This is my keynote presentation for the 2013 iMoot. The presentation covers the role of Moodle - and by extension other Learning Management Systems - in a world of open teaching and learning.
Everything You Need To Know About MOOCs (Well Almost)Iain Doherty
HKU is currently looking at the MOOC space and this presentation provided colleagues at the University with an overview of what's happening with MOOCs.
The Evolution & Impact of Massive Open Online Courses - Final Oral Presentati...Rolin Moe
These slides accompany the final oral presentation for the research project "The Evolution & Impact of Massive Open Online Courses," a project done in partial fulfillment of the Doctorate of Education in Learning Technologies at Pepperdine University. This research will
Everything You Need To Know About MOOCs (Well Almost)Iain Doherty
HKU is currently looking at the MOOC space and this presentation provided colleagues at the University with an overview of what's happening with MOOCs.
The Evolution & Impact of Massive Open Online Courses - Final Oral Presentati...Rolin Moe
These slides accompany the final oral presentation for the research project "The Evolution & Impact of Massive Open Online Courses," a project done in partial fulfillment of the Doctorate of Education in Learning Technologies at Pepperdine University. This research will
Massive Open Online Courses (MOOCs) have been the hottest topic in Higher Education this year. Educating tens of thousands of students in one online course subtends some exciting opportunities but also a raft of pedagogical, logistical, and systemic challenges. This presentation summarises the key issues at stake and outlines a direction forward for Massive Open Online Courses in Higher Education.
Kenney, J.L. & Bower, M. (2012). Massive Open Online Courses (MOOCs): A snapshot. Presented at Expanding Horizons, L&T Week, Macquarie University, Sydney, Australia, 18 September.
Audio available from: http://tinyurl.com/moocs-snapshot
The New York Times said that 2012 was “the year of the MOOC”
EDUCAUSE said that they have “the potential to alter the relationship between learner and instructor and between academe and the wider community.”
Can a course where the participants and the course materials are distributed across the web and the courses are "open" and offered at no cost to a very large number of participants who do not receive institutional credit be a worthwhile venture for a college?
Presentation given at the Online and eLearining Conference organised by Knowledge Resources at the Forum, Bryanston, Johannesburg 28-29 August 2013. Created by Greig Krull, Sheila Drew and Brenda Mallinson.
Unisa keynote Innovation in ODL Research Teaching and Learning March 2014
This presentation content is the same as I have presented at Unisa but due to copyright issues that had been identified later I have changed some of the images
Presentation given at GUSCO, the Guldensporen College in Kortrijk, Belgium. In this presentation I give an overview of the MOOC benefits for teachers and students.
The Learning Management System: Adapt or DisappearIain Doherty
This is a presentation that I gave at the Center for the Enhancement of Teaching and Learning. I argued that we need to re-think pedagogy and technology use and suggested that we need to conceive of the LMS as one system within a student's personal learning environment.
Leveraging Moodle for Engaging LearningIain Doherty
This is my keynote presentation for the inaugural Moodle Moot in Hong Kong. I argue that we need to re-think the role of the teacher and to put in place a teaching model that centres on the connect learning developing a personal network. I then argue that Moodle can support this approach to teaching.
Massive Open Online Courses (MOOCs) have been the hottest topic in Higher Education this year. Educating tens of thousands of students in one online course subtends some exciting opportunities but also a raft of pedagogical, logistical, and systemic challenges. This presentation summarises the key issues at stake and outlines a direction forward for Massive Open Online Courses in Higher Education.
Kenney, J.L. & Bower, M. (2012). Massive Open Online Courses (MOOCs): A snapshot. Presented at Expanding Horizons, L&T Week, Macquarie University, Sydney, Australia, 18 September.
Audio available from: http://tinyurl.com/moocs-snapshot
The New York Times said that 2012 was “the year of the MOOC”
EDUCAUSE said that they have “the potential to alter the relationship between learner and instructor and between academe and the wider community.”
Can a course where the participants and the course materials are distributed across the web and the courses are "open" and offered at no cost to a very large number of participants who do not receive institutional credit be a worthwhile venture for a college?
Presentation given at the Online and eLearining Conference organised by Knowledge Resources at the Forum, Bryanston, Johannesburg 28-29 August 2013. Created by Greig Krull, Sheila Drew and Brenda Mallinson.
Unisa keynote Innovation in ODL Research Teaching and Learning March 2014
This presentation content is the same as I have presented at Unisa but due to copyright issues that had been identified later I have changed some of the images
Presentation given at GUSCO, the Guldensporen College in Kortrijk, Belgium. In this presentation I give an overview of the MOOC benefits for teachers and students.
The Learning Management System: Adapt or DisappearIain Doherty
This is a presentation that I gave at the Center for the Enhancement of Teaching and Learning. I argued that we need to re-think pedagogy and technology use and suggested that we need to conceive of the LMS as one system within a student's personal learning environment.
Leveraging Moodle for Engaging LearningIain Doherty
This is my keynote presentation for the inaugural Moodle Moot in Hong Kong. I argue that we need to re-think the role of the teacher and to put in place a teaching model that centres on the connect learning developing a personal network. I then argue that Moodle can support this approach to teaching.
Hong Kong Knowledge Management SocietyIain Doherty
This is a presentation that I gave to the Hong Kong Knowledge Management Society. It is a high level look at the learning management system in higher education and the presentation makes the case for needing to focus on teaching and learning if eLearning is to be successful.
eLearning in academia and business : the promise and the reality
Overview
This session will be informal and interactive and will revolve around presentations of eLearning perspectives from academia and the corporate world and will work well with audience participation, so prepare to be involved and engaged.
Academic Perspective
Iain Doherty
eLearning implementations in higher education have for the most part been poor. This situation explained in terms of the failure of higher education to change teaching and learning practices. In this presentation Iain Doherty will examine this situation in the context of looking at The University of Hong Kong’s eLearning strategy. The University of Hong Kong’s eLearning strategy will be explained along with the role of the eLearning Pedagogical Support Unit in implementing the strategy. Iain will also look at an alternative learning theory – Connectivism – and ask whether Connectivist teaching and learning would facilitate eLearning whilst also better preparing graduates to take their place as knowledge workers in companies.
navigating the future of education is given by Mike Sharples, formerly of the Learning Sciences Research Institute, University of Nottingham, and now at the Open University. Facilitated by Diane Brewster (Consultant).
Jisc conference 2011
This presentation will be presented at the STC 2013 Technical Communication Summit. The purpose is to provide an overview of MOOCs and garner interest in the upcoming STC Tech Comm MOOC.
Flat Students - Flat Learning - Global UnderstandingJulie Lindsay
Many educators are now joining themselves, their students and schools to others across the globe. We all know that global collaboration, the sort that includes full connectivity and collaboration that leads to co-creation of artifacts and actions is not easy and takes time to plan, implement and manage. However, let’s think out of the box even further and start to promote and support independent student learning at the Middle and High School levels. Once the teacher is not the gateway (or the barrier) to global learning, then what?
The ‘flat’ student has a PLN and PLC’s to connect with at anytime. The ‘flat’ student can learn (connect, collaborate, co-create, take action) anywhere at anytime without constraints.
Join Julie as she explores this concept and practice of independent ‘flat’ student learning for global understanding and collaborative actions. Flat Connections projects will be featured as well as the new ‘Learning Collaboratives’ to start in 2015. If you want to take your global learning to a higher level, this is the session to attend!
Moodle, MOOC’s and our model for distance learning. Trying to clear up some of the vagueness around distance learning. Where we stand in regards to our work and the emerging tsunami of MOOC's.
The significant opportunities and challenges that learners, educators, resear...George Veletsianos
Today's institutions of higher learning bear little resemblance to the institutions that preceded them, as technological, economic, political, and socio-cultural factors transform societies and the institutions that exist within them. In this talk, I will explore the significant opportunities and challenges facing today's higher institutions of learning. I will discuss my research findings on social media, open online learning, and networked participation, and examine emerging models for learning, teaching, and scholarship. Through this discussion, we will reflect on the values and ideals of educational and knowledge systems and the congruency of these ideals with the systems that are currently being created.
Similar to Moodle in the World of MOOCs: What Might the Future Look Like? (20)
In this presentation I look at the underlying pedagogy for a professional learning course to teach eLearning Officers at The University of Hong Kong the necessary theoretical knowledge and practical skills to become instructional designers. The course design is critically discussed with respect to motivational issues.
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This presentation covers the use of Google Applications for Education (GAFE) to support student centered eLearning. Particular reference is made to collaborative learning, learning portfolios and personal learning networks.
My eLearning team delivered an afternoon workshop on creating engaging eLearning experiences. This PowerPoint provided a theoretical lens for the workshop. We built on this theory to deliver three more parts to the workshop: the Learning Management System, Cloud Services and Tablet Devices.
This is a presentation that I gave to the Hong Kong Vocational Training Council Learning and Teaching Steering Committee. I was asked to present on the Learning Management System, Education 3.0 and future directions in eLearning. I tied it all together by presenting Education 3.0 as the driver to change the past (LMS) into the future (open, mobile learning supported by learning analytics).
This is a relatively straightforward presentation that I put together for a certificate course in instructional design. The presentation takes students through the five steps of the ADDIE model (Analysis, Design, Development, Implementation and Evaluation) and references the steps to a learning site that I developed at The University of Auckland (https://www.fmhshub.auckland.ac.nz/).
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This is a presentation that I gave at the ICEL 2012 conference in Hong Kong. The presentation outlines a randomized control trial that examined the an intervention to have nursing students learn discipline specific terms through a collaborative wiki exercise.
Evaluating the Impact of an eLearning Strategy on the Quality of Teaching and...Iain Doherty
This is a presentation that I gave at the CITE 2012 Research Symposium at The University of Hong Kong. Essentially the presentation makes a case for the need to look at learning experiences and learning outcomes in order to truly determine whether or not an eLearning strategy has been effective. In other words, Moodle generated data will not do the trick.
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This is the presentation that I gave at the Opening Plenary Panel of the 2012 CITE Research Symposium at The University of Hong Kong. I guess that my aim was to start people off thinking a little bit about how higher education has made use of technologies for teaching and learning. I also wanted to send a positive message about what might be done.
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The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
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Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
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Moodle in the World of MOOCs: What Might the Future Look Like?
1. Moodle in the World of
MOOCs: What Might the Future
Look Like?
Dr. Iain Doherty
Associate Professor
Director eLearning Pedagogical Support Unit
Centre for the Enhancement of Teaching and Learning
24th May 2013
The University of Hong Kong
2. Overview
• Massive Open Online Courses
• Standard Learning Theories
• Standard Technologies
• Connectivism
• Moodle in a Massively Open World
4. Massive Open Online Courses
• Massive Open Online Courses are
arguably the most talked about – and
potentially most disruptive –
phenomenon in the current educational
landscape.
• They provide an impetus for institutions to reflect upon their teaching
and learning and to reflect upon their eLearning practices.
• Compared with the past many institutions may well be forced into doing
this in order to survive e.g. look at the Open University in the U.K.
(Weller and Anderson, 2013).
5. Massive Open Online Courses
• Thinking about MOOCs, higher education institutions
can reflect on what the LMS – any LMS but let’s say
Moodle – has meant for their teaching and learning.
• This process will be much more productive if our
institutions understand the different sorts of MOOCs.
• Contrary to current designations I am going to suggest
that there are three different types of MOOCs –
cMOOCs, sMOOCs and xMOOCs.
6. cMOOCs
• cMOOCs are grounded in the Connectivist learning theory first
proposed by George Siemens.
• Learning is a networked process and course content is generated by
teachers, students and other “nodes” in the network.
• cMOOCs employ multiple technologies – 12 in the first MOOC
offered by Siemens (Fini, 2009) – and the
LMS is one in a range of technologies.
7. sMOOCs
• Standard MOOCs or sMOOCs are grounded in
traditional pedagogies – predominantly
Behaviorist with a smattering of Cognitivism and
Constructivism.
• The MOOC platform operates as a massive LMS
and learning is process of working through
transmitted material, engaging in multiple choice
quizzes and being assessed by peers.
• Use of additional technologies is limited.
8. xMOOCs
• Excellent, exploratory, expansive” (Rodrick & Sun, 2012) MOOCs
or xMOOCs aspire to innovating in pedagogical practices / use of
technologies for teaching and learning.
• MOOC platform still seems to operate as a large scale LMS but the
trajectory for these MOOC is one of innovation.
• Use of technologies still seems to be somewhat limited but there are
signs that this will change.
9. The MOOC As Vehicle
• It is time to take a stand with respect to teaching and technologies.
• The most innovative MOOCs are in fact the cMOOCs run by Siemens
and others.
• We can learn a lot from these MOOCs in terms of teaching approach
and aligned use of technologies.
• This will require a massive eLearning
re-think on the part of most institutions.
for Reflection
10. Learning Theories
• Education has operated for decades in terms of three
learning theories:
– Behaviorism (drill and practice)
– Cognitivism (mental structures)
– Constructivism (making meaning)
• Technologies have been integrated into teaching on
the basis of these three learning theories (Mergel
1998).
• We need a change because the world has changed!
11. Standard LMS Usage is Poor
• The LMS is predominantly used for text transmission (Coates et al,
2005, Mott, 2010).
• Limited use of other functions such as discussion forums as a nod
to Cognitivism and Constructivism.
12. The Nature of
“Understanding knowledge in a particular era is important in
ensuring that we have aligned our spaces and structures with the
nature of knowledge” (Siemens, 2006).
Are we teaching in a way that aligns with the nature of
knowledge acquisition in contemporary society?
Knowledge as Driver
13. As a learner (Oblinger, 2005) the fifteen year old is:
– Always connected to something or someone;
– Accessing multiple sources of information;
– Learning socially with her friends;
– Adept with multiple technologies;
– Highly creative and inventive;
– Fascinated by certain things; and
– Intermittently engaged with learning.
The Nature of
Students as Driver
14. “The rapid development of information . . . requires a model that
sees learning less as a product (filling a learner with knowledge)
and more of a process of continually staying current and
connected (learning as a process of exploration, dialogue, and
interaction)” (Siemens, 2006).
• Information is increasing exponentially so for Siemens
knowing how / where is more important than being able to
store knowledge in our heads.
Connectivism as
Pedagogical Approach
16. “Connecting with people and content is a constant, ongoing,
daily activity . . . Learning is a continual, network-forming
process . . . As we encounter new resources (knowledge,
people, and technology nodes), we may choose to actively
connect and create our personal learning network”
(Siemens, 2006).
• The network forming process in a Connectivist MOOC
occurs in terms of multiple technologies -12 in the first
MOOC offered by Siemens.
Connectivism as
Technology Use
18. Remember the Fifteen Year Old Girl
• We can look at our students and say
that they are “learning” when they
connect to multiple sources of
information in order to complete
learning activities.
• But what place for Moodle in a
Connectivist MOOC?
19. Connectivism
We want to see,
“ . . . A shift away from the model
in which students consume
information through independent
channels such as the library, a
text book or an LMS, moving
instead to a model where
students draw connections from
a growing matrix of resources
that they select and organize”
(Mott, 2010)
20. Siemens says no to the LMS:
“ . . . we are repeating the ‘instructor/school controls’ hierarchy
online. Linear, one-way, managed knowledge flow doesn't work
well in a information overload society. Networks do work . . .”
(Siemens, 2004).
• We can avoid this with relative ease and deliver rich, engaging
and rewarding learning experiences.
LMS: The Wrong Place
to Start Learning?
21. • If there is an issue then it is this; the
LMS needs to be employed in the
service of student learning.
• This means thinking pedagogically in
the first instance and then determining
whether the LMS has the features and
affordances to meet pedagogical needs.
LMS: Not Really
The Wrong Place to Start
22. Some Guiding Thoughts
• It is not clear that Connectivism is a learning theory and there is no
empirical evidence for its efficacy.
• But Connectivism is saying something important about the 21st
Century epistemological framework.
• It is also saying something
important about the ubiquitous
nature of technologies / living
in a networked world.
• Can we navigate to a
balanced picture of
teaching / technology use?
23. Heading towards a Balanced Picture
“What if course portals, typically little more than
gateways to course activities and materials, became
instead course catalysts: open, dynamic representations
of “engagement streams” that demonstrate and encourage
deep learning?” (Campbell, 2009).
24. Heading towards a Balanced Picture
• Sage on the Stage or teacher as source of knowledge (King, 1993)
– Aligns with Behaviorism and Cognitivism
• Guide on the Side or teacher as facilitator (King, 1993)
– Aligns with Constructivism and its variants
• Meddler in the Middle described as a “usefully ignorant co-worker”
(McWilliam 2008)
– Aligns with the central tenants of Connectivism
25. Heading towards a Balanced Picture
• Project based learning
• Experiential learning
• Case based learning
• Problem based learning
• Guided discovery learning
• Student led teaching
• Student presentations
• Interactive teaching sessions
26. Heading towards a Balanced Picture
• From a technological perspective the LMS is one node in the
network (Masters & Qaboos, 2011) with learners’ personal
spaces and technologies – 12 different technologies on
Siemens’ and Downs first MOOC (Fini, 2009) – defining
additional nodes in the network (Rodriguez, 2012).
• It is an important node as research into Siemens first MOOC
shows (Mackness et al., 2010). Moodle was favored by a
significant number of participants.
• Because if offered structure / was manageable?
27. Heading towards a Balanced Picture
Siemens says (2004) that an LMS needs to offer:
– A place for learner expression (blog/portfolio);
– A place for content interaction;
– A place to connect with other learners;
– A place to connect the thoughts of other learners in a personal,
meaningful way - i.e. using RSS and then brought back into
the "learner expression tool“;
– A place to dialogue with the instructor (email, VoIP, etc.)
28. Heading towards a Balanced Picture
– A place to dialogue with gurus (apprentice) - the heart
of online communities is the mess of varying skills and
expertise. Gurus are people currently in industry or
established practitioners of the organizing theme of the
community.
– A place for learning artifacts of those who've gone
before - i.e. content management capabilities accessible
and managed by the learner. Tools like Furl, del.icio.us
are examples of personal knowledge management
(PKM) tools.
29. Heading towards a Balanced Picture
• Moodle can provide a structured environment for innovative
teaching following the Meddler in the Middle model using a
variety of teaching approaches.
• In addition students need to be given the option of using a
variety of other tools to organize a personal learning
environment.
• This brings about the best of both worlds and achieves a
balance between structure for “knowing what” and
Connectivism for generating knowledge.
30. Closing Comments
• We do need to re-think the learning theories that we are using;
• We do need to re-think the technologies that we are using in
teaching;
• Despite the LMS nay sayers, Moodle has clear utility as one
technology in a Connectivist environment.
• The issue lies with teaching and learning commitment and
MOOCs will likely make institutes focus on their teaching /
technology use.
33. References
• Campbell, G. (2009). A Personal Cyber Infrastructure.
Educause Review, 44(5), 58–59. Retrieved from
http://www.educause.edu/ero/article/personal-
cyberinfrastructure
• Fini, A. (2009). The Technological Dimension of a
Massive Open Online Course: The Case of the CCK08
Course Tools. International Review of Research in Open
and Distance Learning, 10(5). Retrieved from
http://www.irrodl.org/index.php/irrodl/article/view/643/1410
34. References
• King, A. (1993). From Sage on the Stage to Guide on
the Side. College Teaching, 41(1), 30–35. Retrieved
from http://www.jstor.org/stable/27558571
• Mackness, J., Fai, S., Mak, J., & Williams, R. (2010).
The Ideals and Reality of Participating in a MOOC. In
Proceedings of the 7th International Conference on
Networked Learning 2010 (pp. 266–274). Retrieved
from
http://www.lancs.ac.uk/fss/organisations/netlc/past/nlc2
010/abstracts/PDFs/Mackness.pdf
35. References
• Masters, K., & Qaboos, S. (2011). A Brief Guide To
Understanding MOOCs. The Internet Journal of Medical
Education, 1(2), 2–6. http://dx.doi.org/10.5580/1f21
• McWilliam, E. (2008). Unlearning How To Teach.
Innovations in Education and Teaching International,
45(3), 263–269.
http://dx.doi.org/10.1080/14703290802176147
36. References
• Mergel, B. (1998). Instructional Design and Learning
Theory. Retrieved from
http://www.usask.ca/education/coursework/802papers/m
ergel/brenda.htm
• Mott, J. (2010). Envisioning the Post-LMS Era : The
Open Learning Network. Educause Quarterly, 33(1), 1–8.
Retrieved from
http://www.educause.edu/ero/article/envisioning-post-
lms-era-open-learning-network
37. References
• Oblinger, D. G., & Oblinger, J. L. (2005). Educating the
Net Generation. (D. G. Oblinger & J. L. Oblinger,
Eds.)Educating the Net Generation (p. 264). Boulder,
CO: Educause. Retrieved from
http://www.educause.edu/educatingthenetgen/5989
• Rodrick, D., & Sun, K. (2012). EdX: Harvard’s New
Domain. The Harvard Crimson. Retrieved May 1, 2013,
from http://www.thecrimson.com/article/2012/10/4/edx-
scrutiny-online-learning/?page=single
38. References
• Rodriguez, C. O. (2012). MOOCs and the AI-Stanford
like Courses: Two Successful and Distinct Course
Formats for Massive Open Online Courses. European
Journal of Open, Distance and E-Learning back,
05.07.2012, 1–13. Retrieved from
http://www.eurodl.org/?p=current&article&article=516
39. References
• Siemens, George. (2005). Connectivism: A Learning
Theory for the Digital Age. Retrieved from
http://www.elearnspace.org/Articles/connectivism.htm
• Siemens, G. (2006). Knowing Knowledge. Retrieved from
http://www.elearnspace.org/KnowingKnowledge_LowRes.
pdf
40. References
• Siemens, S. (2004). Learning Management Systems :
The Wrong Place to Start Learning. elearningspace.
Retrieved September 17, 2012, from
http://www.elearnspace.org/Articles/lms.htm
• Weller, M., & Anderson, T. (2013). Digital Resilience in
Higher Education. European Journal of Open, Distance
and E-Learning, 16(1), 53–66. Retrieved from
http://www.eurodl.org/?article=559