively?
Effective learning designs
• Showcase and share successful activities
and design innovations
• Bear in mind learners’ reasons for joining
• Have a target group of learners in mind
but include alternative pathways for others
• Aim to minimise distractions that do
not support design objectives
• Enable creative expression; support scale
• Hammond, M. (2016). Online collaboration and cooperation:
the recurring importance of evidence, rationale and viability.
Education and Information Technologies, 1-20.
6
Research question: Which design patterns are most effective
in MOOCs, and how can they be shared successfully?
Support discussions well
• Incorporate discussion within your learning design
• Ensure educators can support discussion
• Prioritise learners’ first posts
• Identify pedagogic rationale for any discussion groups
• Use comments to highlight subjects
• Use hashtags to link across platforms
• Model and emphasise good online practice
• Demonstrate respect for alternative viewpoints
7
Research question: FutureLearn supports conversational learning.
How can this best be implemented?
Clarify learner expectations
• May learners are new to online learning
• Many are new to learning at this level
• Tell learners what is expected of them
• Explain whether learning develops incrementally
or in blocks
• Make explicit how to use resources
• Give approximate timings for complex activities
• Help guide decisions about organising time
• Explain the role of social learning
• Prioritise activities
8
Research question: Can we increase alignment between
what learners expect and what MOOCs deliver?
Develop educator teams
• Be aware of the extent of your team and take
into account the expectations of team
members based in different departments
• Librarians can provide support on copyright,
licensing, resources and digital literacies
• Allocate realistic time to work on MOOCs
• Provide support for MOOC educators
• University of Southampton obervatories and
dashboards could make FL MOOC data
easily accessible to educators
9
Research question: What are the best ways of teaching at scale
and of training MOOC educators?
Widen access
• Majority of MOOC learners have already
studied at higher level
• Marketers and educators need to
consider how to attract a more diverse
cohort
• Identify barriers to MOOC entry for
different groups and work to remove them
• Run accessibility checks on your MOOCs.
Can a screen reader understand your
resources and your assessments?
• Those new to higher education are likely
to be looking for recognition of learning
10
Research question: How can we increase MOOC accessibility and
widen access to learning at scale?
Assessment and accreditation
• Jordan S. E. E-assessment: past, present and
future. New Directions for Adult and Continuing
Education. 2013;9(1):87-106.
• Hauck M, MacKinnon T. A new approach to
assessing online intercultural exchanges: soft
certification of participant engagement. In: O'Dowd
R, Lewis T, (eds). Online Intercultural Exchange
Policy, Pedagogy, Practice. Routledge; 2016.
• O'Toole R. Pedagogical strategies and
technologies for peer assessment in massively
open online courses (MOOCs): discussion paper.
University of Warwick, 2013
11
Research question: What improvements can we make to the
formative and summative assessment in MOOCs?
Research question: Can we develop and accredit learning journeys
that involve both informal and formal learning?
12
Slides online at www.slideshare.net/R3beccaF
Rebecca Ferguson @R3beccaF
http://r3beccaf.wordpress.com/

More Related Content

What's hot

SOLAR - learning analytics, the state of the art
SOLAR - learning analytics, the state of the artSOLAR - learning analytics, the state of the art
SOLAR - learning analytics, the state of the artRebecca Ferguson
 
Learning analytics: the way forward
Learning analytics: the way forwardLearning analytics: the way forward
Learning analytics: the way forwardRebecca Ferguson
 
Learning analytics, learning design and MOOCs
Learning analytics, learning design and MOOCsLearning analytics, learning design and MOOCs
Learning analytics, learning design and MOOCsRebecca Ferguson
 
Learning Analytics for online and on-campus education: experience and research
Learning Analytics for online and on-campus education: experience and researchLearning Analytics for online and on-campus education: experience and research
Learning Analytics for online and on-campus education: experience and researchTinne De Laet
 
The ethics of MOOC research: why we should involve learners
The ethics of MOOC research: why we should involve learnersThe ethics of MOOC research: why we should involve learners
The ethics of MOOC research: why we should involve learnersRebecca Ferguson
 
Learning analytics action plan
Learning analytics action planLearning analytics action plan
Learning analytics action planRebecca Ferguson
 
LAK15 panel - European Perspectives
 LAK15 panel - European Perspectives LAK15 panel - European Perspectives
LAK15 panel - European PerspectivesLACE Project
 
The future of learning analytics
The future of learning analyticsThe future of learning analytics
The future of learning analyticsRebecca Ferguson
 
Planning for learning analytics
Planning for learning analyticsPlanning for learning analytics
Planning for learning analyticsRebecca Ferguson
 
Supporting Higher Education to Integrate Learning Analytics_EUNIS20171107
Supporting Higher Education to Integrate Learning Analytics_EUNIS20171107Supporting Higher Education to Integrate Learning Analytics_EUNIS20171107
Supporting Higher Education to Integrate Learning Analytics_EUNIS20171107Yi-Shan Tsai
 
LASI workshop social learning analytics
LASI workshop social learning analyticsLASI workshop social learning analytics
LASI workshop social learning analyticsRebecca Ferguson
 
The Learning Tracker - A Learner Dashboard that Encourages Self-regulation in...
The Learning Tracker - A Learner Dashboard that Encourages Self-regulation in...The Learning Tracker - A Learner Dashboard that Encourages Self-regulation in...
The Learning Tracker - A Learner Dashboard that Encourages Self-regulation in...Ioana Jivet
 
Teaching in MOOCs: Unbundling the roles of the educator
Teaching in MOOCs: Unbundling the roles of the educatorTeaching in MOOCs: Unbundling the roles of the educator
Teaching in MOOCs: Unbundling the roles of the educatorRebecca Ferguson
 
Future possibilities: analytics and enhancement
Future possibilities: analytics and enhancementFuture possibilities: analytics and enhancement
Future possibilities: analytics and enhancementRebecca Ferguson
 
Co-designing learning dashboards for scalable feedback
Co-designing learning dashboards for scalable feedbackCo-designing learning dashboards for scalable feedback
Co-designing learning dashboards for scalable feedbackTinne De Laet
 
Innovative Pedagogy at Massive Scale (MOOCs)
Innovative Pedagogy at Massive Scale (MOOCs)Innovative Pedagogy at Massive Scale (MOOCs)
Innovative Pedagogy at Massive Scale (MOOCs)Mike Sharples
 

What's hot (20)

SOLAR - learning analytics, the state of the art
SOLAR - learning analytics, the state of the artSOLAR - learning analytics, the state of the art
SOLAR - learning analytics, the state of the art
 
Learning analytics: the way forward
Learning analytics: the way forwardLearning analytics: the way forward
Learning analytics: the way forward
 
Learning analytics, learning design and MOOCs
Learning analytics, learning design and MOOCsLearning analytics, learning design and MOOCs
Learning analytics, learning design and MOOCs
 
Learning Analytics for online and on-campus education: experience and research
Learning Analytics for online and on-campus education: experience and researchLearning Analytics for online and on-campus education: experience and research
Learning Analytics for online and on-campus education: experience and research
 
The ethics of MOOC research: why we should involve learners
The ethics of MOOC research: why we should involve learnersThe ethics of MOOC research: why we should involve learners
The ethics of MOOC research: why we should involve learners
 
Learning analytics action plan
Learning analytics action planLearning analytics action plan
Learning analytics action plan
 
LAK15 panel - European Perspectives
 LAK15 panel - European Perspectives LAK15 panel - European Perspectives
LAK15 panel - European Perspectives
 
The future of learning analytics
The future of learning analyticsThe future of learning analytics
The future of learning analytics
 
Planning for learning analytics
Planning for learning analyticsPlanning for learning analytics
Planning for learning analytics
 
Supporting Higher Education to Integrate Learning Analytics_EUNIS20171107
Supporting Higher Education to Integrate Learning Analytics_EUNIS20171107Supporting Higher Education to Integrate Learning Analytics_EUNIS20171107
Supporting Higher Education to Integrate Learning Analytics_EUNIS20171107
 
Preparing for the future
Preparing for the futurePreparing for the future
Preparing for the future
 
Learning analytics FAQs
Learning analytics FAQsLearning analytics FAQs
Learning analytics FAQs
 
LASI workshop social learning analytics
LASI workshop social learning analyticsLASI workshop social learning analytics
LASI workshop social learning analytics
 
Preparing for the future
Preparing for the futurePreparing for the future
Preparing for the future
 
The Learning Tracker - A Learner Dashboard that Encourages Self-regulation in...
The Learning Tracker - A Learner Dashboard that Encourages Self-regulation in...The Learning Tracker - A Learner Dashboard that Encourages Self-regulation in...
The Learning Tracker - A Learner Dashboard that Encourages Self-regulation in...
 
Learning Analytics
Learning AnalyticsLearning Analytics
Learning Analytics
 
Teaching in MOOCs: Unbundling the roles of the educator
Teaching in MOOCs: Unbundling the roles of the educatorTeaching in MOOCs: Unbundling the roles of the educator
Teaching in MOOCs: Unbundling the roles of the educator
 
Future possibilities: analytics and enhancement
Future possibilities: analytics and enhancementFuture possibilities: analytics and enhancement
Future possibilities: analytics and enhancement
 
Co-designing learning dashboards for scalable feedback
Co-designing learning dashboards for scalable feedbackCo-designing learning dashboards for scalable feedback
Co-designing learning dashboards for scalable feedback
 
Innovative Pedagogy at Massive Scale (MOOCs)
Innovative Pedagogy at Massive Scale (MOOCs)Innovative Pedagogy at Massive Scale (MOOCs)
Innovative Pedagogy at Massive Scale (MOOCs)
 

Viewers also liked

Where is the evidence? A call to action for learning analytics
Where is the evidence? A call to action for learning analyticsWhere is the evidence? A call to action for learning analytics
Where is the evidence? A call to action for learning analyticsRebecca Ferguson
 
A Whistestop Tour of Theories for TEL Research
A Whistestop Tour of Theories for TEL ResearchA Whistestop Tour of Theories for TEL Research
A Whistestop Tour of Theories for TEL ResearchDoug Clow
 
Learning Analytics Community Exchange
Learning Analytics Community ExchangeLearning Analytics Community Exchange
Learning Analytics Community ExchangeDoug Clow
 
LAEP Visions of the Future of Learning Analytics
LAEP Visions of the Future of Learning AnalyticsLAEP Visions of the Future of Learning Analytics
LAEP Visions of the Future of Learning AnalyticsDoug Clow
 
Moving through MOOCs
Moving through MOOCsMoving through MOOCs
Moving through MOOCsDoug Clow
 
Learning design and learning analytics
Learning design and learning analyticsLearning design and learning analytics
Learning design and learning analyticsRebecca Ferguson
 
Learning design and learning analytics
Learning design and learning analyticsLearning design and learning analytics
Learning design and learning analyticsRebecca Ferguson
 
The power of learning analytics for UCL: lessons learned from the Open Univer...
The power of learning analytics for UCL: lessons learned from the Open Univer...The power of learning analytics for UCL: lessons learned from the Open Univer...
The power of learning analytics for UCL: lessons learned from the Open Univer...Bart Rienties
 
eMadrid 2014 02 14 (uc3m) emadrid Mike Sharples Designing massive-scale socia...
eMadrid 2014 02 14 (uc3m) emadrid Mike Sharples Designing massive-scale socia...eMadrid 2014 02 14 (uc3m) emadrid Mike Sharples Designing massive-scale socia...
eMadrid 2014 02 14 (uc3m) emadrid Mike Sharples Designing massive-scale socia...eMadrid network
 
Future Learn
Future LearnFuture Learn
Future LearnBettShow
 
Death of an avatar – death in virtual worlds
Death of an avatar – death in virtual worldsDeath of an avatar – death in virtual worlds
Death of an avatar – death in virtual worldsRebecca Ferguson
 
Digital Learning Projection - Learning state estimation from multimodal learn...
Digital Learning Projection - Learning state estimation from multimodal learn...Digital Learning Projection - Learning state estimation from multimodal learn...
Digital Learning Projection - Learning state estimation from multimodal learn...Daniele Di Mitri
 
2014 05 30 (uc3m) eMadrid jgbarah urjc mirando 4 anyos atras adelante tecnolo...
2014 05 30 (uc3m) eMadrid jgbarah urjc mirando 4 anyos atras adelante tecnolo...2014 05 30 (uc3m) eMadrid jgbarah urjc mirando 4 anyos atras adelante tecnolo...
2014 05 30 (uc3m) eMadrid jgbarah urjc mirando 4 anyos atras adelante tecnolo...eMadrid network
 
Moving through MOOCs: Pedagogy, Learning and Patterns of Engagement
Moving through MOOCs: Pedagogy, Learning and Patterns of EngagementMoving through MOOCs: Pedagogy, Learning and Patterns of Engagement
Moving through MOOCs: Pedagogy, Learning and Patterns of EngagementRebecca Ferguson
 
Learning design meets learning analytics: Dr Bart Rienties, Open University
Learning design meets learning analytics: Dr Bart Rienties, Open UniversityLearning design meets learning analytics: Dr Bart Rienties, Open University
Learning design meets learning analytics: Dr Bart Rienties, Open UniversityBart Rienties
 
Informal self-directed learning in FutureLearn MOOCs
Informal self-directed learning in FutureLearn MOOCsInformal self-directed learning in FutureLearn MOOCs
Informal self-directed learning in FutureLearn MOOCsInge de Waard
 
2017 New College Application Landscape
2017 New College Application Landscape2017 New College Application Landscape
2017 New College Application LandscapeRebecca Joseph
 

Viewers also liked (19)

Where is the evidence? A call to action for learning analytics
Where is the evidence? A call to action for learning analyticsWhere is the evidence? A call to action for learning analytics
Where is the evidence? A call to action for learning analytics
 
A Whistestop Tour of Theories for TEL Research
A Whistestop Tour of Theories for TEL ResearchA Whistestop Tour of Theories for TEL Research
A Whistestop Tour of Theories for TEL Research
 
Learning Analytics Community Exchange
Learning Analytics Community ExchangeLearning Analytics Community Exchange
Learning Analytics Community Exchange
 
LAEP Visions of the Future of Learning Analytics
LAEP Visions of the Future of Learning AnalyticsLAEP Visions of the Future of Learning Analytics
LAEP Visions of the Future of Learning Analytics
 
Moving through MOOCs
Moving through MOOCsMoving through MOOCs
Moving through MOOCs
 
Learning design and learning analytics
Learning design and learning analyticsLearning design and learning analytics
Learning design and learning analytics
 
Learning design and learning analytics
Learning design and learning analyticsLearning design and learning analytics
Learning design and learning analytics
 
The power of learning analytics for UCL: lessons learned from the Open Univer...
The power of learning analytics for UCL: lessons learned from the Open Univer...The power of learning analytics for UCL: lessons learned from the Open Univer...
The power of learning analytics for UCL: lessons learned from the Open Univer...
 
Doc2
Doc2Doc2
Doc2
 
R ferguson lak15
R ferguson lak15R ferguson lak15
R ferguson lak15
 
eMadrid 2014 02 14 (uc3m) emadrid Mike Sharples Designing massive-scale socia...
eMadrid 2014 02 14 (uc3m) emadrid Mike Sharples Designing massive-scale socia...eMadrid 2014 02 14 (uc3m) emadrid Mike Sharples Designing massive-scale socia...
eMadrid 2014 02 14 (uc3m) emadrid Mike Sharples Designing massive-scale socia...
 
Future Learn
Future LearnFuture Learn
Future Learn
 
Death of an avatar – death in virtual worlds
Death of an avatar – death in virtual worldsDeath of an avatar – death in virtual worlds
Death of an avatar – death in virtual worlds
 
Digital Learning Projection - Learning state estimation from multimodal learn...
Digital Learning Projection - Learning state estimation from multimodal learn...Digital Learning Projection - Learning state estimation from multimodal learn...
Digital Learning Projection - Learning state estimation from multimodal learn...
 
2014 05 30 (uc3m) eMadrid jgbarah urjc mirando 4 anyos atras adelante tecnolo...
2014 05 30 (uc3m) eMadrid jgbarah urjc mirando 4 anyos atras adelante tecnolo...2014 05 30 (uc3m) eMadrid jgbarah urjc mirando 4 anyos atras adelante tecnolo...
2014 05 30 (uc3m) eMadrid jgbarah urjc mirando 4 anyos atras adelante tecnolo...
 
Moving through MOOCs: Pedagogy, Learning and Patterns of Engagement
Moving through MOOCs: Pedagogy, Learning and Patterns of EngagementMoving through MOOCs: Pedagogy, Learning and Patterns of Engagement
Moving through MOOCs: Pedagogy, Learning and Patterns of Engagement
 
Learning design meets learning analytics: Dr Bart Rienties, Open University
Learning design meets learning analytics: Dr Bart Rienties, Open UniversityLearning design meets learning analytics: Dr Bart Rienties, Open University
Learning design meets learning analytics: Dr Bart Rienties, Open University
 
Informal self-directed learning in FutureLearn MOOCs
Informal self-directed learning in FutureLearn MOOCsInformal self-directed learning in FutureLearn MOOCs
Informal self-directed learning in FutureLearn MOOCs
 
2017 New College Application Landscape
2017 New College Application Landscape2017 New College Application Landscape
2017 New College Application Landscape
 

Similar to Moocs: what the research tells us

MOOCs for professional development TCEA Feb 2015
MOOCs for professional development TCEA Feb 2015MOOCs for professional development TCEA Feb 2015
MOOCs for professional development TCEA Feb 2015Kay Abernathy, Ed.D.
 
MOOCs for professional development TCEA Feb 2015
MOOCs for professional development TCEA Feb 2015MOOCs for professional development TCEA Feb 2015
MOOCs for professional development TCEA Feb 2015Kay Abernathy, Ed.D.
 
Moo cs for professional development tcea feb 2015
Moo cs for professional development tcea feb 2015Moo cs for professional development tcea feb 2015
Moo cs for professional development tcea feb 2015Kay Abernathy, Ed.D.
 
ACE/InsideTrack Study: MOOC Strategy Motivations
ACE/InsideTrack Study: MOOC Strategy MotivationsACE/InsideTrack Study: MOOC Strategy Motivations
ACE/InsideTrack Study: MOOC Strategy MotivationsLudmila Adamovica
 
Making MOOCs and changing open educational practices
Making MOOCs and changing open educational practicesMaking MOOCs and changing open educational practices
Making MOOCs and changing open educational practicesROER4D
 
Doctoral Education Online: What Should We Strive For? How Could It Be Better?
Doctoral Education Online: What Should We Strive For? How Could It Be Better?Doctoral Education Online: What Should We Strive For? How Could It Be Better?
Doctoral Education Online: What Should We Strive For? How Could It Be Better?Cynthia Agyeman
 
The changing nature of learning management systems and the emergence of a dig...
The changing nature of learning management systems and the emergence of a dig...The changing nature of learning management systems and the emergence of a dig...
The changing nature of learning management systems and the emergence of a dig...Charles Darwin University
 
Learning analytics futures: a teaching perspective
Learning analytics futures: a teaching perspectiveLearning analytics futures: a teaching perspective
Learning analytics futures: a teaching perspectiveRebecca Ferguson
 
Increasing effectiveness of MOOCs to meet the 21st century skills
Increasing effectiveness of MOOCs to meet the 21st century skills Increasing effectiveness of MOOCs to meet the 21st century skills
Increasing effectiveness of MOOCs to meet the 21st century skills Global OER Graduate Network
 
PhD research presentation for GO_GN Delft Netherlands
PhD research presentation for GO_GN Delft Netherlands PhD research presentation for GO_GN Delft Netherlands
PhD research presentation for GO_GN Delft Netherlands dilrukshigamage
 
Portfolios: spaces for reflection, conversation and discovery
Portfolios: spaces for reflection, conversation and discoveryPortfolios: spaces for reflection, conversation and discovery
Portfolios: spaces for reflection, conversation and discoveryChrissi Nerantzi
 
Exploring learners’ motivations on Assessment in a Massive Open Online Course...
Exploring learners’ motivations on Assessment in a Massive Open Online Course...Exploring learners’ motivations on Assessment in a Massive Open Online Course...
Exploring learners’ motivations on Assessment in a Massive Open Online Course...Global OER Graduate Network
 
MOOCs @ Edinburgh: our approach, experience and outcomes
MOOCs @ Edinburgh: our approach, experience and outcomesMOOCs @ Edinburgh: our approach, experience and outcomes
MOOCs @ Edinburgh: our approach, experience and outcomesJisc Scotland
 
Bottom Line Presentation
Bottom Line PresentationBottom Line Presentation
Bottom Line PresentationTaylor Edwards
 
FLEX pilot for Remaining in Good Standing Chrissi Nerantzi and Kath Botham
FLEX pilot for Remaining in Good Standing Chrissi Nerantzi and Kath BothamFLEX pilot for Remaining in Good Standing Chrissi Nerantzi and Kath Botham
FLEX pilot for Remaining in Good Standing Chrissi Nerantzi and Kath BothamChrissi Nerantzi
 

Similar to Moocs: what the research tells us (20)

MOOCs for professional development TCEA Feb 2015
MOOCs for professional development TCEA Feb 2015MOOCs for professional development TCEA Feb 2015
MOOCs for professional development TCEA Feb 2015
 
MOOCs for professional development TCEA Feb 2015
MOOCs for professional development TCEA Feb 2015MOOCs for professional development TCEA Feb 2015
MOOCs for professional development TCEA Feb 2015
 
Moo cs for professional development tcea feb 2015
Moo cs for professional development tcea feb 2015Moo cs for professional development tcea feb 2015
Moo cs for professional development tcea feb 2015
 
ACE/InsideTrack Study: MOOC Strategy Motivations
ACE/InsideTrack Study: MOOC Strategy MotivationsACE/InsideTrack Study: MOOC Strategy Motivations
ACE/InsideTrack Study: MOOC Strategy Motivations
 
Designing a framework for making use of MOOCs
Designing a framework for making use of MOOCsDesigning a framework for making use of MOOCs
Designing a framework for making use of MOOCs
 
MOOC: Why (not)?
MOOC: Why (not)?MOOC: Why (not)?
MOOC: Why (not)?
 
Making MOOCs and changing open educational practices
Making MOOCs and changing open educational practicesMaking MOOCs and changing open educational practices
Making MOOCs and changing open educational practices
 
Making MOOCs and changing open educational practices
Making MOOCs and changing open educational practicesMaking MOOCs and changing open educational practices
Making MOOCs and changing open educational practices
 
Doctoral Education Online: What Should We Strive For? How Could It Be Better?
Doctoral Education Online: What Should We Strive For? How Could It Be Better?Doctoral Education Online: What Should We Strive For? How Could It Be Better?
Doctoral Education Online: What Should We Strive For? How Could It Be Better?
 
The changing nature of learning management systems and the emergence of a dig...
The changing nature of learning management systems and the emergence of a dig...The changing nature of learning management systems and the emergence of a dig...
The changing nature of learning management systems and the emergence of a dig...
 
Learning analytics futures: a teaching perspective
Learning analytics futures: a teaching perspectiveLearning analytics futures: a teaching perspective
Learning analytics futures: a teaching perspective
 
Increasing effectiveness of MOOCs to meet the 21st century skills
Increasing effectiveness of MOOCs to meet the 21st century skills Increasing effectiveness of MOOCs to meet the 21st century skills
Increasing effectiveness of MOOCs to meet the 21st century skills
 
PhD research presentation for GO_GN Delft Netherlands
PhD research presentation for GO_GN Delft Netherlands PhD research presentation for GO_GN Delft Netherlands
PhD research presentation for GO_GN Delft Netherlands
 
Portfolios: spaces for reflection, conversation and discovery
Portfolios: spaces for reflection, conversation and discoveryPortfolios: spaces for reflection, conversation and discovery
Portfolios: spaces for reflection, conversation and discovery
 
Exploring learners’ motivations on Assessment in a Massive Open Online Course...
Exploring learners’ motivations on Assessment in a Massive Open Online Course...Exploring learners’ motivations on Assessment in a Massive Open Online Course...
Exploring learners’ motivations on Assessment in a Massive Open Online Course...
 
MOOCs @ Edinburgh: our approach, experience and outcomes
MOOCs @ Edinburgh: our approach, experience and outcomesMOOCs @ Edinburgh: our approach, experience and outcomes
MOOCs @ Edinburgh: our approach, experience and outcomes
 
Banff presentation mg final
Banff presentation mg finalBanff presentation mg final
Banff presentation mg final
 
MOOCs behind the scenes
MOOCs behind the scenesMOOCs behind the scenes
MOOCs behind the scenes
 
Bottom Line Presentation
Bottom Line PresentationBottom Line Presentation
Bottom Line Presentation
 
FLEX pilot for Remaining in Good Standing Chrissi Nerantzi and Kath Botham
FLEX pilot for Remaining in Good Standing Chrissi Nerantzi and Kath BothamFLEX pilot for Remaining in Good Standing Chrissi Nerantzi and Kath Botham
FLEX pilot for Remaining in Good Standing Chrissi Nerantzi and Kath Botham
 

More from Rebecca Ferguson

Responsive sustainable education futures.pptx
Responsive sustainable education futures.pptxResponsive sustainable education futures.pptx
Responsive sustainable education futures.pptxRebecca Ferguson
 
Learning fun-damentals.pptx
Learning fun-damentals.pptxLearning fun-damentals.pptx
Learning fun-damentals.pptxRebecca Ferguson
 
Learning analytics - what can we achieve together.pptx
Learning analytics - what can we achieve together.pptxLearning analytics - what can we achieve together.pptx
Learning analytics - what can we achieve together.pptxRebecca Ferguson
 
2023 Introduction to learning analytics.pptx
2023 Introduction to learning analytics.pptx2023 Introduction to learning analytics.pptx
2023 Introduction to learning analytics.pptxRebecca Ferguson
 
Innnovations in online teaching and learning: CHatGPT and other artificial as...
Innnovations in online teaching and learning: CHatGPT and other artificial as...Innnovations in online teaching and learning: CHatGPT and other artificial as...
Innnovations in online teaching and learning: CHatGPT and other artificial as...Rebecca Ferguson
 
Edu 4.0: Getting Ready for Industry 4.0.pptx
Edu 4.0: Getting Ready for Industry 4.0.pptxEdu 4.0: Getting Ready for Industry 4.0.pptx
Edu 4.0: Getting Ready for Industry 4.0.pptxRebecca Ferguson
 
Pedagogies for Today 2022 ICCE Malaysia.pptx
Pedagogies for Today 2022 ICCE Malaysia.pptxPedagogies for Today 2022 ICCE Malaysia.pptx
Pedagogies for Today 2022 ICCE Malaysia.pptxRebecca Ferguson
 
2022 AICRIE Rebecca Ferguson.pptx
2022 AICRIE Rebecca Ferguson.pptx2022 AICRIE Rebecca Ferguson.pptx
2022 AICRIE Rebecca Ferguson.pptxRebecca Ferguson
 
Microcredentials benefits and challenges.pptx
Microcredentials benefits and challenges.pptxMicrocredentials benefits and challenges.pptx
Microcredentials benefits and challenges.pptxRebecca Ferguson
 
Innovating Pedagogy: ICOIE 2022
Innovating Pedagogy: ICOIE 2022Innovating Pedagogy: ICOIE 2022
Innovating Pedagogy: ICOIE 2022Rebecca Ferguson
 
Introduction to learning analytics (T1).pptx
Introduction to learning analytics (T1).pptxIntroduction to learning analytics (T1).pptx
Introduction to learning analytics (T1).pptxRebecca Ferguson
 
Qualitative perspectives on open science
Qualitative perspectives on open scienceQualitative perspectives on open science
Qualitative perspectives on open scienceRebecca Ferguson
 
Microcredentials at The Open University
Microcredentials at The Open UniversityMicrocredentials at The Open University
Microcredentials at The Open UniversityRebecca Ferguson
 
Teaching and learning futures
Teaching and learning futuresTeaching and learning futures
Teaching and learning futuresRebecca Ferguson
 
Accessible learning, accessible analytics
Accessible learning, accessible analyticsAccessible learning, accessible analytics
Accessible learning, accessible analyticsRebecca Ferguson
 
'I went to a marvellous party': a manifesto for online meetings
'I went to a marvellous party': a manifesto for online meetings'I went to a marvellous party': a manifesto for online meetings
'I went to a marvellous party': a manifesto for online meetingsRebecca Ferguson
 
Introduction to learning analytics
Introduction to learning analyticsIntroduction to learning analytics
Introduction to learning analyticsRebecca Ferguson
 
MOOCs and microcredentials
MOOCs and microcredentialsMOOCs and microcredentials
MOOCs and microcredentialsRebecca Ferguson
 

More from Rebecca Ferguson (20)

Responsive sustainable education futures.pptx
Responsive sustainable education futures.pptxResponsive sustainable education futures.pptx
Responsive sustainable education futures.pptx
 
Learning fun-damentals.pptx
Learning fun-damentals.pptxLearning fun-damentals.pptx
Learning fun-damentals.pptx
 
Learning analytics - what can we achieve together.pptx
Learning analytics - what can we achieve together.pptxLearning analytics - what can we achieve together.pptx
Learning analytics - what can we achieve together.pptx
 
2023 Introduction to learning analytics.pptx
2023 Introduction to learning analytics.pptx2023 Introduction to learning analytics.pptx
2023 Introduction to learning analytics.pptx
 
Innnovations in online teaching and learning: CHatGPT and other artificial as...
Innnovations in online teaching and learning: CHatGPT and other artificial as...Innnovations in online teaching and learning: CHatGPT and other artificial as...
Innnovations in online teaching and learning: CHatGPT and other artificial as...
 
Edu 4.0: Getting Ready for Industry 4.0.pptx
Edu 4.0: Getting Ready for Industry 4.0.pptxEdu 4.0: Getting Ready for Industry 4.0.pptx
Edu 4.0: Getting Ready for Industry 4.0.pptx
 
Pedagogies for Today 2022 ICCE Malaysia.pptx
Pedagogies for Today 2022 ICCE Malaysia.pptxPedagogies for Today 2022 ICCE Malaysia.pptx
Pedagogies for Today 2022 ICCE Malaysia.pptx
 
2022 AICRIE Rebecca Ferguson.pptx
2022 AICRIE Rebecca Ferguson.pptx2022 AICRIE Rebecca Ferguson.pptx
2022 AICRIE Rebecca Ferguson.pptx
 
Microcredentials benefits and challenges.pptx
Microcredentials benefits and challenges.pptxMicrocredentials benefits and challenges.pptx
Microcredentials benefits and challenges.pptx
 
Innovating Pedagogy: ICOIE 2022
Innovating Pedagogy: ICOIE 2022Innovating Pedagogy: ICOIE 2022
Innovating Pedagogy: ICOIE 2022
 
Introduction to learning analytics (T1).pptx
Introduction to learning analytics (T1).pptxIntroduction to learning analytics (T1).pptx
Introduction to learning analytics (T1).pptx
 
Qualitative perspectives on open science
Qualitative perspectives on open scienceQualitative perspectives on open science
Qualitative perspectives on open science
 
Microcredentials at The Open University
Microcredentials at The Open UniversityMicrocredentials at The Open University
Microcredentials at The Open University
 
Teaching and learning futures
Teaching and learning futuresTeaching and learning futures
Teaching and learning futures
 
Accessible learning, accessible analytics
Accessible learning, accessible analyticsAccessible learning, accessible analytics
Accessible learning, accessible analytics
 
'I went to a marvellous party': a manifesto for online meetings
'I went to a marvellous party': a manifesto for online meetings'I went to a marvellous party': a manifesto for online meetings
'I went to a marvellous party': a manifesto for online meetings
 
Introduction to learning analytics
Introduction to learning analyticsIntroduction to learning analytics
Introduction to learning analytics
 
MOOCs and microcredentials
MOOCs and microcredentialsMOOCs and microcredentials
MOOCs and microcredentials
 
Addysgu o bell
Addysgu o bellAddysgu o bell
Addysgu o bell
 
Take your teaching online
Take your teaching onlineTake your teaching online
Take your teaching online
 

Recently uploaded

HMCS Max Bernays Pre-Deployment Brief (May 2024).pptx
HMCS Max Bernays Pre-Deployment Brief (May 2024).pptxHMCS Max Bernays Pre-Deployment Brief (May 2024).pptx
HMCS Max Bernays Pre-Deployment Brief (May 2024).pptxEsquimalt MFRC
 
When Quality Assurance Meets Innovation in Higher Education - Report launch w...
When Quality Assurance Meets Innovation in Higher Education - Report launch w...When Quality Assurance Meets Innovation in Higher Education - Report launch w...
When Quality Assurance Meets Innovation in Higher Education - Report launch w...Gary Wood
 
Graduate Outcomes Presentation Slides - English
Graduate Outcomes Presentation Slides - EnglishGraduate Outcomes Presentation Slides - English
Graduate Outcomes Presentation Slides - Englishneillewis46
 
Personalisation of Education by AI and Big Data - Lourdes Guàrdia
Personalisation of Education by AI and Big Data - Lourdes GuàrdiaPersonalisation of Education by AI and Big Data - Lourdes Guàrdia
Personalisation of Education by AI and Big Data - Lourdes GuàrdiaEADTU
 
UGC NET Paper 1 Unit 7 DATA INTERPRETATION.pdf
UGC NET Paper 1 Unit 7 DATA INTERPRETATION.pdfUGC NET Paper 1 Unit 7 DATA INTERPRETATION.pdf
UGC NET Paper 1 Unit 7 DATA INTERPRETATION.pdfNirmal Dwivedi
 
REMIFENTANIL: An Ultra short acting opioid.pptx
REMIFENTANIL: An Ultra short acting opioid.pptxREMIFENTANIL: An Ultra short acting opioid.pptx
REMIFENTANIL: An Ultra short acting opioid.pptxDr. Ravikiran H M Gowda
 
8 Tips for Effective Working Capital Management
8 Tips for Effective Working Capital Management8 Tips for Effective Working Capital Management
8 Tips for Effective Working Capital ManagementMBA Assignment Experts
 
How to Manage Website in Odoo 17 Studio App.pptx
How to Manage Website in Odoo 17 Studio App.pptxHow to Manage Website in Odoo 17 Studio App.pptx
How to Manage Website in Odoo 17 Studio App.pptxCeline George
 
e-Sealing at EADTU by Kamakshi Rajagopal
e-Sealing at EADTU by Kamakshi Rajagopale-Sealing at EADTU by Kamakshi Rajagopal
e-Sealing at EADTU by Kamakshi RajagopalEADTU
 
FSB Advising Checklist - Orientation 2024
FSB Advising Checklist - Orientation 2024FSB Advising Checklist - Orientation 2024
FSB Advising Checklist - Orientation 2024Elizabeth Walsh
 
dusjagr & nano talk on open tools for agriculture research and learning
dusjagr & nano talk on open tools for agriculture research and learningdusjagr & nano talk on open tools for agriculture research and learning
dusjagr & nano talk on open tools for agriculture research and learningMarc Dusseiller Dusjagr
 
How to Send Pro Forma Invoice to Your Customers in Odoo 17
How to Send Pro Forma Invoice to Your Customers in Odoo 17How to Send Pro Forma Invoice to Your Customers in Odoo 17
How to Send Pro Forma Invoice to Your Customers in Odoo 17Celine George
 
OSCM Unit 2_Operations Processes & Systems
OSCM Unit 2_Operations Processes & SystemsOSCM Unit 2_Operations Processes & Systems
OSCM Unit 2_Operations Processes & SystemsSandeep D Chaudhary
 
How to Add a Tool Tip to a Field in Odoo 17
How to Add a Tool Tip to a Field in Odoo 17How to Add a Tool Tip to a Field in Odoo 17
How to Add a Tool Tip to a Field in Odoo 17Celine George
 
UChicago CMSC 23320 - The Best Commit Messages of 2024
UChicago CMSC 23320 - The Best Commit Messages of 2024UChicago CMSC 23320 - The Best Commit Messages of 2024
UChicago CMSC 23320 - The Best Commit Messages of 2024Borja Sotomayor
 
SURVEY I created for uni project research
SURVEY I created for uni project researchSURVEY I created for uni project research
SURVEY I created for uni project researchCaitlinCummins3
 
Model Attribute _rec_name in the Odoo 17
Model Attribute _rec_name in the Odoo 17Model Attribute _rec_name in the Odoo 17
Model Attribute _rec_name in the Odoo 17Celine George
 
Spellings Wk 4 and Wk 5 for Grade 4 at CAPS
Spellings Wk 4 and Wk 5 for Grade 4 at CAPSSpellings Wk 4 and Wk 5 for Grade 4 at CAPS
Spellings Wk 4 and Wk 5 for Grade 4 at CAPSAnaAcapella
 
Rich Dad Poor Dad ( PDFDrive.com )--.pdf
Rich Dad Poor Dad ( PDFDrive.com )--.pdfRich Dad Poor Dad ( PDFDrive.com )--.pdf
Rich Dad Poor Dad ( PDFDrive.com )--.pdfJerry Chew
 
AIM of Education-Teachers Training-2024.ppt
AIM of Education-Teachers Training-2024.pptAIM of Education-Teachers Training-2024.ppt
AIM of Education-Teachers Training-2024.pptNishitharanjan Rout
 

Recently uploaded (20)

HMCS Max Bernays Pre-Deployment Brief (May 2024).pptx
HMCS Max Bernays Pre-Deployment Brief (May 2024).pptxHMCS Max Bernays Pre-Deployment Brief (May 2024).pptx
HMCS Max Bernays Pre-Deployment Brief (May 2024).pptx
 
When Quality Assurance Meets Innovation in Higher Education - Report launch w...
When Quality Assurance Meets Innovation in Higher Education - Report launch w...When Quality Assurance Meets Innovation in Higher Education - Report launch w...
When Quality Assurance Meets Innovation in Higher Education - Report launch w...
 
Graduate Outcomes Presentation Slides - English
Graduate Outcomes Presentation Slides - EnglishGraduate Outcomes Presentation Slides - English
Graduate Outcomes Presentation Slides - English
 
Personalisation of Education by AI and Big Data - Lourdes Guàrdia
Personalisation of Education by AI and Big Data - Lourdes GuàrdiaPersonalisation of Education by AI and Big Data - Lourdes Guàrdia
Personalisation of Education by AI and Big Data - Lourdes Guàrdia
 
UGC NET Paper 1 Unit 7 DATA INTERPRETATION.pdf
UGC NET Paper 1 Unit 7 DATA INTERPRETATION.pdfUGC NET Paper 1 Unit 7 DATA INTERPRETATION.pdf
UGC NET Paper 1 Unit 7 DATA INTERPRETATION.pdf
 
REMIFENTANIL: An Ultra short acting opioid.pptx
REMIFENTANIL: An Ultra short acting opioid.pptxREMIFENTANIL: An Ultra short acting opioid.pptx
REMIFENTANIL: An Ultra short acting opioid.pptx
 
8 Tips for Effective Working Capital Management
8 Tips for Effective Working Capital Management8 Tips for Effective Working Capital Management
8 Tips for Effective Working Capital Management
 
How to Manage Website in Odoo 17 Studio App.pptx
How to Manage Website in Odoo 17 Studio App.pptxHow to Manage Website in Odoo 17 Studio App.pptx
How to Manage Website in Odoo 17 Studio App.pptx
 
e-Sealing at EADTU by Kamakshi Rajagopal
e-Sealing at EADTU by Kamakshi Rajagopale-Sealing at EADTU by Kamakshi Rajagopal
e-Sealing at EADTU by Kamakshi Rajagopal
 
FSB Advising Checklist - Orientation 2024
FSB Advising Checklist - Orientation 2024FSB Advising Checklist - Orientation 2024
FSB Advising Checklist - Orientation 2024
 
dusjagr & nano talk on open tools for agriculture research and learning
dusjagr & nano talk on open tools for agriculture research and learningdusjagr & nano talk on open tools for agriculture research and learning
dusjagr & nano talk on open tools for agriculture research and learning
 
How to Send Pro Forma Invoice to Your Customers in Odoo 17
How to Send Pro Forma Invoice to Your Customers in Odoo 17How to Send Pro Forma Invoice to Your Customers in Odoo 17
How to Send Pro Forma Invoice to Your Customers in Odoo 17
 
OSCM Unit 2_Operations Processes & Systems
OSCM Unit 2_Operations Processes & SystemsOSCM Unit 2_Operations Processes & Systems
OSCM Unit 2_Operations Processes & Systems
 
How to Add a Tool Tip to a Field in Odoo 17
How to Add a Tool Tip to a Field in Odoo 17How to Add a Tool Tip to a Field in Odoo 17
How to Add a Tool Tip to a Field in Odoo 17
 
UChicago CMSC 23320 - The Best Commit Messages of 2024
UChicago CMSC 23320 - The Best Commit Messages of 2024UChicago CMSC 23320 - The Best Commit Messages of 2024
UChicago CMSC 23320 - The Best Commit Messages of 2024
 
SURVEY I created for uni project research
SURVEY I created for uni project researchSURVEY I created for uni project research
SURVEY I created for uni project research
 
Model Attribute _rec_name in the Odoo 17
Model Attribute _rec_name in the Odoo 17Model Attribute _rec_name in the Odoo 17
Model Attribute _rec_name in the Odoo 17
 
Spellings Wk 4 and Wk 5 for Grade 4 at CAPS
Spellings Wk 4 and Wk 5 for Grade 4 at CAPSSpellings Wk 4 and Wk 5 for Grade 4 at CAPS
Spellings Wk 4 and Wk 5 for Grade 4 at CAPS
 
Rich Dad Poor Dad ( PDFDrive.com )--.pdf
Rich Dad Poor Dad ( PDFDrive.com )--.pdfRich Dad Poor Dad ( PDFDrive.com )--.pdf
Rich Dad Poor Dad ( PDFDrive.com )--.pdf
 
AIM of Education-Teachers Training-2024.ppt
AIM of Education-Teachers Training-2024.pptAIM of Education-Teachers Training-2024.ppt
AIM of Education-Teachers Training-2024.ppt
 

Moocs: what the research tells us

  • 1. What the UK FLAN research tells us Rebecca Ferguson, The Open University, UK
  • 3. Priority areas 1. Develop a strategic approach to learning at scale. 2. Develop appropriate pedagogy for learning at scale. 3. Identify and share effective learning designs. 4. Support discussion more effectively. 5. Clarify learner expectations. 6. Develop educator teams. 7. Widen access. 8. Develop new approaches to assessment and accreditation. 3
  • 4. Develop a strategic approach • Outside and inside the university • Now and in the future • MOOCs can enhance reputation • MOOCs can influence development of lasting collaborations • MOOCs can enable and extend impact • MOOCs can provide an introduction for new learners • MOOCs can support continuing study • MOOCs can play a part in an open education strategy • MOOCs need a business model 4 Research question: What procedures and practices are needed in order to quality assure MOOCs? Research question: How can we ensure that research into MOOCs, including the use of learning analytics to support learning and teaching, is carried out ethically?
  • 5. Develop appropriate pedagogy • Decide what is educationally valuable about learning at scale • Ensure massive numbers do not lead to negative experience • Work with the massive, rather than against it • Consider how diversity can be used to support learning • Create opportunities for self-directed and open-ended learning • Share innovative approaches within your university • Encourage others to experiment 5 Research question: Which pedagogies are appropriate for learning at scale, and how can they be used most effectively?
  • 6. Effective learning designs • Showcase and share successful activities and design innovations • Bear in mind learners’ reasons for joining • Have a target group of learners in mind but include alternative pathways for others • Aim to minimise distractions that do not support design objectives • Enable creative expression; support scale • Hammond, M. (2016). Online collaboration and cooperation: the recurring importance of evidence, rationale and viability. Education and Information Technologies, 1-20. 6 Research question: Which design patterns are most effective in MOOCs, and how can they be shared successfully?
  • 7. Support discussions well • Incorporate discussion within your learning design • Ensure educators can support discussion • Prioritise learners’ first posts • Identify pedagogic rationale for any discussion groups • Use comments to highlight subjects • Use hashtags to link across platforms • Model and emphasise good online practice • Demonstrate respect for alternative viewpoints 7 Research question: FutureLearn supports conversational learning. How can this best be implemented?
  • 8. Clarify learner expectations • May learners are new to online learning • Many are new to learning at this level • Tell learners what is expected of them • Explain whether learning develops incrementally or in blocks • Make explicit how to use resources • Give approximate timings for complex activities • Help guide decisions about organising time • Explain the role of social learning • Prioritise activities 8 Research question: Can we increase alignment between what learners expect and what MOOCs deliver?
  • 9. Develop educator teams • Be aware of the extent of your team and take into account the expectations of team members based in different departments • Librarians can provide support on copyright, licensing, resources and digital literacies • Allocate realistic time to work on MOOCs • Provide support for MOOC educators • University of Southampton obervatories and dashboards could make FL MOOC data easily accessible to educators 9 Research question: What are the best ways of teaching at scale and of training MOOC educators?
  • 10. Widen access • Majority of MOOC learners have already studied at higher level • Marketers and educators need to consider how to attract a more diverse cohort • Identify barriers to MOOC entry for different groups and work to remove them • Run accessibility checks on your MOOCs. Can a screen reader understand your resources and your assessments? • Those new to higher education are likely to be looking for recognition of learning 10 Research question: How can we increase MOOC accessibility and widen access to learning at scale?
  • 11. Assessment and accreditation • Jordan S. E. E-assessment: past, present and future. New Directions for Adult and Continuing Education. 2013;9(1):87-106. • Hauck M, MacKinnon T. A new approach to assessing online intercultural exchanges: soft certification of participant engagement. In: O'Dowd R, Lewis T, (eds). Online Intercultural Exchange Policy, Pedagogy, Practice. Routledge; 2016. • O'Toole R. Pedagogical strategies and technologies for peer assessment in massively open online courses (MOOCs): discussion paper. University of Warwick, 2013 11 Research question: What improvements can we make to the formative and summative assessment in MOOCs? Research question: Can we develop and accredit learning journeys that involve both informal and formal learning?
  • 12. 12 Slides online at www.slideshare.net/R3beccaF Rebecca Ferguson @R3beccaF http://r3beccaf.wordpress.com/