This document summarizes a presentation on responding to networked students through theory and practice. It discusses sector priorities around quality teaching and lifelong learning skills. It notes that most students are networked individuals who learn through their personal learning networks. While students prefer blended approaches, many staff remain unconvinced of online learning's effectiveness. The presentation introduces socio-technical and networked learning theories and models for integrating MOOCs. Research found MOOCs deepened understanding regardless of integration model. Preliminary conclusions were that MOOCs improved most students' experiences by developing skills, though some students remained unconvinced.
Building a professional digital identity 2018 v2Nic Fair
This document provides guidance on building a professional digital identity. It discusses using social media like LinkedIn, Academia.edu and Twitter to connect with colleagues, showcase work, and build networks. It recommends developing a consistent online presence across platforms, growing networks by connecting with relevant individuals and groups, and managing networks by contributing valuable content and responding promptly. Maintaining an active digital identity can help academics with impact, public engagement, new research methods, and remaining relevant in a changing higher education landscape. The document also addresses benefits for teachers, like enabling blended learning and developing student digital literacies.
International Federation of National Teaching Fellows World Summit 2017 - pre...Nic Fair
This document outlines a socio-technical higher education perspective (STHEP) that emphasizes the importance of personal learning networks. It argues that learning cannot be separated from the technologies used and that students sit at the center of their own personal learning networks comprising people, institutions, information sources and preferred devices/services. It also suggests reformulating learning theory through a socio-technical lens and that developing digital literacies and networking skills should be embedded in all teaching. The five STHEPs are: 1) the inseparability of learner and technology; 2) students at the center of their personal learning networks; 3) socio-technical constructivism; 4) personal learning networks enabling high-impact pedagogies; and 5) developing
Integrating moocs into on-campus modules FLAN Exeter 2018Nic Fair
The document discusses integrating MOOCs into university modules and their impact on teaching, learning, and achievement. It finds that students report mainly positive learning experiences from the flexibility and interaction opportunities of MOOCs. Integration models that use MOOCs as part of the teaching process and provide face-to-face support have a positive impact on learning, while one model with no direct support saw slightly lower achievement. Overall, MOOCs can effectively support learning when integrated into modules and complemented by in-person activities.
Building a professional digital identity 2018Nic Fair
This document discusses building a professional digital identity and presence online. It emphasizes the importance of developing a consistent online identity across social media platforms and professional networks like LinkedIn and Academia.edu. It recommends growing one's network by connecting with relevant individuals and groups, managing the network by providing value and responding promptly, and activating the network by asking for help. Building an online presence can help with research impact, public engagement, teaching and learning, and career development. The document provides practical tips for using blogs and social media to communicate research and collaborate with others.
This document summarizes a presentation on integrating Massive Open Online Courses (MOOCs) into higher education teaching and learning. It discusses sector priorities around quality, competition, and skills development. It also covers learners' expectations of networked and blended learning. Research findings show that the majority of students found MOOCs improved their learning through flexibility, deeper understanding, and interaction. However, some students remained unconvinced of MOOCs' benefits. The presentation concludes that MOOC integration can help address sector priorities while enhancing most learners' experiences.
Building a professional digital identity 2018 v2Nic Fair
This document provides guidance on building a professional digital identity. It discusses using social media like LinkedIn, Academia.edu and Twitter to connect with colleagues, showcase work, and build networks. It recommends developing a consistent online presence across platforms, growing networks by connecting with relevant individuals and groups, and managing networks by contributing valuable content and responding promptly. Maintaining an active digital identity can help academics with impact, public engagement, new research methods, and remaining relevant in a changing higher education landscape. The document also addresses benefits for teachers, like enabling blended learning and developing student digital literacies.
International Federation of National Teaching Fellows World Summit 2017 - pre...Nic Fair
This document outlines a socio-technical higher education perspective (STHEP) that emphasizes the importance of personal learning networks. It argues that learning cannot be separated from the technologies used and that students sit at the center of their own personal learning networks comprising people, institutions, information sources and preferred devices/services. It also suggests reformulating learning theory through a socio-technical lens and that developing digital literacies and networking skills should be embedded in all teaching. The five STHEPs are: 1) the inseparability of learner and technology; 2) students at the center of their personal learning networks; 3) socio-technical constructivism; 4) personal learning networks enabling high-impact pedagogies; and 5) developing
Integrating moocs into on-campus modules FLAN Exeter 2018Nic Fair
The document discusses integrating MOOCs into university modules and their impact on teaching, learning, and achievement. It finds that students report mainly positive learning experiences from the flexibility and interaction opportunities of MOOCs. Integration models that use MOOCs as part of the teaching process and provide face-to-face support have a positive impact on learning, while one model with no direct support saw slightly lower achievement. Overall, MOOCs can effectively support learning when integrated into modules and complemented by in-person activities.
Building a professional digital identity 2018Nic Fair
This document discusses building a professional digital identity and presence online. It emphasizes the importance of developing a consistent online identity across social media platforms and professional networks like LinkedIn and Academia.edu. It recommends growing one's network by connecting with relevant individuals and groups, managing the network by providing value and responding promptly, and activating the network by asking for help. Building an online presence can help with research impact, public engagement, teaching and learning, and career development. The document provides practical tips for using blogs and social media to communicate research and collaborate with others.
This document summarizes a presentation on integrating Massive Open Online Courses (MOOCs) into higher education teaching and learning. It discusses sector priorities around quality, competition, and skills development. It also covers learners' expectations of networked and blended learning. Research findings show that the majority of students found MOOCs improved their learning through flexibility, deeper understanding, and interaction. However, some students remained unconvinced of MOOCs' benefits. The presentation concludes that MOOC integration can help address sector priorities while enhancing most learners' experiences.
Integrating MOOCs into University ModulesLisa Harris
1) The document discusses integrating Massive Open Online Courses (MOOCs) into existing university modules to enhance student learning.
2) It describes a study where two MOOCs were integrated into an undergraduate module in real-time for exam revision. Student surveys found mixed results, but exam grades increased 3% on average.
3) Next steps include repeating the intervention on an online marketing module, having students engage with global learners in the integrated MOOC in real-time.
Engaging students through social learningLisa Harris
This document discusses how the University of Southampton is using MOOCs and social learning to innovate curriculum and engage students. It highlights the university's flexible degree programs and involvement in the FutureLearn MOOC platform. MOOCs are seen as catalysts for changing teaching practices by adding social elements and flipping classrooms. Learning analytics from massive student cohorts in MOOCs allow new approaches to feedback, assessment and personalization. MOOCs are also used to showcase research and recruit students to existing programs.
Social Media used as part of Co-Created Undergraduate LearningTom Davidson
The project is now in its third year of supporting the development of a new BSc in Business Management degree at the University of Southampton. It aims to enhance the curriculum and learning experience for first and second year students through co-created and technology-enabled approaches. This includes using social media and a variety of digital tools to build a learning community, deliver blended modules, and provide pre-sessional activities. The co-creation team now includes 20 students and 4 staff members. Feedback from students has been positive about increased engagement, but challenges remain around logistics, governance, and external reception of the innovative teaching methods. Going forward, the project aims to further increase digital literacy and social media integration into the degree program.
Collaborative Social Learning for Montreal #WWW2016Lisa Harris
This document describes a "Living and Working on the Web" module at the University of Southampton that uses collaborative social learning. The module involves personal blogging, interaction on Twitter, online feedback, and optional drop-in sessions. Students engage in peer learning through personal learning networks and digital capabilities. Assessment includes blog posts and reflections. Student feedback praised the innovative teaching style, online interaction, engagement, authenticity, and quick feedback. However, scaling the module poses challenges that peer assessment may help solve by enhancing the collaborative learning cycle, if implemented properly with training and clear criteria.
Integrating deep learning skills into the curriculumLisa Harris
Slides for panel discussion at British Council / Microsoft Deep Learning Event, Kuala Lumpur, May 2015
http://www.britishcouncil.my/events/asean-deep-learning-policy-series
This document discusses the impact of online education at Delft University of Technology. It begins with an overview of TU Delft, including its degree programs and growing student population. It then covers the history of online initiatives at TU Delft dating back to 2007. A major part of the presentation focuses on TU Delft's Open and Online Education Program, which includes MOOCs, blended education and online courses. The document discusses several ways online education has impacted campus education, including increasing international enrollments, enriching students' learning experiences, enabling blended learning approaches and fostering new connections between education and research. Research in online learning at TU Delft is also summarized.
Engaging students by closing the feedback loopJisc
Anish Bagga presented the findings, best practices,and potential consequences of an ineffective feedback system and how Unitu has discovered a great way to close the feedback loop. Delivered at the Learning and teaching practice experts group on 22 April 2015
For the Solution Design Summit (SDS), a new program feature created for OLC Innovate 2016, small teams (e.g. 3-5 people) will submit a challenge from their respective organization and/or institution that requires a creative, multi-disciplinary approach. Selected teams will receive feedback on their SDS proposal, be invited to join the SDS workshop session at the start of the conference to network with peers and solicit feedback from experts, be provided an opportunity to “pitch” (i.e. 10 minute presentation) their ideas during the #OLCInnovate conference where participants can ask questions or give feedback, and share with the OLC community after Innovate 2016 concludes.
The document discusses opportunities and challenges for online higher education. It notes that online education is growing and can help learners access education flexibly. However, learners and employers expect high-quality, engaging, career-relevant learning. Online programs need strong branding, mobile access, personalized learning, and community support. The document also provides strategies for institutions to develop online education, such as aligning with their mission, starting small, and incentivizing faculty involvement.
edTechNext Higher Education Technology Conference Feb 28, 2015Viplav Baxi
This document summarizes a presentation on incorporating technology-enhanced pedagogies and leading in the digital age. It discusses the limitations of traditional "sage on the stage" classroom models and early eLearning approaches. It also describes the development of connective learning models using social media and networks through cMOOCs and the subsequent rise of branded xMOOCs. The presentation calls for an urgent change in focus to learner-centric approaches, learning networks, and use of data to address issues like retention, engagement and effectiveness. It advocates starting with self-reflection and sharing to create educational webs instead of traditional educational funnels.
Digital student experience: Online Learners updateJisc
This document discusses a study on online learners. It defines online learning broadly as including exclusively online courses, courses with online elements, and online study within mainly face-to-face courses. This broad definition means most post-compulsory learners will have some online component.
The study will involve a literature review, consultation with online learners and staff, and synthesis of findings. Preliminary findings from the literature identify factors influencing online learning outcomes, including learner characteristics, the digital environment, and course design. Dominant themes are self-regulated learning and affective issues. Successful online learners are characterized as motivated, organized, and digitally capable individuals who actively engage with course materials and interact with others. Provider support
The document discusses issues in online and distance education. It addresses how online education has grown significantly over the last 10 years in the United States, with over 70% of academic leaders believing it is critical to their institution's strategy. However, there are still concerns that not all students have the discipline needed to succeed in online courses. The document also explores how to help students manage the transition to digital learning and developing their digital literacy skills to be successful in online education.
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.
This document discusses the history and development of e-learning and online professional development for teachers. It traces the origins of distance education back to newspaper advertisements for shorthand classes in 1728. The University of London began offering distance learning degrees in 1858. Fully online education began in 1996 with the founding of Jones International University. The document outlines benefits of e-learning such as flexibility, convenience, and increased opportunities for professional development. It also discusses research that shows online learning communities can help reduce teacher isolation.
This document discusses using online communities and social networking for professional development and enhancing teaching. It provides examples of how communities can be used for collaborative projects, emotional support, and sharing best practices. However, simply creating a social platform is not enough - communities need measurable goals, engaging activities, collaboration and sharing of results, and institutional support to be successful. Factors like active participation versus passive engagement affect the impact on student performance. Designing instructional sequences and the tools available also influence how students utilize personal learning networks.
Critical issues in contemporary open education researchRobert Farrow
This presentation outlines some key considerations for researchers working in the fields of open education, OER and MOOC. Key lines of debate in the open education movement will be described and critically assessed. A reflective overview of the award-winning OER Research Hub project will be used to frame several key considerations around the methodology and purpose of OER research (including 'impact' and 'open practices'). These will be compared with results from a 2016 OER Hub consultation with key stakeholders in the open education movement on research priorities for the sector. The presentation will conclude with thoughts on the potential for openness to act as a disruptive force in higher education.
Exploring open educational practices of 1st year studentsTabisa Mayisela
This document summarizes a study exploring how first year university students in South Africa use digital content and open educational practices in their courses. The study found that while students found online resources, they did not intentionally search open educational repositories. Some students engaged in open practices like using open technologies, but most were unaware of concepts like Creative Commons licensing and open educational resources. The study recommends pedagogy encouraging digital content creation and collaboration between faculty and libraries to increase student awareness of open educational practices and resources.
Twitter has been celebrated as a tool for professional learning. However many of the assertions about the benefits of Twitter for professional learning have been anecdotal proclamations rather than research-evidenced claims.
This presentation draws on findings from my EdD research, which explored how higher education professionals use Twitter for learning. A case study approach enabled in-depth exploration of how and why Twitter was used by professionals for learning about teaching-related practices. The research found that participants used Twitter in different ways: some peripherally participated on Twitter, while others participated at the centre of online-networked spaces.
These findings contradict commonly held views that open online spaces, such as Twitter, are inherently social. The research established that capacity to participate, feelings of confidence and vulnerability, and finding a sense of belonging online were contributing factors to participation or non-participation in such spaces.
These findings highlight the complexity of participating in online social spaces for learning. Thus, there are implications for those who advocate online social networks for learning. Critical thought and further discussion coupled with suitable supports are required if open online spaces are to be advocated and encouraged for learning in higher education contexts.
2021_06_30 «Built for learning: intentional technology for a hybrid future» eMadrid network
This document discusses hybrid learning and the Engageli platform. It begins by noting that students now prefer flexible learning options, with 73% wanting online courses and 68% interested in hybrid courses. It then addresses challenges of the hybrid model around inclusion, engagement, and instructor workload. The document introduces Engageli as a platform designed for active, engaging, flexible and social digital classrooms. It discusses values like inclusive environments, data-driven teaching, and reduced costs. Engageli aims to support progress tracking, social learning, high engagement, and flexibility. The platform provides tools for collaboration, engagement metrics, and analytics to promote better student outcomes.
Integrating moocs into modules flan-exeter - finalNic Fair
The document discusses integrating MOOCs into university modules and their impact on teaching, learning, and achievement. It finds that students generally have a positive learning experience with MOOCs, finding them convenient and flexible ways to deepen understanding and interact with others. Integration models that provide face-to-face support sessions are seen as most useful, while achievement data is mixed with some modules showing slightly improved scores and one showing a slight decline. Preliminary conclusions are that MOOCs can enhance learning when properly integrated and supported, though impacts on grades require more research.
The session explored two of the recurring themes in the MOOC research literature (a) the potential of MOOCs for universities and teaching practice and (b) the quality of MOOCs and their relationship to higher education curricula and learning design. In our research we were particularly interested in the impact of MOOCs on teaching practice, and the reuse of MOOC content by teaching practitioners. We reported on our investigation of interviewing MOOC programme leaders and tutors on the broad issue of transfer of innovation from MOOCs into teaching practice. Our claim is that MOOCs can play a potentially significant role in innovating practice and curriculum design. Our findings reveal that this impact can be direct when MOOCs are embedded in the distance learning curriculum. Interestingly, when the impact is indirect and unintended, learning design features of MOOCs challenge and enrich ‘traditional’ and more established teaching practices in distance learning environments. In blended learning, the influence is on campus practices, e.g. introducing MOOC attributes into campus classes and reviewing assessment.
Integrating MOOCs into University ModulesLisa Harris
1) The document discusses integrating Massive Open Online Courses (MOOCs) into existing university modules to enhance student learning.
2) It describes a study where two MOOCs were integrated into an undergraduate module in real-time for exam revision. Student surveys found mixed results, but exam grades increased 3% on average.
3) Next steps include repeating the intervention on an online marketing module, having students engage with global learners in the integrated MOOC in real-time.
Engaging students through social learningLisa Harris
This document discusses how the University of Southampton is using MOOCs and social learning to innovate curriculum and engage students. It highlights the university's flexible degree programs and involvement in the FutureLearn MOOC platform. MOOCs are seen as catalysts for changing teaching practices by adding social elements and flipping classrooms. Learning analytics from massive student cohorts in MOOCs allow new approaches to feedback, assessment and personalization. MOOCs are also used to showcase research and recruit students to existing programs.
Social Media used as part of Co-Created Undergraduate LearningTom Davidson
The project is now in its third year of supporting the development of a new BSc in Business Management degree at the University of Southampton. It aims to enhance the curriculum and learning experience for first and second year students through co-created and technology-enabled approaches. This includes using social media and a variety of digital tools to build a learning community, deliver blended modules, and provide pre-sessional activities. The co-creation team now includes 20 students and 4 staff members. Feedback from students has been positive about increased engagement, but challenges remain around logistics, governance, and external reception of the innovative teaching methods. Going forward, the project aims to further increase digital literacy and social media integration into the degree program.
Collaborative Social Learning for Montreal #WWW2016Lisa Harris
This document describes a "Living and Working on the Web" module at the University of Southampton that uses collaborative social learning. The module involves personal blogging, interaction on Twitter, online feedback, and optional drop-in sessions. Students engage in peer learning through personal learning networks and digital capabilities. Assessment includes blog posts and reflections. Student feedback praised the innovative teaching style, online interaction, engagement, authenticity, and quick feedback. However, scaling the module poses challenges that peer assessment may help solve by enhancing the collaborative learning cycle, if implemented properly with training and clear criteria.
Integrating deep learning skills into the curriculumLisa Harris
Slides for panel discussion at British Council / Microsoft Deep Learning Event, Kuala Lumpur, May 2015
http://www.britishcouncil.my/events/asean-deep-learning-policy-series
This document discusses the impact of online education at Delft University of Technology. It begins with an overview of TU Delft, including its degree programs and growing student population. It then covers the history of online initiatives at TU Delft dating back to 2007. A major part of the presentation focuses on TU Delft's Open and Online Education Program, which includes MOOCs, blended education and online courses. The document discusses several ways online education has impacted campus education, including increasing international enrollments, enriching students' learning experiences, enabling blended learning approaches and fostering new connections between education and research. Research in online learning at TU Delft is also summarized.
Engaging students by closing the feedback loopJisc
Anish Bagga presented the findings, best practices,and potential consequences of an ineffective feedback system and how Unitu has discovered a great way to close the feedback loop. Delivered at the Learning and teaching practice experts group on 22 April 2015
For the Solution Design Summit (SDS), a new program feature created for OLC Innovate 2016, small teams (e.g. 3-5 people) will submit a challenge from their respective organization and/or institution that requires a creative, multi-disciplinary approach. Selected teams will receive feedback on their SDS proposal, be invited to join the SDS workshop session at the start of the conference to network with peers and solicit feedback from experts, be provided an opportunity to “pitch” (i.e. 10 minute presentation) their ideas during the #OLCInnovate conference where participants can ask questions or give feedback, and share with the OLC community after Innovate 2016 concludes.
The document discusses opportunities and challenges for online higher education. It notes that online education is growing and can help learners access education flexibly. However, learners and employers expect high-quality, engaging, career-relevant learning. Online programs need strong branding, mobile access, personalized learning, and community support. The document also provides strategies for institutions to develop online education, such as aligning with their mission, starting small, and incentivizing faculty involvement.
edTechNext Higher Education Technology Conference Feb 28, 2015Viplav Baxi
This document summarizes a presentation on incorporating technology-enhanced pedagogies and leading in the digital age. It discusses the limitations of traditional "sage on the stage" classroom models and early eLearning approaches. It also describes the development of connective learning models using social media and networks through cMOOCs and the subsequent rise of branded xMOOCs. The presentation calls for an urgent change in focus to learner-centric approaches, learning networks, and use of data to address issues like retention, engagement and effectiveness. It advocates starting with self-reflection and sharing to create educational webs instead of traditional educational funnels.
Digital student experience: Online Learners updateJisc
This document discusses a study on online learners. It defines online learning broadly as including exclusively online courses, courses with online elements, and online study within mainly face-to-face courses. This broad definition means most post-compulsory learners will have some online component.
The study will involve a literature review, consultation with online learners and staff, and synthesis of findings. Preliminary findings from the literature identify factors influencing online learning outcomes, including learner characteristics, the digital environment, and course design. Dominant themes are self-regulated learning and affective issues. Successful online learners are characterized as motivated, organized, and digitally capable individuals who actively engage with course materials and interact with others. Provider support
The document discusses issues in online and distance education. It addresses how online education has grown significantly over the last 10 years in the United States, with over 70% of academic leaders believing it is critical to their institution's strategy. However, there are still concerns that not all students have the discipline needed to succeed in online courses. The document also explores how to help students manage the transition to digital learning and developing their digital literacy skills to be successful in online education.
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.
This document discusses the history and development of e-learning and online professional development for teachers. It traces the origins of distance education back to newspaper advertisements for shorthand classes in 1728. The University of London began offering distance learning degrees in 1858. Fully online education began in 1996 with the founding of Jones International University. The document outlines benefits of e-learning such as flexibility, convenience, and increased opportunities for professional development. It also discusses research that shows online learning communities can help reduce teacher isolation.
This document discusses using online communities and social networking for professional development and enhancing teaching. It provides examples of how communities can be used for collaborative projects, emotional support, and sharing best practices. However, simply creating a social platform is not enough - communities need measurable goals, engaging activities, collaboration and sharing of results, and institutional support to be successful. Factors like active participation versus passive engagement affect the impact on student performance. Designing instructional sequences and the tools available also influence how students utilize personal learning networks.
Critical issues in contemporary open education researchRobert Farrow
This presentation outlines some key considerations for researchers working in the fields of open education, OER and MOOC. Key lines of debate in the open education movement will be described and critically assessed. A reflective overview of the award-winning OER Research Hub project will be used to frame several key considerations around the methodology and purpose of OER research (including 'impact' and 'open practices'). These will be compared with results from a 2016 OER Hub consultation with key stakeholders in the open education movement on research priorities for the sector. The presentation will conclude with thoughts on the potential for openness to act as a disruptive force in higher education.
Exploring open educational practices of 1st year studentsTabisa Mayisela
This document summarizes a study exploring how first year university students in South Africa use digital content and open educational practices in their courses. The study found that while students found online resources, they did not intentionally search open educational repositories. Some students engaged in open practices like using open technologies, but most were unaware of concepts like Creative Commons licensing and open educational resources. The study recommends pedagogy encouraging digital content creation and collaboration between faculty and libraries to increase student awareness of open educational practices and resources.
Twitter has been celebrated as a tool for professional learning. However many of the assertions about the benefits of Twitter for professional learning have been anecdotal proclamations rather than research-evidenced claims.
This presentation draws on findings from my EdD research, which explored how higher education professionals use Twitter for learning. A case study approach enabled in-depth exploration of how and why Twitter was used by professionals for learning about teaching-related practices. The research found that participants used Twitter in different ways: some peripherally participated on Twitter, while others participated at the centre of online-networked spaces.
These findings contradict commonly held views that open online spaces, such as Twitter, are inherently social. The research established that capacity to participate, feelings of confidence and vulnerability, and finding a sense of belonging online were contributing factors to participation or non-participation in such spaces.
These findings highlight the complexity of participating in online social spaces for learning. Thus, there are implications for those who advocate online social networks for learning. Critical thought and further discussion coupled with suitable supports are required if open online spaces are to be advocated and encouraged for learning in higher education contexts.
2021_06_30 «Built for learning: intentional technology for a hybrid future» eMadrid network
This document discusses hybrid learning and the Engageli platform. It begins by noting that students now prefer flexible learning options, with 73% wanting online courses and 68% interested in hybrid courses. It then addresses challenges of the hybrid model around inclusion, engagement, and instructor workload. The document introduces Engageli as a platform designed for active, engaging, flexible and social digital classrooms. It discusses values like inclusive environments, data-driven teaching, and reduced costs. Engageli aims to support progress tracking, social learning, high engagement, and flexibility. The platform provides tools for collaboration, engagement metrics, and analytics to promote better student outcomes.
Integrating moocs into modules flan-exeter - finalNic Fair
The document discusses integrating MOOCs into university modules and their impact on teaching, learning, and achievement. It finds that students generally have a positive learning experience with MOOCs, finding them convenient and flexible ways to deepen understanding and interact with others. Integration models that provide face-to-face support sessions are seen as most useful, while achievement data is mixed with some modules showing slightly improved scores and one showing a slight decline. Preliminary conclusions are that MOOCs can enhance learning when properly integrated and supported, though impacts on grades require more research.
The session explored two of the recurring themes in the MOOC research literature (a) the potential of MOOCs for universities and teaching practice and (b) the quality of MOOCs and their relationship to higher education curricula and learning design. In our research we were particularly interested in the impact of MOOCs on teaching practice, and the reuse of MOOC content by teaching practitioners. We reported on our investigation of interviewing MOOC programme leaders and tutors on the broad issue of transfer of innovation from MOOCs into teaching practice. Our claim is that MOOCs can play a potentially significant role in innovating practice and curriculum design. Our findings reveal that this impact can be direct when MOOCs are embedded in the distance learning curriculum. Interestingly, when the impact is indirect and unintended, learning design features of MOOCs challenge and enrich ‘traditional’ and more established teaching practices in distance learning environments. In blended learning, the influence is on campus practices, e.g. introducing MOOC attributes into campus classes and reviewing assessment.
This document summarizes a presentation on mobile teaching and learning. It discusses how mobility has evolved in educational technology forecasts from 2005-2011. Examples are provided of how universities have incorporated mobile learning, such as anatomy apps and augmented reality systems. Challenges of mobile learning include issues around device ownership, costs, and assessing impacts beyond just content delivery. The document concludes by outlining frameworks for evaluating mobile learning initiatives, including examining usability, technical functionality, and alignment with learning goals.
Integrating moocs into university practice Lisa Harris
This document discusses integrating MOOCs into university practice for education and research purposes. It describes a series of MOOCs created by the University of Southampton's Web Science Institute on topics like digital marketing, social media, and learning in a networked age. Students participated in these MOOCs and provided feedback. The document advocates that MOOCs can be used for blended learning, to gather large research samples, and should be designed from the start with clear pedagogical and research goals.
Digital literacy: from a definition to a graduate attribute to a measure of l...Rhona Sharpe
This document discusses digital literacy from several perspectives:
- It defines digital literacy as the skills, practices, and identities needed to operate in digital contexts that change over time.
- It examines digital literacy as a graduate attribute focusing on the abilities graduates need to apply knowledge in new contexts.
- It explores how students develop and perceive their digital literacy gains through practices like online collaboration, managing their studies digitally, and using technology creatively in their coursework.
IRJET - Investigating the Common Factor of Drop Out based on Learner’s Perspe...IRJET Journal
This document investigates the common dropout factors among learners in MOOCs in Malaysia based on learner perspectives and dropout rates. It finds that only 18% of Malaysian MOOC users complete courses and 64% have never taken a MOOC, indicating lack of awareness. Through surveys of University of Malaya students and professionals, it analyzes factors like language, time constraints, financial support and compares dropout factors to other countries. The literature review discusses MOOC background/engagement and studies on dropout rates in various countries from 2013-2019. Common dropout factors found include lack of time, support, digital/learning skills and barriers like education levels, gender, resources. The study aims to identify common dropout factors, dropout rates
Integrating moo cs into university practiceNic Fair
This document discusses integrating MOOCs into university practice for education and research purposes. It provides examples of MOOCs created at the University of Southampton covering topics such as digital marketing, social media, and learning in a networked age. Students participated in these MOOCs and provided feedback. The MOOCs helped provide blended learning opportunities for students and allowed researchers to gather large datasets to inform their work. The document argues that MOOCs should be designed from the start to address pedagogical and research goals to maximize their benefits for learners, educators, and researchers.
This document discusses MOOCs and their relevance to higher education in India with respect to the National Education Policy 2020. It begins with defining MOOCs and their characteristics such as being massive, open, online and course-based. It then covers the evolution of MOOCs, different types of MOOCs, and common myths about MOOCs. It discusses why MOOCs are needed to address the growing demand for higher education in India and help achieve the goals of NEP 2020 related to online and digital education. It also outlines some advantages and limitations of MOOCs, and important aspects to consider in developing high-quality MOOCs.
Integrating MOOCs in Traditional Higher Education- eMOOCs15Diana Andone
This document discusses integrating Massive Open Online Courses (MOOCs) into traditional higher education. It notes that worldwide participation in higher education is expected to grow significantly by 2025. MOOCs can help address this growth by supplementing traditional courses. The document outlines several ways MOOCs have been integrated into existing university classes, such as having students participate in MOOCs and complete assessments. Student surveys found positive reactions to supplementing courses with MOOCs. MOOCs exposure increased students' interest in online learning.
Closing the Gap - flexible approaches to adult learningDiana Andone
Closing the Gap - flexible approaches to adult learning
Diana Andone, EDEN EC
Antonio Teixeira, EDEN president
Presentation for the IDEAL Workshop at the EADTU Conference, 29-30 October, 2015, Hagen
Embedding MOOCs in University courses: experiences and lessons learnedSólveig Jakobsdóttir
Jakobsdóttir, S., Bjarnason, G., Gunnarsson, K. H. og Kristófersdóttir, D. D. (2016, June). Embedding MOOCs in university courses: experiences and lessons learned. á EDEN 2016 annual conference: Re-imagining learning environments, Budapest.
This document summarizes a presentation about providing blended student and academic support from orientation to graduation. It discusses how the presenters created an Angel course management system group site to enhance support for students both on campus and online. Research showed students want both online and face-to-face interactions and are more engaged with online learning. The presenters' institution supports self-directed learners through individualized programs and prior learning assessments. They created academic resources and discussion forums in Angel to support students throughout their education. Both benefits and challenges of the blended support model are discussed.
A presentation delivered at the Higher Education Leaders Asia Forum 2017 held in Kuala Lumpur, Malaysia on February 28, 2017. Event was organized by IQPC and Higher Ed-iQ.
Post-Conference Institute at the 2010 National College Learning Center Association Conference in Charlotte, NC
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Responding to the networked student advance he-conference2018-final
1. RESPONDING TO THE NETWORKED STUDENT –
THEORY AND PRACTICE
Nic Fair: Web Scientist and Digital Educator. nicfair.co.uk /
@nic_fair / N.S.Fair@soton.ac.uk
Lisa Harris: Director of Digital Learning and Digital Educator
/ @lisaharris / L.j.harris@exeter.ac.uk
AdvanceHE Conference, Aston July 2018
2. WHAT OUR TALK WILL COVER…
The Big Picture
Sector priorities
Learners and their expectations
Staff attitudes
Theoretical Framework
Our research
Impact on teaching and learning
Preliminary Research Conclusions
Discussion points
3. SECTOR PRIORITIES….
The TEF, Office for Students and NSS have led to a greater focus on the quality of HE
teaching & learning.
“for the first time, [the TEF will] link the funding of teaching to quality, not simply quantity”
(TEF Factsheet, 2016)
Competition from online-only education/training providers has required a reassessment
of HE business models.
“MOOCs are only the most publicized of an expanding and evolving marketplace of
alternatives to traditional HE” (ECAR Report, 2014)
AI, robotics and automation mean that graduates will need to be equipped with lifelong
learning skills, high-level digital literacies and a well developed Personal Learning
Network.
“Economic security will not come from having a job for life, but from having the
ability to maintain and renew the right skills through lifelong learning”
(Govt Office for Science, Future Skills & Lifelong Learning Report, 2017).
4. LEARNERS & THEIR EXPECTATIONS….
Most HE learners are ‘Networked Individuals (Rainie & Wellman, 2012), living,
learning and working in a Network Society (Castells, 1996, 2011).
Learning, meaning-making, identity and social capital emerge (or don’t) through a
learner’s lifelong interactions with their personal learning network.
Online, mobile and blended learning is “inevitable” (NMC Horizon Report, 2017).
77% of students feel that blended approaches are more effective than face-to-
face-only and online-only teaching (EDUCAUSE report, 2017).
5. STAFF ATTITUDES….
Broadly staff remain unconvinced…..
Only 22% of staff believe that online learning is effective (EDUCAUSE report,
2017).
45% of staff believe online learning is not effective (ibid.).
37% of staff want a “clear indication or evidence that students would benefit”
(ibid.).
34% of staff want time released for course redesign (ibid.)
6. A SOCIO-TECHNICAL APPROACH TO HE
TEACHING & LEARNING
• “knowledge is
distributed across a
network of connections,
and therefore learning
consists of the ability to
construct and traverse
those networks
(Downes, 2007)
Connectivism
• “ICT is used to promote
connections: between one
learner and other learners,
between learners and
tutors; between a learning
community and its learning
resources”. (Goodyear et al,
2001)
Networked Learning • Face-to-face time used
for developing digital
literacies and network
skills.
• MOOCS as a key hub
for autonomous
networked learning
through Personal
Learning Networks.
Flexible, MOOC-
Blended Learning
The learner (and learning) is INSEPARABLE from learning technologies
Socio-technical
Theory as applied
to education
(e.g. Latour, Pinch &
Bijker, Geels)
Supporting learning
theory, pedagogy and
methodology
(e.g. Siemens, Downes,
Goodyear, Illich,
Cummings, deLaat et
al, Goodyear &
Carvalho)
Theory
Pedagogy
Methodology
7. THE INTEGRATION MODELS
Module Location
(cohort size)
Duration Face-to-face
support
Southampton
MOOCs
Integration
model
Living and
Working on
Web
(UOSM2008)
Southampton
Campus
(34)
2nd semester Weekly
voluntary
ins
Learning in the
Network Age
Fully integrated
Online Social
Networks
(UOSM2012)
Southampton
Campus
(47)
2nd semester 4 workshop
sessions
Learning in the
Network Age
AND Power of
Social Media
Revision tool
Living and
Working on
Web
(MANG2049)
Singapore
Campus
(61)
3 weeks None
(Daily Google
Hangouts)
Learning in the
Network Age
Fully integrated
Online Social
Networks
(UOSM2012)
Southampton
Campus
(49)
2nd semester None Learning in the
Network Age
Partially
integrated /
revision tool
8. PRIOR KNOWLEDGE AND EXPERIENCE…
89% of learners had never participated in a MOOC before.
79% of learners had, at best, only a vague idea about what a
MOOC actually was.
61% had never studied in a blended way.
YET, 75% self-identified as residing on the Digital Resident half
of the Resident-Visitor spectrum (White & Le Cornu, 2011).
9. IMPACT ON TEACHING & LEARNING
UOSM2012, 2016-17,
semester 2,
Interview data
13%
41%
16%
15%
15%
Comments on the value of participating in the MOOC
flexibility and accessibility of online
material
allows deeper understanding
allows deeper exploration of
content
video and audio is a simple way to
help me understand concepts
better
wider range of perspectives
available from global participants
10. IMPACT ON TEACHING & LEARNING UOSM2008, 2017-18,
semester 2,
Module reflections
5%
20%
15%
15%
15%
15%
15%
Comments on the value of participating in the MOOC
Flexibility and accessibility of online
material
Allows deeper understanding of content
I learnt from MOOC discussions
Loved the networked learning approach
Wider range of perspectives available
from global participants
Felt part of a learning community
Will use MOOCs again to prepare for
other modules
11. IMPACT ON TEACHING & LEARNING
56%
34%
10%
91%
9% 0%
Strongly / Partially Agree Neutral / No opinion Strongly / Partially Disgree
MOOCs are a convenient and easy way for me to learn
Pre-module Post-module
MANG2049, 2017-18,
semester 1, survey data
12. IMPACT ON TEACHING & LEARNING
23%
61%
16%
57%
29%
14%
Strongly / Partially Agree Neutral / No opinion Strongly / Partially Disgree
I learn more from MOOCs than from lectures
Pre-module Post-module
MANG2049, 2017-18,
semester 1, survey data
13. IMPACT ON TEACHING & LEARNING
16%
74%
10%
65%
22%
13%
Strongly / Partially Agree Neutral / No opinion Strongly / Partially Disgree
MOOCs help me to understand the topic more deeply
Pre-module Post-module
MANG2049, 2017-18,
semester 1, survey data
14. IMPACT ON TEACHING & LEARNING
49%
39%
12%
76%
14%
10%
Strongly / Partially Agree Neutral / No opinion Strongly / Partially Disgree
MOOCs are a good way for me to interact with other learners
Pre-module Post-module
MANG2049, 2017-18,
semester 1, survey data
15. IMPACT ON TEACHING & LEARNING
55%
41%
4%
48% 48%
4%
Strongly / Partially Agree Neutral / No opinion Strongly / Partially Disgree
MOOCs are most useful when I also have face-to-face
session
Pre-module Post-module
MANG2049, 2017-18,
semester 1, survey data
16. IMPACT ON TEACHING & LEARNING
0%
50% 50%
5%
14%
81%
Strongly / Partially Agree Neutral / No opinion Strongly / Partially Disgree
MOOCs are a waste of my time
Pre-module Post-module
MANG2049, 2017-18,
semester 1, survey data
17. PRELIMINARY RESEARCH CONCLUSIONS
After experiencing the integration of MOOCs into their modules, learners are mainly positive
about the benefits to their learning experience, regardless of the integration model, because:
MOOCs deepen content knowledge and understanding.
MOOCs provide positive interaction opportunities in global networked learning
communities.
They learn more from MOOCs than from lectures (and face-to-face sessions are not always
necessary).
MOOCs are a convenient and flexible way to learn and include helpful multimedia sources.
However, there remains a core of between 5% and 15% of learners who are not positively
inclined towards the integration of MOOCs into their learning experience.
18. DISCUSSION POINTS
By integrating MOOCs (or other similar digital resources) into HE modules, a
number of sector priorities can be simultaneously addressed:
Our research indicates that most learners have an improved learning
experience across a range of positive factors.
Learners develop digital literacies and lifelong learning skills.
MOOCs, more generally, can form part of an HEI’s new product offering
and business model – both for the internal and external markets.
Continue the discussion:
@nic_fair and @lisaharris
Find out more about us :
Innovation In HE blog
Slides available:
https://nicfair.co.uk
19. References
• Department for Education, 2016. Teaching Excellence Framework factsheet.
https://www.gov.uk/government/publications/teaching-excellence-framework-factsheet
• EDUCAUSE / ECAR Report, 2014. Student and Faculty Technology Research Studies.
https://library.educause.edu/resources/2014/10/2014-student-and-faculty-technology-research-studies
• Government Office for Science, 2017. Future of skills and lifelong learning.
https://www.gov.uk/government/publications/future-of-skills-and-lifelong-learning
• NMC Horizon Report, 2017. Higher Education Edition. https://www.nmc.org/publication/nmc-horizon-
report-2017-higher-education-edition/
• EDUCAUSE / ECAR Report, 2017. Student and Faculty Technology Research Studies.
https://library.educause.edu/resources/2017/6/2017-student-and-faculty-technology-research-studies
• Latour, B. (1987). Science in Action: How to Follow Scientists and Engineers Through Society. Milton Keynes:
Open University Press.
• Latour, B. (2005). Reassembling the Social - An Introduction to Actor-Network-Theory. Oxford University
Press.
• Pinch, T.J. and Bijker, W.E., 1984. The social construction of facts and artefacts: Or how the sociology of
science and the sociology of technology might benefit each other. Social studies of science, 14(3), pp.399-
441.
• Geels, F.W., 2002. Technological transitions as evolutionary reconfiguration processes: a multi-level
perspective and a case-study. Research policy, 31(8), pp.1257-1274.
CONT…..
20. References Continued…
• Downes, S. (2005, December 22). An introduction to connective knowledge. Stephen’s
Web. http://www.downes.ca/cgi-bin/page.cgi?post=33034
• Downes, S. (2006). Learning networks and connective knowledge. Collective intelligence and elearning, 20, 1-26.
Chicago
• Siemens, G. (2005a). Connectivism: Learning as network-creation. ASTD Learning News, 10(1). Chicago
• Siemens, G. (2005b). Connectivism: A learning theory for the digital age. Chicago
• Goodyear, P., Jones, C., Asensio, M., Hodgson, V. and Steeples, C., 2001. Effective networked learning in higher
education: notes and guidelines
• Goodyear, P., 2002. Psychological foundations for networked learning. In Networked learning: Perspectives and
issues (pp. 49-75). Springer, London.
• Goodyear, P., Banks, S., Hodgson, V., & McConnell, D. (Eds.). (2004). Advances in research on networked
learning. Boston, MA: Kluwer Academic Publishers
• Goodyear, P., 2005. Educational design and networked learning: Patterns, pattern languages and design
practice. Australasian Journal of Educational Technology, 21(1).
• Carvalho, L. and Goodyear, P., 2014. The architecture of productive learning networks. Routledge.
• Illich, I., 1971. Alternatives to Schooling. Times (London) Educational Supplement, 2945, pp.18-47.
• Cummings, T.G., 1978. Self-regulating work groups: A socio-technical synthesis. Academy of management
Review, 3(3), pp.625-634.
• De Laat, M., & Lally, V. (2003). Complexity, theory and praxis: Researching collaborative learning and tutoring
processes in a networked learning community. Instructional science, 31(1-2), 7-39.
• De Laat, M., Lally, V., Simons, R.J. and Wenger, E., 2006. A selective analysis of empirical findings in networked
learning research in higher education: Questing for coherence. Educational Research Review, 1(2)
Editor's Notes
No longer is ‘quantity’ of teaching sufficient, ‘quality’ is also crucial – and failure to provide teaching and learning which meets learner’s expectations can have real-world consequences (e.g. TEF award)
Accredited online courses, which can be shorter, cheaper and more focussed than on-campus HE options are challenging the sector to adapt its business models
Lifelong learning will be essential in enabling individuals to adapt to a rapidly changing future of work.
It is vital for HEIs to respond to these sector drivers effectively.
Most, but not all, HE learners today are……
Surveying over fifty-seven thousand staff and students at over a hundred institutions in ten countries, the EDUCAUSE report finds that both students and staff overwhelmingly believe that blended approaches are preferable to either online-only or face-to-face only modules,
BUT - there is a significant difference in student and staff attitudes to the effectiveness of blended approaches.
Forty-five percent of staff think that online learning is not effective and thirty-seven percent want “clear indication or evidence that students would benefit” before being motivated to integrate technology more effectively into their teaching.
This research attempts to add to a growing body of evidence in this regard and address staff concerns through the underpinning theory and evidence of practice.
This framework formalises some of the concepts we have mentioned above and provides underpinning support for why blended learning approaches should be effective.
However, as the EDUCAUSE report suggests, theory is not enough for many university staff.
Therefore, we have been investigating the impact of integrating MOOCs into university modules on teaching & learning.
[HANDOVER TO LISA]
We have explored MOOC integration in a number of different modules in a number of different ways, which are outlined here. We used pre- and post-module surveys, post-module interviews, and post-module reflective writings to explore learner’s attitudes towards the integration of MOOCs for teaching and learning.
So what did the learners think about the integration of the MOOc(s)….?
Using post-module interview data from UOUSM2012 2016-17, an on-campus, lecture-driven module…..[focus on deeper learning and global perspectives]
Using learner’s module reflections from UOUSM2008 2017-18, an online, innovation module…..[focus on deeper learning, learning communities and global perspectives]…[reduced emphasis on flexibility as the entire module is online]
Using pre- and post-module formal surveys for MANG2049, a module for students at Soton’s Singapore Campus…
Before the module 56% agreed in some form, but after the module this increased significantly to 91%.
Before the module only 23% agreed in some form, but after the module this increased to 57% - with a big shift from neutral to positive – meaning that over half the learners preferred doing the MOOC to going to lectures (from a learning perspective).
Before the module only 16% agreed in some form, but after the module this increased to 65% - again, with a big shift from neutral to positive – confirming results from the analyses of the other modules already presented – namely that after experiencing the MOOC learners understanding of the module content was improved.
Before the module 49% agreed in some form, but after the module this increased to 76% - again, with a big shift from neutral to positive. This also confirms previous findings about the value of networked learning and access to global perspectives.
Before the module 55% agreed in some form, but after the module this fell to 48% - which is interesting because it means that just over half the students did not feel the need for any face-to-face time to support their MOOC learning activities. This raises interesting questions about the findings of the EDUCAUSE report about blended learning [the 77% of students who prefer it] = after experiencing online learning through MOOCs, face-2-face time became (slightly) less important to learners.
Before the module 50% disagreed in some form, but after the module this rose to 81% - again, with a big shift from neutral to positive – although one learner, after participating in the MOOC, felt it WAS a waste of their time….
Having studied on a module featuring the integrated use of MOOCs, students report their attitudes as shifting from neutral/no opinion to a viewing them as mainly positive for their learning experience.
However, there remains a core of between 5 and 15% who are not positively inclined towards the integration of MOOCs into their learning experience.
[HAND BACK TO NIC]
Positive factors range from being able to learn ‘in bed’, to interacting with peers and global others, to gaining a deeper understanding of course content. This is crucial for TEF and NSS scores, because, as Coates said in2005, “positive engagement by students is acknowledged to be an important indicator of quality”.
Learners become more equipped for the changeable nature of future work.
Monetising MOOCs through developing proper accreditation (such as Uni of Coventry is doing with FutureLearn and their 50 MOOC-based degree programmes by 2023), while simultaneously making them suitable for on-campus integration, has real value to an HEI’s business activities.