Presentation of a research study on the impact of online interaction on student learning
National Tertiary Learning and Teaching Conference (NTLT) 2016
The FDOL journey so far presented at NW ALT SIG 12 Dec 13 with Neil WithnellChrissi Nerantzi
This document provides an overview of the Flexible, Distance and Online Learning (FDOL) open courses #FDOL131, #FDOL132 and plans for #FDOL141.
#FDOL131 had 80 participants in Problem-Based Learning groups, while #FDOL132 had 107 registrations and groups of 6-8 participants each. Both courses used a simple COOL FISh approach for autonomous and collaborative learning. Participant feedback highlighted the value of community, facilitator support, and applying skills to practice.
#FDOL141 is planned to start in February 2014 with streamlined COOL FISh activities, 10 volunteer facilitators, and a course leader role. It aims to further support
Just a buzz by Chrissi Nerantzi and Neil Withnell poster presentation for the...Chrissi Nerantzi
This poster summarizes research on an open online course called FDOL132 for the professional development of teachers in higher education. A PhD study used FDOL132 as a case study to investigate learners' experiences in the course. Preliminary findings from surveys and interviews found that participants valued group work but found it challenging. They appreciated working with colleagues from different disciplines and countries but faced barriers like language and commitment levels. The research aims to develop a framework for collaborative learning in open cross-institutional courses.
Presentation by Rebecca Ferguson at Learning and Knowledge 2015 (LAK15), Poughkeepsie, NY, USA.
Massive open online courses (MOOCs) are now being used across the world to provide millions of learners with access to education. Many learners complete these courses successfully, or to their own satisfaction, but the high numbers who do not finish remain a subject of concern for platform providers and educators. In 2013, a team from Stanford University analysed engagement patterns on three MOOCs run on the Coursera platform. They found four distinct patterns of engagement that emerged from MOOCs based on videos and assessments. However, not all platforms take this approach to learning design. Courses on the FutureLearn platform are underpinned by a social-constructivist pedagogy, which includes discussion as an important element. In this paper, we analyse engagement patterns on four FutureLearn MOOCs and find that only two clusters identified previously apply in this case. Instead, we see seven distinct patterns of engagement: Samplers, Strong Starters, Returners, Mid-way Dropouts, Nearly There, Late Completers and Keen Completers. This suggests that patterns of engagement in these massive learning environments are influenced by decisions about pedagogy. We also make some observations about approaches to clustering in this context.
Developing a collaborative learning design framework for open cross-instituti...Chrissi Nerantzi
The document describes a PhD research project that aims to explore learner experiences in open cross-institutional academic development courses through phenomenographic analysis of semi-structured interviews and surveys. The research questions focus on how these courses are experienced by learners, which course characteristics influence learner experience, and identifying features of a collaborative design framework. The methodology section outlines the phenomenographic approach, purposeful sampling strategy, and initial findings from surveys and interviews conducted with participants in two case studies.
About chaos, the big wave, confusion and overcoming loneliness in Openland b...Chrissi Nerantzi
This document summarizes Chrissi Nerantzi's presentation on open education at the University of Sussex on March 11, 2014. The presentation discussed three examples of open education initiatives: FDOL, an open professional development course for teachers in higher education developed by academic developers in the UK and Sweden; FLEX, an opportunity for continuing professional development activities and credits tailored to individual priorities at Manchester Metropolitan University; and BYOD4L, a mobile, flexible, collaborative open course. Nerantzi reflected on the experiences and preliminary findings from these initiatives, including challenges around time commitment and group work. She concluded by considering next steps, such as offering a new open cross-institutional course and research on the facilitators' experience in BY
Are Wikis and Weblogs an appropriate approach to foster collaboration, refle...Christian Schmidt
The document discusses research into using wikis and weblogs to foster student collaboration, reflection, and motivation in mathematics education. A research study was conducted with 127 German students to examine the effects of using individual and class weblogs on students' self-determination and reflection. The results found no significant differences between the groups. Qualitative data from student interviews and blog posts will be further analyzed to understand how digital tools can support learning. Previous research on using wikis and weblogs in education is also summarized.
Social learning at massive scale LWMOOCs 2015 slideshareMike Sharples
FutureLearn is a massive open online course (MOOC) platform with over 2 million learners and 4 million course sign-ups. It was formed by The Open University and launched in 2013. FutureLearn partners with universities, organizations, and content providers to offer over 190 courses in various subjects. Analytics from FutureLearn courses show that while most learners view content, around 40% actively engage and a quarter of learners access courses via mobile devices. FutureLearn aims to design pedagogically informed MOOCs through approaches like social learning, visible teaching, and narrative-based learning to support open learning at massive scale.
De toekomst van Learning Analytics - wat is haalbaar en wat is wenselijk?SURF Events
Woensdag 11 november
Sessieronde 4
Titel: De toekomst van Learning Analytics - wat is haalbaar en wat is wenselijk?
Spreker(s): Doug Clow (Open University UK), Hendrik Drachsler (Open Universiteit)
Zaal: Leeuwen I
The FDOL journey so far presented at NW ALT SIG 12 Dec 13 with Neil WithnellChrissi Nerantzi
This document provides an overview of the Flexible, Distance and Online Learning (FDOL) open courses #FDOL131, #FDOL132 and plans for #FDOL141.
#FDOL131 had 80 participants in Problem-Based Learning groups, while #FDOL132 had 107 registrations and groups of 6-8 participants each. Both courses used a simple COOL FISh approach for autonomous and collaborative learning. Participant feedback highlighted the value of community, facilitator support, and applying skills to practice.
#FDOL141 is planned to start in February 2014 with streamlined COOL FISh activities, 10 volunteer facilitators, and a course leader role. It aims to further support
Just a buzz by Chrissi Nerantzi and Neil Withnell poster presentation for the...Chrissi Nerantzi
This poster summarizes research on an open online course called FDOL132 for the professional development of teachers in higher education. A PhD study used FDOL132 as a case study to investigate learners' experiences in the course. Preliminary findings from surveys and interviews found that participants valued group work but found it challenging. They appreciated working with colleagues from different disciplines and countries but faced barriers like language and commitment levels. The research aims to develop a framework for collaborative learning in open cross-institutional courses.
Presentation by Rebecca Ferguson at Learning and Knowledge 2015 (LAK15), Poughkeepsie, NY, USA.
Massive open online courses (MOOCs) are now being used across the world to provide millions of learners with access to education. Many learners complete these courses successfully, or to their own satisfaction, but the high numbers who do not finish remain a subject of concern for platform providers and educators. In 2013, a team from Stanford University analysed engagement patterns on three MOOCs run on the Coursera platform. They found four distinct patterns of engagement that emerged from MOOCs based on videos and assessments. However, not all platforms take this approach to learning design. Courses on the FutureLearn platform are underpinned by a social-constructivist pedagogy, which includes discussion as an important element. In this paper, we analyse engagement patterns on four FutureLearn MOOCs and find that only two clusters identified previously apply in this case. Instead, we see seven distinct patterns of engagement: Samplers, Strong Starters, Returners, Mid-way Dropouts, Nearly There, Late Completers and Keen Completers. This suggests that patterns of engagement in these massive learning environments are influenced by decisions about pedagogy. We also make some observations about approaches to clustering in this context.
Developing a collaborative learning design framework for open cross-instituti...Chrissi Nerantzi
The document describes a PhD research project that aims to explore learner experiences in open cross-institutional academic development courses through phenomenographic analysis of semi-structured interviews and surveys. The research questions focus on how these courses are experienced by learners, which course characteristics influence learner experience, and identifying features of a collaborative design framework. The methodology section outlines the phenomenographic approach, purposeful sampling strategy, and initial findings from surveys and interviews conducted with participants in two case studies.
About chaos, the big wave, confusion and overcoming loneliness in Openland b...Chrissi Nerantzi
This document summarizes Chrissi Nerantzi's presentation on open education at the University of Sussex on March 11, 2014. The presentation discussed three examples of open education initiatives: FDOL, an open professional development course for teachers in higher education developed by academic developers in the UK and Sweden; FLEX, an opportunity for continuing professional development activities and credits tailored to individual priorities at Manchester Metropolitan University; and BYOD4L, a mobile, flexible, collaborative open course. Nerantzi reflected on the experiences and preliminary findings from these initiatives, including challenges around time commitment and group work. She concluded by considering next steps, such as offering a new open cross-institutional course and research on the facilitators' experience in BY
Are Wikis and Weblogs an appropriate approach to foster collaboration, refle...Christian Schmidt
The document discusses research into using wikis and weblogs to foster student collaboration, reflection, and motivation in mathematics education. A research study was conducted with 127 German students to examine the effects of using individual and class weblogs on students' self-determination and reflection. The results found no significant differences between the groups. Qualitative data from student interviews and blog posts will be further analyzed to understand how digital tools can support learning. Previous research on using wikis and weblogs in education is also summarized.
Social learning at massive scale LWMOOCs 2015 slideshareMike Sharples
FutureLearn is a massive open online course (MOOC) platform with over 2 million learners and 4 million course sign-ups. It was formed by The Open University and launched in 2013. FutureLearn partners with universities, organizations, and content providers to offer over 190 courses in various subjects. Analytics from FutureLearn courses show that while most learners view content, around 40% actively engage and a quarter of learners access courses via mobile devices. FutureLearn aims to design pedagogically informed MOOCs through approaches like social learning, visible teaching, and narrative-based learning to support open learning at massive scale.
De toekomst van Learning Analytics - wat is haalbaar en wat is wenselijk?SURF Events
Woensdag 11 november
Sessieronde 4
Titel: De toekomst van Learning Analytics - wat is haalbaar en wat is wenselijk?
Spreker(s): Doug Clow (Open University UK), Hendrik Drachsler (Open Universiteit)
Zaal: Leeuwen I
“What Happens After Graduating from University?"Alison Head
Presentation by Alison Head at LILAC in Dublin, Ireland on March 21, 2016 about Project Information Literacy's latest study of 1,651 recent university graduates and their information-seeking practices for lifelong learning once they continue on in their lives.
“I would probably find it quite hard if I had to do it in a foreign language” Chrissi Nerantzi
My PhD research work-in-progress... contribution for Sunday the 10 April 2016 for the event of the Global OER Graduate Network in Krakow, Poland as part of the OEGlobal
ICT are transforming Cuban higher education towards the adoption of blended-learning and distance learning. This dissertation focuses on investigating the effectiveness of using social software to support collaborative learning in a Cuban university. Five studies were conducted within three phases that included diagnostic, integration and validation of the social software that was used to support collaborative learning. A didactic model was created to integrate social software within Cuban teaching and learning in higher education. Social Network Analysis and content analysis were used to evaluate the effectiveness of social software to support students' learning through their collaborative learning relationships and through their posts in wiki pages and online discussions. Statistical analysis was used to evaluate students' self-efficacy as a measure of their achievements in social software-supported collaborative learning. The findings confirmed social software’s suitability to support collaborative learning, as it increased collaborative learning's effectiveness, compared to face-to-face collaborative learning. Specific findings were revealed for the use of wikis and online discussions within teaching and learning, which are extendable to other social software tools. A didactic model to integrate social software in Cuban teaching and learning, as well as a framework to analyse students' interactions, were used for first time and validated to extend its use among Cuban university stakeholders.
Supporting Higher Education to Integrate Learning Analytics_EUNIS20171107Yi-Shan Tsai
This talk summarised the SHEILA project and its preliminary findings. It was presented at the EUNIS (European University Information Systems) workshop on 7 November 2017.
Five short presentations from a panel session at the Learning Analytics and Knowledge Conference 2015, on the topic of "Learning Analytics - European Perspectives", held at Marist College, Poughkeepsie on March 18th 2015. The speakers are: Rebecca Ferguson, Alejandra Martinz Mones, Kairit Tammets, Alan Berg, Anne Boyer, and Adam Cooper.
Learning Analytics of Online Instructional Design during COVID-19: Experience...MohammadDeniAkbar1
Emergency remote online learning is a natural response by education providers to ensure program sustainability whilst educators and students adapt to this change through time. The instructional design of these courses has also been adapted but limited learning analytics-based studies are available. This paper presents a case study on the instructional design and learning analytics in an online learning course entitled Data Analytics conducted at Telkom University. The course content, activity and assessment structure are discussed as well as the data analytics tools functions provided in the learning management platform used. Additional learning analytics case study is reported on the student’s response and experience.
The document discusses plans for migrating courses from the Blackboard learning management system (LMS) called ANGEL to a new LMS called Blackboard at SUNY Ulster. Key points include:
- Forming a migration steering committee with representatives from various campus departments
- Developing a calendar to migrate courses by department between 2015-2016
- Creating checklists for instructors and communications for students about the migration
- Training instructors on best practices for online teaching through OpenSUNY initiatives
- Addressing technical issues like file formats and links that need fixing during the migration
How Teacher Intervention Affects Primary Student Collaboration in Wiki Enviro...CITE
WONG, Joyce Choi Chun (Teacher Librarian of Kingston International School)
http://citers2013.cite.hku.hk/en/paper_621.htm
---------------------------
Author(s) bear(s) the responsibility in case of any infringement of the Intellectual Property Rights of third parties.
---------------------------
CITE was notified by the author(s) that if the presentation slides contain any personal particulars, records and personal data (as defined in the Personal Data (Privacy) Ordinance) such as names, email addresses, photos of students, etc, the author(s) have/has obtained the corresponding person's consent.
A ticket for a cross-boundary higher education system. Just a dream? PhD studyChrissi Nerantzi
This document describes a study that used a collective case study approach and phenomenography to examine learners' experiences in two open cross-institutional academic development courses designed for collaborative learning. The study aimed to understand learners' experiences, which course characteristics most influenced learners, and develop a collaborative open learning framework. Data collection methods included surveys and interviews. Preliminary findings identified categories of description around course experience, boundary crossing, and collaboration. The outcome space addressed the research questions and informed a proposed collaborative open learning framework for cross-institutional academic development.
Presentation given at SCONUL 2014, the summer conference of The Society of College, National and University Libraries, Glasgow, June 2014. The presentation focuses on frequently asked questions (FAQs) about learning analytics, with the emphasis on the role and perspective of libraries in this area.
Talk by Rebeca Ferguson (Open University, UK, and LACE project).
The promise of learning analytics is that they will enable us to understand and optimize learning and the environments in which it takes place. The intention is to develop models, algorithms, and processes that can be widely used. In order to do this, we need to move from small-scale research within our disciplines towards large-scale implementation across our institutions. This is a tough challenge, because educational institutions are stable systems, resistant to change. To avoid failure and maximize success, implementation of learning analytics at scale requires careful consideration of the entire ‘TEL technology complex’. This complex includes the different groups of people involved, the educational beliefs and practices of those groups, the technologies they use, and the specific environments within which they operate. Providing reliable and trustworthy analytics is just one part of implementing analytics at scale. It is also important to develop a clear strategic vision, assess institutional culture critically, identify potential barriers to adoption, develop approaches that can overcome these, and put in place appropriate forms of support, training, and community building. In her keynote, Rebecca introduced tools, resources, organisations and case studies that can be used to support the deployment of learning analytics at scale
The paper was presented at ICALT 2013: http://infoscience.epfl.ch/record/185963?ln=en
This paper proposes a novel approach to build and deploy learning analytics dashboards in multiple learning environments. Existing learning dashboards are barely portable: once deployed on a learning platform, it requires considerable effort to deploy the dashboard elsewhere. We suggest constructing dashboards from lightweight web applications, namely widgets. Our approach allows to port dashboards with no additional cost between learning environments that implement open specifications (OpenSocial and ActivityStreams) for data access and use widget APIs. We propose to facilitate reuse by sharing the dashboards and widgets via a centralized analytics repository.
This document summarizes Chrissi Nerantzi's work developing open online professional development courses at Manchester Metropolitan University from 2011-2014. It discusses the design and outcomes of three iterations of the Flexible, Distance and Online Learning (FDOL) course, including increased participation rates and positive feedback from learners. It also describes Nerantzi's collaboration with Sue Beckingham on the 2014 Bring Your Own Device For Learning open course. The document emphasizes the importance of social and collaborative learning through open online communities and networks.
Workshop run at the European Conference for e-Learning 2015 (ECEL 2015) at the University of Hertfordshire, UK. The workshop included an introduction of both learning analytics and learning design, as well as an exploration of how these could be employed in MOOCs. Some of the group work was focused on the Agincourt MOOC run by the University of Southampton on the FutureLearn platform.
How inclusive is the "Openness" of Open Education?Sarah Lambert
This document provides an overview of a PhD student's research on how open education programs can be used by Australian higher education institutions to promote student equity and social inclusion. The research aims to critically examine whether open education truly benefits underprivileged groups or exacerbates existing inequities. The student's literature review identified some programs that successfully supported equity cohorts using open online courses, though more targeted interventions may be needed. Her research will analyze case studies of programs combining open technologies with physical and social supports. The goal is to understand how open education can be designed and implemented inclusively for different student populations and circumstances.
Flexibel leren op locatie met apps, mobile devices en weararables_deel 3SURF Events
Dinsdag 8 november
Sessieronde 2
Titel: Flexibel leren op locatie met apps, mobile devices en weararables_deel 3
Spreker(s): Kamakshi Rajagopal & Karel Kreijns (Open Universiteit, NL)
Frank Crasborn, Maurice Smeedts (FontysHogescholen), Anje Ros (KPN Groep)
Zaal: Blue Room
AECT 2015: Interaction Patterns and Knowledge Construction Behaviors In Discu...Vanessa Dennen
The document summarizes a study that examined interaction patterns and knowledge construction behaviors in the discussion forums of a professional development MOOC. The study analyzed data from 147 students across 4 modules of the MOOC. Results showed that initiation-response pairs were the most common conversation structure and that instructor involvement promoted deeper discussion. In terms of knowledge construction, students primarily shared and compared information, with less activity exploring inconsistencies or co-constructing knowledge collectively. The researchers concluded that MOOC design and facilitation play important roles in fostering discussion and knowledge-building among participants.
This document summarizes a workshop on linking learning analytics, learning design, and MOOCs. It discusses how learning analytics can provide actionable intelligence for learners and educators. Group activities involved analyzing MOOCs to identify learning outcomes, assessments, and how analytics could support learning. The document suggests learning design tools like templates, planners, and maps can help identify useful analytics and frame analytics questions. The goal is to use analytics to facilitate learning, identify struggles, engagement, and address problems by starting with pedagogy.
This document discusses the constructivist learning theory, which posits that learning is an active process where learners construct new ideas based upon their current and prior knowledge. It notes key theorists like Piaget, Bruner, and Vygotsky. Under constructivism, teachers support student learning through social activities, projects, and technology use that encourages active participation and real-world connections, while students engage in hands-on learning, research, group work, and technology tools like games and projects. The conclusion emphasizes how understanding learning theories can help teachers support all students using both traditional and technology-based methods.
In the last 5 years, there has been a rise in what we might call “large-scale digital learning experiments.” These take the form of centralized courses, vendor-created courseware, online homework systems, MOOCs, and free-range learning platforms. If we mine the research, successes, and failures coming out of these experiments, what can we discover about designing better digital learning experiences and technology for learning?
Digital and collaborative learning for tertiary transformationThe Mind Lab
This document discusses pedagogy and teaching in the digital age. It covers several topics:
1) Learning theories need to continually adapt to technological changes and the way students learn today.
2) Younger generations of students, like Generation Z, have grown up with technology and learn differently than past generations. They crave interactive, visually-enhanced learning opportunities.
3) There is a disconnect between K-12 students' digital learning experiences and traditional university teaching which is often still lecture-based. Transforming teaching methods is needed to better engage modern students.
EMMA Summer School - Rebecca Ferguson - Learning design and learning analytic...EUmoocs
This hands-on workshop will work with learning design tools and with massive open online courses (MOOCs) on the FutureLearn platform to explore how learning design can be used to influence the choice and design of learning analytics. This workshop will be of interest to people who are involved in the design or presentation of online courses, and to those who want to find out more about learning design, learning analytics or MOOCs. Participants will find it helpful to have registered for FutureLearn and explored the platform for a short time in advance of the workshop.
This presentation was given during the EMMA Summer School, that took place in Ischia (Italy) on 4-11 July 2015.
More info on the website: http://project.europeanmoocs.eu/project/get-involved/summer-school/
Follow our MOOCs: http://platform.europeanmoocs.eu/MOOCs
Design and deliver your MOOC with EMMA: http://project.europeanmoocs.eu/project/get-involved/become-an-emma-mooc-provider/
“What Happens After Graduating from University?"Alison Head
Presentation by Alison Head at LILAC in Dublin, Ireland on March 21, 2016 about Project Information Literacy's latest study of 1,651 recent university graduates and their information-seeking practices for lifelong learning once they continue on in their lives.
“I would probably find it quite hard if I had to do it in a foreign language” Chrissi Nerantzi
My PhD research work-in-progress... contribution for Sunday the 10 April 2016 for the event of the Global OER Graduate Network in Krakow, Poland as part of the OEGlobal
ICT are transforming Cuban higher education towards the adoption of blended-learning and distance learning. This dissertation focuses on investigating the effectiveness of using social software to support collaborative learning in a Cuban university. Five studies were conducted within three phases that included diagnostic, integration and validation of the social software that was used to support collaborative learning. A didactic model was created to integrate social software within Cuban teaching and learning in higher education. Social Network Analysis and content analysis were used to evaluate the effectiveness of social software to support students' learning through their collaborative learning relationships and through their posts in wiki pages and online discussions. Statistical analysis was used to evaluate students' self-efficacy as a measure of their achievements in social software-supported collaborative learning. The findings confirmed social software’s suitability to support collaborative learning, as it increased collaborative learning's effectiveness, compared to face-to-face collaborative learning. Specific findings were revealed for the use of wikis and online discussions within teaching and learning, which are extendable to other social software tools. A didactic model to integrate social software in Cuban teaching and learning, as well as a framework to analyse students' interactions, were used for first time and validated to extend its use among Cuban university stakeholders.
Supporting Higher Education to Integrate Learning Analytics_EUNIS20171107Yi-Shan Tsai
This talk summarised the SHEILA project and its preliminary findings. It was presented at the EUNIS (European University Information Systems) workshop on 7 November 2017.
Five short presentations from a panel session at the Learning Analytics and Knowledge Conference 2015, on the topic of "Learning Analytics - European Perspectives", held at Marist College, Poughkeepsie on March 18th 2015. The speakers are: Rebecca Ferguson, Alejandra Martinz Mones, Kairit Tammets, Alan Berg, Anne Boyer, and Adam Cooper.
Learning Analytics of Online Instructional Design during COVID-19: Experience...MohammadDeniAkbar1
Emergency remote online learning is a natural response by education providers to ensure program sustainability whilst educators and students adapt to this change through time. The instructional design of these courses has also been adapted but limited learning analytics-based studies are available. This paper presents a case study on the instructional design and learning analytics in an online learning course entitled Data Analytics conducted at Telkom University. The course content, activity and assessment structure are discussed as well as the data analytics tools functions provided in the learning management platform used. Additional learning analytics case study is reported on the student’s response and experience.
The document discusses plans for migrating courses from the Blackboard learning management system (LMS) called ANGEL to a new LMS called Blackboard at SUNY Ulster. Key points include:
- Forming a migration steering committee with representatives from various campus departments
- Developing a calendar to migrate courses by department between 2015-2016
- Creating checklists for instructors and communications for students about the migration
- Training instructors on best practices for online teaching through OpenSUNY initiatives
- Addressing technical issues like file formats and links that need fixing during the migration
How Teacher Intervention Affects Primary Student Collaboration in Wiki Enviro...CITE
WONG, Joyce Choi Chun (Teacher Librarian of Kingston International School)
http://citers2013.cite.hku.hk/en/paper_621.htm
---------------------------
Author(s) bear(s) the responsibility in case of any infringement of the Intellectual Property Rights of third parties.
---------------------------
CITE was notified by the author(s) that if the presentation slides contain any personal particulars, records and personal data (as defined in the Personal Data (Privacy) Ordinance) such as names, email addresses, photos of students, etc, the author(s) have/has obtained the corresponding person's consent.
A ticket for a cross-boundary higher education system. Just a dream? PhD studyChrissi Nerantzi
This document describes a study that used a collective case study approach and phenomenography to examine learners' experiences in two open cross-institutional academic development courses designed for collaborative learning. The study aimed to understand learners' experiences, which course characteristics most influenced learners, and develop a collaborative open learning framework. Data collection methods included surveys and interviews. Preliminary findings identified categories of description around course experience, boundary crossing, and collaboration. The outcome space addressed the research questions and informed a proposed collaborative open learning framework for cross-institutional academic development.
Presentation given at SCONUL 2014, the summer conference of The Society of College, National and University Libraries, Glasgow, June 2014. The presentation focuses on frequently asked questions (FAQs) about learning analytics, with the emphasis on the role and perspective of libraries in this area.
Talk by Rebeca Ferguson (Open University, UK, and LACE project).
The promise of learning analytics is that they will enable us to understand and optimize learning and the environments in which it takes place. The intention is to develop models, algorithms, and processes that can be widely used. In order to do this, we need to move from small-scale research within our disciplines towards large-scale implementation across our institutions. This is a tough challenge, because educational institutions are stable systems, resistant to change. To avoid failure and maximize success, implementation of learning analytics at scale requires careful consideration of the entire ‘TEL technology complex’. This complex includes the different groups of people involved, the educational beliefs and practices of those groups, the technologies they use, and the specific environments within which they operate. Providing reliable and trustworthy analytics is just one part of implementing analytics at scale. It is also important to develop a clear strategic vision, assess institutional culture critically, identify potential barriers to adoption, develop approaches that can overcome these, and put in place appropriate forms of support, training, and community building. In her keynote, Rebecca introduced tools, resources, organisations and case studies that can be used to support the deployment of learning analytics at scale
The paper was presented at ICALT 2013: http://infoscience.epfl.ch/record/185963?ln=en
This paper proposes a novel approach to build and deploy learning analytics dashboards in multiple learning environments. Existing learning dashboards are barely portable: once deployed on a learning platform, it requires considerable effort to deploy the dashboard elsewhere. We suggest constructing dashboards from lightweight web applications, namely widgets. Our approach allows to port dashboards with no additional cost between learning environments that implement open specifications (OpenSocial and ActivityStreams) for data access and use widget APIs. We propose to facilitate reuse by sharing the dashboards and widgets via a centralized analytics repository.
This document summarizes Chrissi Nerantzi's work developing open online professional development courses at Manchester Metropolitan University from 2011-2014. It discusses the design and outcomes of three iterations of the Flexible, Distance and Online Learning (FDOL) course, including increased participation rates and positive feedback from learners. It also describes Nerantzi's collaboration with Sue Beckingham on the 2014 Bring Your Own Device For Learning open course. The document emphasizes the importance of social and collaborative learning through open online communities and networks.
Workshop run at the European Conference for e-Learning 2015 (ECEL 2015) at the University of Hertfordshire, UK. The workshop included an introduction of both learning analytics and learning design, as well as an exploration of how these could be employed in MOOCs. Some of the group work was focused on the Agincourt MOOC run by the University of Southampton on the FutureLearn platform.
How inclusive is the "Openness" of Open Education?Sarah Lambert
This document provides an overview of a PhD student's research on how open education programs can be used by Australian higher education institutions to promote student equity and social inclusion. The research aims to critically examine whether open education truly benefits underprivileged groups or exacerbates existing inequities. The student's literature review identified some programs that successfully supported equity cohorts using open online courses, though more targeted interventions may be needed. Her research will analyze case studies of programs combining open technologies with physical and social supports. The goal is to understand how open education can be designed and implemented inclusively for different student populations and circumstances.
Flexibel leren op locatie met apps, mobile devices en weararables_deel 3SURF Events
Dinsdag 8 november
Sessieronde 2
Titel: Flexibel leren op locatie met apps, mobile devices en weararables_deel 3
Spreker(s): Kamakshi Rajagopal & Karel Kreijns (Open Universiteit, NL)
Frank Crasborn, Maurice Smeedts (FontysHogescholen), Anje Ros (KPN Groep)
Zaal: Blue Room
AECT 2015: Interaction Patterns and Knowledge Construction Behaviors In Discu...Vanessa Dennen
The document summarizes a study that examined interaction patterns and knowledge construction behaviors in the discussion forums of a professional development MOOC. The study analyzed data from 147 students across 4 modules of the MOOC. Results showed that initiation-response pairs were the most common conversation structure and that instructor involvement promoted deeper discussion. In terms of knowledge construction, students primarily shared and compared information, with less activity exploring inconsistencies or co-constructing knowledge collectively. The researchers concluded that MOOC design and facilitation play important roles in fostering discussion and knowledge-building among participants.
This document summarizes a workshop on linking learning analytics, learning design, and MOOCs. It discusses how learning analytics can provide actionable intelligence for learners and educators. Group activities involved analyzing MOOCs to identify learning outcomes, assessments, and how analytics could support learning. The document suggests learning design tools like templates, planners, and maps can help identify useful analytics and frame analytics questions. The goal is to use analytics to facilitate learning, identify struggles, engagement, and address problems by starting with pedagogy.
This document discusses the constructivist learning theory, which posits that learning is an active process where learners construct new ideas based upon their current and prior knowledge. It notes key theorists like Piaget, Bruner, and Vygotsky. Under constructivism, teachers support student learning through social activities, projects, and technology use that encourages active participation and real-world connections, while students engage in hands-on learning, research, group work, and technology tools like games and projects. The conclusion emphasizes how understanding learning theories can help teachers support all students using both traditional and technology-based methods.
In the last 5 years, there has been a rise in what we might call “large-scale digital learning experiments.” These take the form of centralized courses, vendor-created courseware, online homework systems, MOOCs, and free-range learning platforms. If we mine the research, successes, and failures coming out of these experiments, what can we discover about designing better digital learning experiences and technology for learning?
Digital and collaborative learning for tertiary transformationThe Mind Lab
This document discusses pedagogy and teaching in the digital age. It covers several topics:
1) Learning theories need to continually adapt to technological changes and the way students learn today.
2) Younger generations of students, like Generation Z, have grown up with technology and learn differently than past generations. They crave interactive, visually-enhanced learning opportunities.
3) There is a disconnect between K-12 students' digital learning experiences and traditional university teaching which is often still lecture-based. Transforming teaching methods is needed to better engage modern students.
EMMA Summer School - Rebecca Ferguson - Learning design and learning analytic...EUmoocs
This hands-on workshop will work with learning design tools and with massive open online courses (MOOCs) on the FutureLearn platform to explore how learning design can be used to influence the choice and design of learning analytics. This workshop will be of interest to people who are involved in the design or presentation of online courses, and to those who want to find out more about learning design, learning analytics or MOOCs. Participants will find it helpful to have registered for FutureLearn and explored the platform for a short time in advance of the workshop.
This presentation was given during the EMMA Summer School, that took place in Ischia (Italy) on 4-11 July 2015.
More info on the website: http://project.europeanmoocs.eu/project/get-involved/summer-school/
Follow our MOOCs: http://platform.europeanmoocs.eu/MOOCs
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Follow our MOOCs: http://platform.europeanmoocs.eu/MOOCs
Design and deliver your MOOC with EMMA: http://project.europeanmoocs.eu/project/get-involved/become-an-emma-mooc-provider/
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Creating Learning Connections via an Online Community of Practice
1. The Mind Lab by Unitec | 2016
Creating learning connections via an online
community of practice: a case study
Darcy Vo- The Mind Lab by Unitec
Presentation from National Learning and Teaching Conference 2016
2. The Mind Lab by Unitec | 2016The Mind Lab by Unitec | 2016
Outline
● Background of the study
● Methods
● Results
● Discussion and Conclusion
3. The Mind Lab by Unitec | 2016The Mind Lab by Unitec | 2016
Background of the study
Wenger’s (1998) communities of practice
Communities
of Practice
Joint enterprise
4. The Mind Lab by Unitec | 2016The Mind Lab by Unitec | 2016
Online Communities of Practice
deepen knowledge
creating new understanding
( Wang, 2010; Tseng & Kuo, 2014; Hou,2015; McLoughlin & Lee, 2010)
Online
communities
of Practice
Joint enterprise
5. The Mind Lab by Unitec | 2016The Mind Lab by Unitec | 2016
Mutual Engagement
Communities
of Practice
Joint enterprise
6. The Mind Lab by Unitec | 2016The Mind Lab by Unitec | 2016
Research aim
To investigate learner’s perceptions of
the impact of an online CoP
participant learning
Mutual engagement
Learner-learner online interactions
7. The Mind Lab by Unitec | 2016The Mind Lab by Unitec | 2016
Research questions
Overarching question
What is the impact of the online community of practice on
participant learning?
Sub questions
● What is the impact of the online interactions on participant
learning?
● What are the barriers to the online interactions?
● How likely will the participants continue the online
interaction in an online community of practice?
8. The Mind Lab by Unitec | 2016The Mind Lab by Unitec | 2016
● Background context
● Participants
● Methods
Methods
9. The Mind Lab by Unitec | 2016The Mind Lab by Unitec | 2016
● DCL postgraduate program dedicated to
enhancing digital literacy capability and
the implementation of contemporary
practice in the teaching profession.
The Mind Lab Context
10. The Mind Lab by Unitec | 2016The Mind Lab by Unitec | 2016
Participants
● Student cohorts from 4 intakes (full time teaching, part-time study)
● All enrolled students join their relevant community (TML G+)
11. The Mind Lab by Unitec | 2016The Mind Lab by Unitec | 2016
Methods
An electronic survey questionnaire
Exclusion criteria
● Disagreeing to proceed
● No to any of the three elements
Total responses after exclusion are
103.
TML G+
Domain(s) of interest
12. The Mind Lab by Unitec | 2016The Mind Lab by Unitec | 2016
Results
The online community of practice
● Domain(s) of interest
● Interact online in any way
● Utilise shared resources
13. The Mind Lab by Unitec | 2016The Mind Lab by Unitec | 2016
Impacts on Learning
● Positive for most questions
● Responses to negative
phrased question is
consistent with others
● The highest positive
responses related to
concepts
14. The Mind Lab by Unitec | 2016The Mind Lab by Unitec | 2016
Impacts on Learning
Some comments
“Shares ideas of practice in different levels I don't teach”
“Being kept up to date on latest research”
“Exposed to new ideas”
“It takes me directions I wouldn't have thought of otherwise”
15. The Mind Lab by Unitec | 2016The Mind Lab by Unitec | 2016
Barriers to Online Interaction
● The most significant
barrier was feeling
uncomfortable interacting
online
● G+ platform also has
created some issues
16. The Mind Lab by Unitec | 2016The Mind Lab by Unitec | 2016
Barriers to Online Interaction
Uncomfortable to interact online
“I am worried about looking stupid in some of the things I would say because I
have so little knowledge of all this”
“Feel too shy to post mostly”
“I find it hard to share as I am not use to to putting my ideas out in a forum that
everyone can comment on. It has taken a bit of courage to put myself out there”
17. The Mind Lab by Unitec | 2016The Mind Lab by Unitec | 2016
Barriers to Online Interaction
Issues with G+
“It’s not user friendly, too hard to re-locate posts on G+ too busy, too jumpy when
scrolling”
“I think the quantity of posting that came through was huge and it is important to
filter what would be relevant and what would not”
“Some people post so often that the comments/posts of others are easily lost or go
unnoticed”
18. The Mind Lab by Unitec | 2016The Mind Lab by Unitec | 2016
Sustained engagement
High percentage of respondents
are likely or very likely to extend
their social exchanges on other
online communities
19. The Mind Lab by Unitec | 2016The Mind Lab by Unitec | 2016
Discussion
● Positive impacts on participant learning, especially in relation to
concepts
● Considerations for online course designers:
- Preparing for learners to participate online
- Address the issues of the platform
20. The Mind Lab by Unitec | 2016The Mind Lab by Unitec | 2016
Limitation of the study
● lack of triangulation of methods.
● based on student perceptions
● focused on only one of the three dimensions of a community of
practice.
21. The Mind Lab by Unitec | 2016The Mind Lab by Unitec | 2016
Future directions
● Study all three elements of an online CoP on
participant learning
● Collect data from different resources
● Robust tools to measure the impact
22. The Mind Lab by Unitec | 2016The Mind Lab by Unitec | 2016
Reference
Hou, H.(2015). What makes an online community of practice work? A situated study of
Chinese student teachers’ perceptions of online professional.Teaching and Teacher
Education,46, 6-16.
McLoughlin, C., & Lee, M. J. W. (2010). Developing an online community to promote
engagement and professional learning for pre-service teachers using social software
tools. Journal of Cases on Information Technology, 12(1), 17.
Moore, M. G. (1989). Editorial: Three types of interaction. American Journal of
Distance Education,3 (2), 1–7.
23. The Mind Lab by Unitec | 2016The Mind Lab by Unitec | 2016
Tseng, F. C., & Kuo, F. Y. (2014). A study of social participation and knowledge sharing in
the teachers’ online professional community of practice. Computers and Education, 72,
37–47. http://doi.org/10.1016/j.compedu.2013.10.005
Wang, L. (2010). Integrating communities of practice in e-portfolio assessment: Effects
and experiences of mutual assessment in an online course. Internet and Higher
Education, 13(4), 267–271. http://doi.org/10.1016/j.iheduc.2010.07.002
Wenger, E.(1998).Communities of practice: learning, meaning, and identity. Cambridge
University Press.
Wenger, E.(2000). Communities of practice and social learning systems.Organization,7(2),
225-246.
Editor's Notes
Our background theory is based on Wenger’s (1998) concept of “community of practice”.A community of practice is characterised by three key elements: a joint enterprise, mutual engagement, and shared repertoire.
A community of practice is a dynamic entity so when online interactive platforms emerged the concept evolves to include the online communities of practice.
Online community of practice provide an alternative space for like-minded professionals to engage, without the limitation of requiring physical presence with the virtual interaction and learning.
Research has shown that online communities of practice offer learners a range of benefits, including deepening learners’ knowledge and creating new understandings
In this research we are not going to look at all three elements of the community of practice, but rather focus one of them, the mutual engagement.
Wenger stresses that one of the key ingredients of a successful CoP is the quality of mutual engagement (Wenger, 2000). Mutual engagement is the interactions the members of a CoP undertake, specifically through the exchange process whereby the members share knowledge and support each other (Wenger, 2000; McLoughlin & Lee, 2010).
In online learning, Moore (1989) distinguished three types of interaction: learner–content, learner–instructor and learner–learners. And this is the focus of our study, the learner-learner online interaction.
Learner–learner interaction is communication between students, in pairs or groups, with or without an instructor present (Moore, 1989).
In this study, the authors aim to investigate learner’s perceptions of the impact of an online CoP with a focus on one of the three elements of CoP, the mutual engagement or in particular the online interactions within the CoP on their learning.
The Digital and Collaborative Learning postgraduate programme of The Mind Lab by Unitec dedicated to enhancing digital literacy competencies and the implementation of contemporary practice in the teaching profession. Over the period of 32 weeks, the program cover 4 courses. The first 2 courses consists of face-to-face classes while the second half is delivered mainly online. To foster learning experiences and sustain the social interaction of the participants, a Google+ community has been created for each cohort.
Participants of this study are students in the postgraduate program from 4 intakes. They are full -time teachers studying part time and are from different teaching disciplines, working with different student age groups, and from different regions of New Zealand.
All enrolled students are invited to join their relevant community (we will refer to these communities as TML G+ in the rest in this presentation).
An electronic survey was sent out to the participants.
Since a community of practice requires three dimensions, the survey questions were devised to ask the learners if they identified any domain of interest within TML G+ (joint enterprise), if they interacted in TML G+ in any way (mutual engagement) and if they used the shared resources of TML G+ (shared repertoire). Exclusion criteria were applied to responses that did not identify and domain of interest within TML G+, or reported no interaction in TML G+ in any way, or reported no usage of the shared resources in TML G+. The total number of responses after the exclusions was 103, about 10% of the total number of the students from these four cohorts.
In terms of the domain of interest, understandably the data shows the highest response was from the combined domain that included one’s specialist areas of practice such as early childhood education or primary education, together with Digital and Collaborative Learning, which is the theme of the programme itself. For example, 24.3% combined primary and DCL
Regarding mutual engagement, a majority of learners chose to interact with others on TML+G by reading and commenting on other people’s posts (95.2%) or replied to other comments (97.1%) once a week or more, while only 32.4% shared their assessment work.
When asked about their use of shared repertoire, the responses indicate that teachers utilised different types of shared resources. More than 60%of the respondents utilised at least two types of resources such as using educational tools, using teaching techniques/ideas or using images/videos shared by their fellow students in the program.
In this section of the survey, the participants were asked about their learning with regard to introducing new concepts and concept expansion; assessment clarification and motivation; challenging assumptions and introducing new perspectives. The last question was phrased from a negative perspective as one measure of the reliability of the responses (other questions were phrased from a positive perspective).
The graph shows positive responses for most questions. For example, 65% of the respondents agreed or strongly agreed that online interactions helped them in clarifying the assessment requirements, while only 13.6% disagreed or strongly disagreed.
69% agreed /strongly agreed that online interactions encouraged them to work on the assessments, with 14.5% disagreeing or strongly disagreeing.
This result is in accordance with other studies, which credit such social discussions with helping learners to share the challenges they face, and express support and encouragement for other students (Stepich & Ertmer, 2003), while this in turn enhances learning (Baab, 2004; Conrad, 2005).
In online learning environment, assessment-related issues can impact greatly on participant learning. The participants in this postgraduate programme are often under pressure from full time work and part time study, which can lead to demotivation and frustration. Therefore, peer support in terms of assessment clarification and encouragement is really beneficial for the participants.
Being in the profession for a long time can develop one’s expertise but may also simply reinforce one’s existing perspectives, which can lead to a building up of assumptions about other people and situations. Therefore, one of the questions in the survey looked at learning in terms of whether social interactions in the online environment help to challenge any long standing assumptions that teachers might have. When asked this question, 66% of the respondents agreed or strongly agreed that this interaction helps them to challenge their own assumptions.
The value of another person’s perspective is one of the key learning components in constructivist learning theories (Anderson, 2003). The percentage of respondents who agreed/strongly agreed that online interactions provide a different perspective about their teaching practice was 72.8%, while only 7.8% disagreed/strongly disagreed.
The last item in the questionnaire related to impacts of online interaction on learning. To ensure respondents’ opinions were reliable, a negatively phrased question was used. With 72% responses disagreeing or strongly disagreeing that online interactions do not enhance learning, this result is quite consistent with earlier responses.
The highest positive responses related to concepts with 79.6% (introducing new concepts) and 74.8% extending concepts.
This result reflects Lave’s (1991) social learning theory, in which she argues that learning occurs in social contexts and is achieved through interaction among practitioners. Knowledge is acquired when members of the community share interesting information and resources to introduce new concepts or extend existing ones.
These are some of the qualitative data to illustrate the impact the online interaction on introducing and extending concepts
Previous research shows that one of the factors that affects online interaction is time constraints (Ma, 2014; Vonderwell & Zachariah, 2005) so we expect this to be the biggest problem for online interaction. Interestingly, the results from our survey shows that only around one third (34.9%) of the respondents agreed or strongly agreed that online interaction is time consuming. A similar number of participants disagreed/strongly disagreed with this statement (35%).
The strongest barrier to online interaction, according to the respondents, is feeling uncomfortable interacting online (48.5% agreed/strongly agreed). Some explanations can be that some of the participants in this program may lack the confidence of engaging in open dialogues on TML G+, especially those who have limited experience with virtual interaction environments.
If combining the two items: difficult to navigate and technical issues with posting on G+, then 36% consider issue that hinders interaction is G+ platform. Options for organising posts in G+ are relatively limited, especially when the learners are not granted the moderator’s rights to create a personalised category to filter the posts in the community.
68.9% of the participants disagreed, and 67% strongly disagreed with the statement that a barrier to online interactions is that it is not relevant to assessments and practice, with only 4.9% and 7.8% agreeing and strongly agreeing respectively. This result reflects some of the findings described above, in which the learners believe that online interaction helps them in their assessment and learning.
Some of the responses to the open-ended question “if you can identify any other barriers to your online interactions, please indicate these below” have revealed how they feared they would be judged by others on TML G+, as illustrated by the following comments:
Here are some respondents comments on issues with G+
Creating TML G+ communities and encouraging the participants to join the online dialogue is just a first step towards a continuing lifelong learning journey. We hope that student online interactions continue to thrive even after the participants complete the programme. Therefore, we were interested to ask about the likelihood of the teachers intending to continue interact within TML G+ and other online communities.
There is a high percentage of 84.5% saying that they are likely or very likely to extend their social exchanges on other online communities. This is positive in the sense that participants may realise the important and helpful role of online interaction in their professional learning. It is also understandable that teachers prefer to select any community that is more relevant and suitable to their specific needs and contexts.
The findings show that learners attributed positive impacts on their learning to the online interaction.
Areas of learning include assessments, motivation, concept introduction and expansion, challenging assumptions and giving new perspectives. These results are consistent with previous studies and in line with the theorem proposed by Anderson (2003)
Participants in this study were education practitioners with a range of years of experience and disciplines. Being involved the online CoPs with a shared learning goal has encouraged the participants to share ideas and support for their fellow educators in the course of their study.
Collegial support is of great importance for those time-poor professionals who can be overwhelmed with the workload of study alongside full-time work.
This research also identifies barriers to the online interaction with social reticence considered the most problematic for learners’ online participation.This requires course designers’ attention in developing learner confidence to socially engage in the online space and equipping learners with necessary skills to participate online.
There are some limitations in this study, including a lack of triangulation of methods.
It should also be acknowledged that the findings are based on student perceptions rather than actual observation of student learning outcomes.
Our conclusions in terms of impact of an online CoP on learning should be considered with caution because the survey only focused on one of the three dimensions of a community of practice.
It would be more thorough if this study had investigated the correlation of all three elements of a CoP on participant learning. Future studies might usefully collect data from different resources such as focus group interviews, observation of online interactions and robust tools to measure the impact on participants’ learning performance.