Surfacing, Sharing and Valuing Tacit Knowledge in Open Learning EnvironmentsJenny Mackness
On Wednesday 17 September, Roy Williams and I presented these slides as the keynote presentation for the annual e-Learning Conference at FH Joanneum in Graz, Austria.
The conference theme was Evaluating Open Learning Scenarios.
A series of blog posts relating to this presentation can be found on my blog - Jenny Connected - at http://jennymackness.wordpress.com/2014/09/07/future-directions-for-the-footprints-of-emergence-framework/
Beginning ePortfolios K-8 by Gail LovelyGail Lovely
This document discusses ePortfolios, which allow students to collect artifacts that demonstrate their personal growth and learning over time. ePortfolios can be used to document the process of learning as well as display final products. They provide students with tools to collect work in multiple formats and potentially share with a broader audience. The reflection process is highlighted as important for students to learn from their experiences. A variety of free online tools and apps that can be used to create ePortfolios, such as blogs, wikis, and Voicethread, are described.
How Do Your Elementary Students Show What They Know by Gail LovelyGail Lovely
This document discusses various methods for assessing student learning, including formative assessment tools like classroom response systems, polling tools, rubrics, checklists, electronic portfolios, and videos. It provides examples of student work assessed with these tools, such as a student-created wiki, PowerPoint presentation, and video. The document emphasizes that assessment should evaluate not just outcomes but also the learning process, and should provide timely feedback to students and teachers.
This document discusses language exchanges between students and teachers. It outlines the process before, during, and after a language exchange session. It also touches on planning for groups, active learning partnerships, and the role of the teacher. Questions are posed about measuring outcomes from language exchanges and developing a network of educators interested in participating.
The document discusses developing 21st century literacy skills in students. It defines 21st century literacy as students who are effective learners, collaborators, and creators. It provides examples of how to develop these skills through technology tools like blogs, wikis, social networks and voice over internet protocol. The goal is to help students learn anytime, anywhere by developing global personal learning networks.
The document discusses Vicki Davis' Flat Classroom Project which aims to connect students from different countries in collaborative online learning environments using Web 2.0 tools. It describes synchronous communication methods like video conferencing and asynchronous methods like blogs and wikis. Students from Austria, Qatar, and the US worked together on projects despite being separated by time and space. The project has shown that online collaboration can fundamentally change education by allowing students to work with peers globally.
Improving the student experience Gavin HenrickGavin Henrick
Keynote presentation from MoodleMoot Spain 2015 - Palma, Mallorca - focusing on some of the ways that Moodle site could be customised to enhance that experience using various examples.
Twitter in Education: Interactively exploring the conversation with TAGS and ...Martin Hawksey
There has been much research in the use of social media to support learning and teaching. In many instances it is argued that it enables a decentralization of learning moving towards a distributed model which has many benefits including supporting a stronger foundation for lifelong learning.
Twitter is one service that has been widely used within this context. The introduction of hashtags as a mechanism to allow communities to form and contribute to a topic is now a well established model within both formal and informal education as well as in society in general. The use of Twitter in this way removes boundaries extending the opportunities for co-learning, in particular, discussions can become less siloed, every contribution to a hashtag community is potentially another opportunity for someone else to join the conversation. The thinning of the walls in this way is not without it implications and the vulnerability of being a learner should never be underestimated. Another consideration is that Twitter has been adopted as a tool to support learning in this way rather than being designed for this purpose. As a result exploring and finding understanding within hashtag communities can be problematic and with many open learning contexts individuals can end up feeling lost.
This conversation will explore approaches to help learners and educators gain more insight and a feeling of place within hashtag communities. As part of this we will look at TAGS and TAGSExplorer tools (https://tags.hawksey.info) which have been developed with educators and learners in mind to help support the collection, analysis and exploration of Twitter hashtag communities. These free tools provide a means to collect data from Twitter searches and analysis the results either in Google Sheets, where the data is collected, or visualized in the companion TAGSExplorer web interface. As part of this conversation we will touch upon the limitation of data collection from Twitter and issues around data protection and privacy. We will also provide some examples of where TAGS/TAGSExplorer has been used within an educational context.
Surfacing, Sharing and Valuing Tacit Knowledge in Open Learning EnvironmentsJenny Mackness
On Wednesday 17 September, Roy Williams and I presented these slides as the keynote presentation for the annual e-Learning Conference at FH Joanneum in Graz, Austria.
The conference theme was Evaluating Open Learning Scenarios.
A series of blog posts relating to this presentation can be found on my blog - Jenny Connected - at http://jennymackness.wordpress.com/2014/09/07/future-directions-for-the-footprints-of-emergence-framework/
Beginning ePortfolios K-8 by Gail LovelyGail Lovely
This document discusses ePortfolios, which allow students to collect artifacts that demonstrate their personal growth and learning over time. ePortfolios can be used to document the process of learning as well as display final products. They provide students with tools to collect work in multiple formats and potentially share with a broader audience. The reflection process is highlighted as important for students to learn from their experiences. A variety of free online tools and apps that can be used to create ePortfolios, such as blogs, wikis, and Voicethread, are described.
How Do Your Elementary Students Show What They Know by Gail LovelyGail Lovely
This document discusses various methods for assessing student learning, including formative assessment tools like classroom response systems, polling tools, rubrics, checklists, electronic portfolios, and videos. It provides examples of student work assessed with these tools, such as a student-created wiki, PowerPoint presentation, and video. The document emphasizes that assessment should evaluate not just outcomes but also the learning process, and should provide timely feedback to students and teachers.
This document discusses language exchanges between students and teachers. It outlines the process before, during, and after a language exchange session. It also touches on planning for groups, active learning partnerships, and the role of the teacher. Questions are posed about measuring outcomes from language exchanges and developing a network of educators interested in participating.
The document discusses developing 21st century literacy skills in students. It defines 21st century literacy as students who are effective learners, collaborators, and creators. It provides examples of how to develop these skills through technology tools like blogs, wikis, social networks and voice over internet protocol. The goal is to help students learn anytime, anywhere by developing global personal learning networks.
The document discusses Vicki Davis' Flat Classroom Project which aims to connect students from different countries in collaborative online learning environments using Web 2.0 tools. It describes synchronous communication methods like video conferencing and asynchronous methods like blogs and wikis. Students from Austria, Qatar, and the US worked together on projects despite being separated by time and space. The project has shown that online collaboration can fundamentally change education by allowing students to work with peers globally.
Improving the student experience Gavin HenrickGavin Henrick
Keynote presentation from MoodleMoot Spain 2015 - Palma, Mallorca - focusing on some of the ways that Moodle site could be customised to enhance that experience using various examples.
Twitter in Education: Interactively exploring the conversation with TAGS and ...Martin Hawksey
There has been much research in the use of social media to support learning and teaching. In many instances it is argued that it enables a decentralization of learning moving towards a distributed model which has many benefits including supporting a stronger foundation for lifelong learning.
Twitter is one service that has been widely used within this context. The introduction of hashtags as a mechanism to allow communities to form and contribute to a topic is now a well established model within both formal and informal education as well as in society in general. The use of Twitter in this way removes boundaries extending the opportunities for co-learning, in particular, discussions can become less siloed, every contribution to a hashtag community is potentially another opportunity for someone else to join the conversation. The thinning of the walls in this way is not without it implications and the vulnerability of being a learner should never be underestimated. Another consideration is that Twitter has been adopted as a tool to support learning in this way rather than being designed for this purpose. As a result exploring and finding understanding within hashtag communities can be problematic and with many open learning contexts individuals can end up feeling lost.
This conversation will explore approaches to help learners and educators gain more insight and a feeling of place within hashtag communities. As part of this we will look at TAGS and TAGSExplorer tools (https://tags.hawksey.info) which have been developed with educators and learners in mind to help support the collection, analysis and exploration of Twitter hashtag communities. These free tools provide a means to collect data from Twitter searches and analysis the results either in Google Sheets, where the data is collected, or visualized in the companion TAGSExplorer web interface. As part of this conversation we will touch upon the limitation of data collection from Twitter and issues around data protection and privacy. We will also provide some examples of where TAGS/TAGSExplorer has been used within an educational context.
El documento proporciona instrucciones en 4 pasos para instalar Java y Jclic. Primero se debe seleccionar el enlace de instalador Java o Jclic, guardar el archivo de instalación y hacer clic en instalar. Luego se debe esperar a que se complete la descarga e instalación antes de hacer clic en cerrar.
Navneeth N Kilikar has over 2 years of experience working as a functional consultant at Infosys. He works on banking and financial projects using agile methodologies. His responsibilities include understanding functional requirements, testing applications, coordinating with stakeholders, automating processes, and preparing documentation. He has skills in basic banking, requirements gathering and analysis, and process consulting. He holds internal certifications in business analysis and treasury banking basics.
Dr. John L. Hodgkinson has expertise in thin film characterization and coating technologies, especially CVD techniques and plasma-driven processes, which are applicable to many industries. This includes glass manufacturing, solar, electronics, optics, nanomaterials, aerospace, automotive, biomaterials, composites, textiles, analytical equipment, and surface modification. He also has experience in chemical engineering, having designed CVD coating systems and laboratory-scale process demonstrators. His background provides relevant experience in additional areas like emulsions, formulated products, chemical synthesis, engine management, power transmission systems, and test equipment.
Este documento presenta el proyecto TIC de un centro educativo. El proyecto tiene como objetivos principales integrar las tecnologías de la información y la comunicación en el aprendizaje de los alumnos y la enseñanza de los profesores. Describe las líneas de actuación del proyecto, su organización, la formación del profesorado, y los planes para evaluar el progreso. El proyecto busca mejorar las habilidades de los estudiantes y apoyar nuevos métodos de enseñanza centrados en el alumno.
TargetSolutions' Top 10 Courses for Reducing Claims and LiabilityTargetSolutions
This presentation breaks down 10 of TargetSolutions most popular online safety training courses for educing employees and reducing the risk of claims and liability.
S. Swaminathan has over 21 years of experience in application development, project management, and client services across various industries including banking, financial services, airlines, and government projects. He has extensive experience working with technologies like Java, .NET, C++, Oracle, and SQL. Currently he is working as an Associate Manager at 3i Infotech supporting the ICICI Securities trading platform. Previously he has worked on projects for DBS Bank, Ramco Systems, Mphasis, and EDS.
This document discusses feedback from doctoral reviewers and examiners. It provides examples of what constitutes acceptable, good, or outstanding doctoral work. It also discusses common critiques and areas for improvement in doctoral dissertations. The document offers advice on developing internal consistency, specificity, validity of analysis, and properly interpreting the role of research. It suggests that doctoral candidates receive coaching to support the decisions of their supervisors and provide timely feedback in a supportive environment.
The top 10 most popular online courses of 2015 were: Child Abuse: Mandated Reporter Training, Sexual Harassment Awareness, Bloodborne Pathogens Safety, First Responder Operations Level Refresher (MOD#1), HIPAA Awareness, Back Injury Prevention, Hearing Conservation, Workplace Diversity, Infectious Disease Control, and Airway Management Basic. These courses covered topics such as identifying and reporting child abuse, preventing sexual harassment, safety from bloodborne pathogens, hazardous materials response, protecting patient privacy, preventing back injuries, conserving hearing, promoting diversity, controlling infectious diseases, and managing airways.
The document provides an overview of early Greek philosophy and geography from the 6th century BCE to the 4th century BCE. It notes that the Greek world was first mapped by Miletus geographers like Anaximander and Hecataeus. Herodotus later wrote descriptions that were used to create maps of the known world centered on the Mediterranean. Early pre-Socratic philosophers like Thales, Anaximander, and Anaximenes speculated about the fundamental substance of the physical world. Athens became a cultural center where sophists questioned norms and Socrates taught the importance of using reason. Plato and Aristotle were both influenced by Socrates and made major contributions to philosophy, ethics and logic.
SGK India Industrial Services (Pvt) Ltd is an ISO 9001:2008 certified staffing company based in Bhubaneswar, India. They specialize in outsourcing manpower and recruitment for sectors such as automotive, steel, oil/gas, and more. Their services include recruiting staff for clients, managing payroll and statutory requirements, and providing replacement candidates. They aim to partner with clients to source and place suitable candidates while ensuring a smooth recruitment process.
Digital Fluencies Workshops at Penn LibrariesKimberly Eke
Launching in Fall 2016! The Penn Libraries is offering a new portfolio of workshops designed to help faculty, staff and students develop expertise in emerging skills related to scholarly inquiry.
La experiencia docente se desarrolla en la Institución educativa San Sebastián, municipio de la Plata Huila, en el ciclo básico secundaria, específicamente en el grado noveno área de Educación Artística y cultural, temática reciclaje creativo.
Mi quehacer pedagógico está permeado por la tendencia aprendizaje vivencial; didáctica basada en aprender observando, experimentando y haciendo, logrando extraer de cada estudiante su propio estilo, capacidades, habilidades y competencias básicas a través de diferentes experiencias con acciones formativas diseñadas por el docente.
Some Issues Affecting the Sustainability of Open Learning Courses James Aczel
Presentation about the openED 2.0 project, at the EDEN 2011 conference
Aczel, James; Cross, Simon; Meiszner, Andreas; Hardy, Pascale; McAndrew, Patrick and Clow, Doug (2011). Some issues affecting the sustainability of open learning courses. In: EDEN 2011 Annual Conference: Learning and Sustainability: The New Ecosystem of Innovation and Knowledge, 19-22 June 2011, Dublin, Ireland.
Each fall, the Learning Enhancement Center at MCNY publishes Luminaria, its newsletter. This year's focuses on the MOOC (Massive Open Online Course) phenomenon in higher education. Edited and redesigned by Nathan Schiller, the issue features an interview with MCNY President Vinton Thompson, a firsthand account of taking a MOOC, an investigation into MOOCs' low completion rates, and much more.
Online Teaching - Breaking the Distance Barrierslister
A presentation for the Institution of Engineers in Sri Lanka - March, 2009.
Please visit: http://www.iesl.lk/ to find out more about IESL or go to - http://www.nodes.lk to learn more about the National Online Distance Education Service
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.
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/
This is a draft of the presentation that will be given at the HEA Social Sciences annual conference - Teaching forward: the future of the Social Sciences.
For further details of the conference: http://bit.ly/1cRDx0p
Bookings open until 14 May 2014 http://bit.ly/1hzCMLR or external.events@heacademy.ac.uk
ABSTRACT
This paper focuses on the duality of roles that students and lecturers play in sharing responsibilities for creating productive and worthwhile teaching and learning environments. Taking student-centred learning as a starting point, this paper focuses on university teacher fellowship projects that challenge students to take control of their learning as a means of democratising the learning experience. This means the lecturer is more facilitator and environment creator than sage or expert and advocates getting students to trust themselves to learn as well as getting lecturers to trust themselves and let go of control.
El documento proporciona instrucciones en 4 pasos para instalar Java y Jclic. Primero se debe seleccionar el enlace de instalador Java o Jclic, guardar el archivo de instalación y hacer clic en instalar. Luego se debe esperar a que se complete la descarga e instalación antes de hacer clic en cerrar.
Navneeth N Kilikar has over 2 years of experience working as a functional consultant at Infosys. He works on banking and financial projects using agile methodologies. His responsibilities include understanding functional requirements, testing applications, coordinating with stakeholders, automating processes, and preparing documentation. He has skills in basic banking, requirements gathering and analysis, and process consulting. He holds internal certifications in business analysis and treasury banking basics.
Dr. John L. Hodgkinson has expertise in thin film characterization and coating technologies, especially CVD techniques and plasma-driven processes, which are applicable to many industries. This includes glass manufacturing, solar, electronics, optics, nanomaterials, aerospace, automotive, biomaterials, composites, textiles, analytical equipment, and surface modification. He also has experience in chemical engineering, having designed CVD coating systems and laboratory-scale process demonstrators. His background provides relevant experience in additional areas like emulsions, formulated products, chemical synthesis, engine management, power transmission systems, and test equipment.
Este documento presenta el proyecto TIC de un centro educativo. El proyecto tiene como objetivos principales integrar las tecnologías de la información y la comunicación en el aprendizaje de los alumnos y la enseñanza de los profesores. Describe las líneas de actuación del proyecto, su organización, la formación del profesorado, y los planes para evaluar el progreso. El proyecto busca mejorar las habilidades de los estudiantes y apoyar nuevos métodos de enseñanza centrados en el alumno.
TargetSolutions' Top 10 Courses for Reducing Claims and LiabilityTargetSolutions
This presentation breaks down 10 of TargetSolutions most popular online safety training courses for educing employees and reducing the risk of claims and liability.
S. Swaminathan has over 21 years of experience in application development, project management, and client services across various industries including banking, financial services, airlines, and government projects. He has extensive experience working with technologies like Java, .NET, C++, Oracle, and SQL. Currently he is working as an Associate Manager at 3i Infotech supporting the ICICI Securities trading platform. Previously he has worked on projects for DBS Bank, Ramco Systems, Mphasis, and EDS.
This document discusses feedback from doctoral reviewers and examiners. It provides examples of what constitutes acceptable, good, or outstanding doctoral work. It also discusses common critiques and areas for improvement in doctoral dissertations. The document offers advice on developing internal consistency, specificity, validity of analysis, and properly interpreting the role of research. It suggests that doctoral candidates receive coaching to support the decisions of their supervisors and provide timely feedback in a supportive environment.
The top 10 most popular online courses of 2015 were: Child Abuse: Mandated Reporter Training, Sexual Harassment Awareness, Bloodborne Pathogens Safety, First Responder Operations Level Refresher (MOD#1), HIPAA Awareness, Back Injury Prevention, Hearing Conservation, Workplace Diversity, Infectious Disease Control, and Airway Management Basic. These courses covered topics such as identifying and reporting child abuse, preventing sexual harassment, safety from bloodborne pathogens, hazardous materials response, protecting patient privacy, preventing back injuries, conserving hearing, promoting diversity, controlling infectious diseases, and managing airways.
The document provides an overview of early Greek philosophy and geography from the 6th century BCE to the 4th century BCE. It notes that the Greek world was first mapped by Miletus geographers like Anaximander and Hecataeus. Herodotus later wrote descriptions that were used to create maps of the known world centered on the Mediterranean. Early pre-Socratic philosophers like Thales, Anaximander, and Anaximenes speculated about the fundamental substance of the physical world. Athens became a cultural center where sophists questioned norms and Socrates taught the importance of using reason. Plato and Aristotle were both influenced by Socrates and made major contributions to philosophy, ethics and logic.
SGK India Industrial Services (Pvt) Ltd is an ISO 9001:2008 certified staffing company based in Bhubaneswar, India. They specialize in outsourcing manpower and recruitment for sectors such as automotive, steel, oil/gas, and more. Their services include recruiting staff for clients, managing payroll and statutory requirements, and providing replacement candidates. They aim to partner with clients to source and place suitable candidates while ensuring a smooth recruitment process.
Digital Fluencies Workshops at Penn LibrariesKimberly Eke
Launching in Fall 2016! The Penn Libraries is offering a new portfolio of workshops designed to help faculty, staff and students develop expertise in emerging skills related to scholarly inquiry.
La experiencia docente se desarrolla en la Institución educativa San Sebastián, municipio de la Plata Huila, en el ciclo básico secundaria, específicamente en el grado noveno área de Educación Artística y cultural, temática reciclaje creativo.
Mi quehacer pedagógico está permeado por la tendencia aprendizaje vivencial; didáctica basada en aprender observando, experimentando y haciendo, logrando extraer de cada estudiante su propio estilo, capacidades, habilidades y competencias básicas a través de diferentes experiencias con acciones formativas diseñadas por el docente.
Some Issues Affecting the Sustainability of Open Learning Courses James Aczel
Presentation about the openED 2.0 project, at the EDEN 2011 conference
Aczel, James; Cross, Simon; Meiszner, Andreas; Hardy, Pascale; McAndrew, Patrick and Clow, Doug (2011). Some issues affecting the sustainability of open learning courses. In: EDEN 2011 Annual Conference: Learning and Sustainability: The New Ecosystem of Innovation and Knowledge, 19-22 June 2011, Dublin, Ireland.
Each fall, the Learning Enhancement Center at MCNY publishes Luminaria, its newsletter. This year's focuses on the MOOC (Massive Open Online Course) phenomenon in higher education. Edited and redesigned by Nathan Schiller, the issue features an interview with MCNY President Vinton Thompson, a firsthand account of taking a MOOC, an investigation into MOOCs' low completion rates, and much more.
Online Teaching - Breaking the Distance Barrierslister
A presentation for the Institution of Engineers in Sri Lanka - March, 2009.
Please visit: http://www.iesl.lk/ to find out more about IESL or go to - http://www.nodes.lk to learn more about the National Online Distance Education Service
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.
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/
This is a draft of the presentation that will be given at the HEA Social Sciences annual conference - Teaching forward: the future of the Social Sciences.
For further details of the conference: http://bit.ly/1cRDx0p
Bookings open until 14 May 2014 http://bit.ly/1hzCMLR or external.events@heacademy.ac.uk
ABSTRACT
This paper focuses on the duality of roles that students and lecturers play in sharing responsibilities for creating productive and worthwhile teaching and learning environments. Taking student-centred learning as a starting point, this paper focuses on university teacher fellowship projects that challenge students to take control of their learning as a means of democratising the learning experience. This means the lecturer is more facilitator and environment creator than sage or expert and advocates getting students to trust themselves to learn as well as getting lecturers to trust themselves and let go of control.
This internship involves Belinda Jin working with the SFU Teaching and Learning Center to develop a workshop for instructors on integrating Massive Open Online Courses (MOOCs) into blended courses. Her roles will include creating a literature review on MOOCs, conducting an environmental scan of existing MOOC examples, and developing a lesson plan for a 6-hour workshop. The project will help Belinda apply her educational technology knowledge and gain practical experience working in an educational setting. She will create several deliverables on set deadlines, including the literature review due October 6th, the environmental scan due November 1st, and the lesson plan due November 15th.
Widening the reflection using OpenSyllabus and Core Sakai 2.6Olivier Guillot
This document summarizes an experiment conducted at Université de Montréal to test a new learning management system based on Sakai and OpenSyllabus. Surveys of teachers and students found that the new system facilitated teaching and learning but needed improvements to usability, navigation, and integration of tools. Recommendations included simplifying navigation, improving consistency, and better organizing content and tools. Next steps involve further developing OpenSyllabus based on feedback, preparing training and support, and widening reflection on how to make the system more learner-centered and flexible while maintaining uniformity.
Learn How Emergent Online Models Serve as Innovation IncubatorsEDUCAUSE
This document discusses innovations in online learning models and tools for assessing innovations. It provides examples of rubrics used by different institutions to evaluate emerging technologies. The document also addresses topics like MOOCs, competency-based learning, and learning analytics, noting opportunities and questions around scaling online programs, improving pedagogy, and using student data to enhance learning. Resources on these trends are shared, such as research initiatives on MOOC effectiveness and case studies applying learning analytics in personalized learning environments.
Humanizing online learning: why the user experience mattersWhitney Kilgore
1. The document summarizes a Massive Open Online Course (MOOC) called the HumanMOOC that focused on humanizing online learning experiences.
2. The HumanMOOC used the Community of Inquiry framework to teach participants how to establish instructor, social, and cognitive presence in online courses. It provided ideas for interactive assignments, video feedback, and using tools like Flipgrid to create connected learning experiences.
3. Over 2,800 people enrolled in the HumanMOOC since 2013. Participants reported applying ideas from the course like using video in discussions to better connect with students in their own online teaching. Research has been published on the impact and design of the HumanMOOC.
The document discusses the benefits of online interaction for teaching and learning. It notes that structured online activities with clear tasks and goals can promote higher levels of interaction and engagement among students compared to less structured discussion forums. When activities require students to collaborate to complete authentic tasks, explain their reasoning, and achieve consensus, it supports the development of valuable skills like argumentation, teamwork, and knowledge construction. The document also describes an environmental science course that incorporates structured online conferencing activities to discuss real data collection and simulate international negotiations, providing an example of an interactive online learning design that engages students and enhances their learning experience.
The MOOC in Review: Contributions to Teaching and LearningEDUCAUSE
Over the past year, the massive open online course (MOOC) has emerged as a significantly different course model. So, what we have learned about the MOOC and its potential to support learning? In this session I’ll review examples of how the MOOC is being utilized along with several related issues: implementation and deployment approaches; student success data; MOOC innovations; financial models; connections to traditional programs; and future developments. Resource list: http://tinyurl.com/elimooc
This work was supported by a grant of the Romanian National Authority for Scientific Research and Innovation, CNCS – UEFISCDI, project number PN-II-RU-TE-2014-4-2040:
NOVAMOOC – Development and innovative implementation of MOOCs in Higher Education
Learning through engagement: MOOCs as an emergent form of provision. Presentation at ICDE World Conference, Sun City, South Africa, October 2015. Sukaina Walji, Laura Czerniewicz, Andrew Deacon, Janet Small
Similar to Visualising Structure and Agency in a MOOC using the Footprints of Emergence Framework (20)
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
How to Build a Module in Odoo 17 Using the Scaffold Method
Visualising Structure and Agency in a MOOC using the Footprints of Emergence Framework
1. Visualising Structure and
Agency in a MOOC
using the
Footprints of Emergence
Framework
Jenny Mackness jenny.mackness@btopenworld.com
Jutta Pauschenwein jutta.pauschenwein@fh-joanneum.at
10th International Conference on Networked Learning Lancaster May 10 2016
2. Characteristics of Open Learning
Environments
Open/Structure
Interactive
environment
Characteristics arranged in clusters of factors
Agency
Presence/Writi
ng
5. Examples of cope14/15 Learners’ Footprints
Wiki URL : http://footprints-of-emergence.wikispaces.com/Competences+for+Global+Collaboration+%28cope+15%29+MOOC+footprints
7. MOOC Participant Reflections
I did not always know what the factors meant for this MOOC
experience - I liked the challenge because every time I reflect
something I understand it a bit more and so it was very useful to sum
it up for me.
8. MOOC Participant Reflections
I did not always know what the factors meant for this Mooc experience - I liked the
challenge because every time I reflect something I understand it a bit more and so it
was very useful to sum it up for me.
The footprint revealed one thing about me that I didn't know before: I
found out that I really can enjoy not only the stressful style of learning
(like in Russia :) but also a relaxed and self-regulated way of MOOC.
9. MOOC Participant Reflections
I did not always know what the factors meant for this Mooc experience - I liked the
challenge because every time I reflect something I understand it a bit more and so it
was very useful to sum it up for me.
The footprint revealed one thing about me that I didn't know before: I found out that I
really can enjoy not only the stressful style of learning (like in Russia :) but also a
relaxed and self-regulated way of MOOC.
First of all I think that my advantage was that I have already
participated in cope14 and therefore I was not threatened by chaos.
Secondly I think that it helped me that I was more concentrating on
doing the assignments on the website instead of on other platforms, as
I am a quite structured person.
10. The gap between design and experience
Design
intentions
Learner
experience
11. Ways forward
• A longitudinal study with physiotherapy students who will draw
footprints to reflect on their learning in hospital/clinical
placements
• Use of the footprints with teenagers in school
• A project for carers of the elderly to encourage reflection on
their learning and practice
12. References
Williams, R., Karousou, R., & Mackness, J. (2011). Emergent Learning and
Learning Ecologies in Web 2.0. The International Review of Research in Open and
Distance Learning, 12(3).
http://www.irrodl.org/index.php/irrodl/article/view/883
Williams, R. T., Mackness, J., & Gumtau, S. (2012). Footprints of Emergence. The
International Review of Research in Open and Distance Learning, 13(4).
http://www.irrodl.org/index.php/irrodl/article/view/1267
Williams, R., & Mackness, J. (2014). Surfacing, sharing and valuing tacit
knowledge in open learning. https://docs.google.com/viewer?
a=v&pid=sites&srcid=ZGVmYXVsdGRvbWFpbnxlbGVhcm5pbmd0YWcyMDE0fGd4
OjUyNGIwOTJiZTMzZjhlNjM
Open wiki: http://footprints-of-emergence.wikispaces.com/home
Further information and resources:
https://zmldidaktik.wordpress.com/footprints/footprints-of-emergence-english/
Editor's Notes
Jenny Mackness. I have been working as an independent researcher for 10 years. The Footprints of Emergence Framework which Jutta and I used for this research was initially published in 2012 (in the proceedings of the Networked Learning Conference 2010) following collaborative research I worked on with Roy Williams, Simon Gumtau and Regina Karousou in which we explored emergent learning in MOOCs. This research is on going – hence the collaboration with Jutta.
Jutta Pauschenwein. I am a former physicist and now head of an e-learning centre of a small Austrian university of applied sciences in Graz. I’m teaching and training learners in diverse online rooms from Moodle courses to Slack communication to MOOCs. In my understanding the teacher should support the learners in autonomous and collaborative learning scenarios. My learning designs are open and I’m looking for tools to evaluate them.
Jenny and I met in the Change11 MOOC run by Stephen Downes and George Siemens which was the most challenging learning experience of my whole life. Jenny was already a blogger and within Change11 I started to blog continually. In August 2012 we met again as online participants in the BEtreat seminar run by Etienne and Beverly Wenger-Trayner. Jenny presented the method of the footprints of emergence and I was immediately fascinated because I thought that with the footprints of emergence I could understand better what’s happening in my online classes.
The Footprints of Emergence
Jenny: Roy Williams and I had been participants in the first MOOC in 2008 and in doing research on the MOOC we ultimately realised that in open learning environments it is difficult to capture the learning experience or evaluate it. Open learning environments such as CCK08 (the first connectivist MOOC) are distributed and complex. There are no prescribed learning outcomes and learning is unpredictable and emergent.
We were interested in what it was about open learning environments that might lead to emergent learning. What are the characteristics of these learning environments?
We drew on our knowledge of connectivism, social constructivism and communities of practice, our backgrounds as teachers/ educators and our interest in complexity theory, learning ecologies, and Gibson’s theory of affordances to determine 25 factors that we thought might be characteristics of open learning environments. This is not a definitive list of characteristics. We think of them as a palette from which the desired characteristics can be selected or added to. We then arranged these characteristics into four clusters.
1. Open/Structure. What is the balance between Openness and Structure in the learning environment?
2. Interactive Environment. How is the learning design implemented?
3. Agency. Do learners develop their own capacity for action, or just compliance with given roles?
4. Presence/writing. What traces do you make and leave behind you in an online environment?
These clusters of factors can help us to understand the balance between structure and agency in any learning environment.
We then decided that we wanted learners to be able to visualise the outcome of their reflection on each of the 25 factors/characteristics.
The Footprints of Emergence Drawing Tool with the 25 factors
Jenny: In the drawing template you can see the four clusters each with a set of factors/characteristics. Users of the template are asked to reflect deeply on each of the factors in turn. They are given a sheet explaining the factors to help them do this.
On the template we have a dark blue zone in the middle. We think of this as the prescribed learning zone. Outside this is a white zone. We called this the sweet emergent learning zone, where learning is comfortable and emergent. Beyond this there is a darker blue zone where learning is more challenging – the sharp emergent learning zone. This can be good for the learner or not, depending on the context. At the edge there is the dark blue edge of chaos where learners can easily fall out of the course. We know that MOOCs can be experienced as chaotic.
To draw the footprint users place a point on the continuum of prescribed to chaos for each factor according to whether their experience was more or less prescribed, more or less sweetly emergent, more or less sharply emergent or on the edge of chaos. This is done intuitively without any measurement.
When all the points have been placed on the template, they can be joined to create a footprint.
Jutta’s design footprint for her cope14/15 MOOC
Jutta: In the cope14 and cope15 MOOCs we were a team of about 10 people from different disciplines and with different roles in the MOOC. Some of the team had experiences of MOOCs, others not at all. From a pedagogical point of view I wanted to integrate connectivist principles of diversity, autonomy, openness, interactivity/connectivity in our MOOC and I used a footprint to explain the balance between structure and agency in the cope14/15 MOOCs. The clusters address the approach of a learning scenario (open/structure), the learning environment, the potential for development of the learner and the learner’s presence. With the visualization provided by the design footprint we could cover all aspects of our MOOC and discuss culture and values and the balance between structure and agency.
As well as drawing a footprint to support the design of the MOOC, we also asked the learners to draw footprints.
The learners footprints
Jutta: The last week in our MOOC was the week of transfer and reflection. In the advanced assignment of this week we invited the learners to draw a footprint of emergence. None of the assignments was obligatory in our MOOC. I included the footprints of emergence in our MOOC because I expected that the experience of learning in a MOOC was troublesome and exciting for the learners (as it was for me in my first MOOC). I wanted to give them the possibility to visualize their learning experience and make them realize their development during the six weeks.
I was very touched that 49 participants drew footprints (16% of the learners who were active at least once).
Jenny: In the slide there are only 4 examples. The rest are on our open wiki - http://footprints-of-emergence.wikispaces.com/home. But even from just these four footprints it is possible to see similarities between them and with the design footprint. They are all in the sweet or sharply emergent zone. None of the four learners experienced the MOOC as prescribed or chaotic to the extent of falling out of the course. The footprint on the bottom left shows that this learner experienced the course as sharply emergent/challenging for factors in three of the four clusters. The fact that two of these leaners drew the footprints idiosyncratically, seems to indicate that they felt comfortable with the process.
Looking for patterns in the 49 footprints (30 learners allowed us to use the footprints for research)
Jenny: We realised that in order to see patterns across all the footprints we would need to adopt a less subjective way of analysing them.
So we retrospectively scored the footprints. We don’t use a scoring system for drawing the footprints. We find it works better if the they are drawn intuitively – but scoring retrospectively means we can look for patterns across all the footprints. Each point on each footprint was scored between 1 (prescribed zone) and 30 (edge of chaos). Jutta and I did this independently and then compared our scores. There were surprisingly few disparities, but where there were we resolved them through discussion. The scores were then entered into a spreadsheet to generate this chart.
Retrospective scoring and analysis of footprints in this case showed that learners’ experience of cope15 was in the emergent learning zones – which was the intention of the cope 15 design. The learners experienced the MOOC as neither chaotic nor prescribed, but there were more sharp emergent learning scores than sweet emergent learning. Overall the footprints aligned with Jutta’s MOOC design intentions.
We recognise that this is a rough outcome and that we need to do further work. The students self-selected to draw the footprints, so we could expect the confident successful students to do this. The majority were also the University’s students so might have been trying to please their tutors. To overcome this the students would need to be interviewed by an independent interviewer and we plan to do this in future work.
Further reflections from the MOOC learners
Jutta: You should of course speak about the footprints, use them as basis for discussion and further reflection. In our cope-MOOC this wasn’t planned as time was short. Therefore we were very happy that some of the learners wrote about drawing the footprints and what they learned by creating them . I copied some of their remarks into the next 3 slides.
This person wrote that s/he didn’t understand all the factors which is understandable because of the complexity of the factors. Nevertheless s/he wrote that drawing the footprints was helpful for reflection.
Jutta: One of the learners stated that his/her footprint revealed something new for him/her. I like this comment because it’s what is happening with me all the time. I draw a footprint, look at it and get new ideas.
Jutta: In the comment of this learner we can see that using the footprints gives the learners ideas about prescription and chaos in learning.
By focusing on the cope-website and therefore reducing the complexity of the factor “multipath” this learner influenced his or her learning environment.
The balance between structure and agency
Jenny: Here we have superimposed one learner’s footprint (red line) over Jutta’s design footprint (black line)
Through doing this the footprints can be compared. We would never expect there to be a perfect alignment, but through this it is possible to see the extent of any misalignment and adjust the course design accordingly. The learner can also be interviewed to find out more about their experience.
From the teacher perspective drawing footprints can help the teacher reflect on the balance between structure and agency, prescribed and emergent learning.
From the learner perspective drawing footprints can deepen reflection on learning. Drawing footprints is not a quick reflection and requires deeper engagement than a survey approach that is often adopted for end of course evaluations. The intention is to elicit tacit knowledge and understanding and users are often surprised by their footprints. Learners can also draw footprints as they progress through a course.
The Footprints of Emergence drawing template is a practical tool for:
Helping designers and teachers to think about what they are trying to achieve and how they intend to do this
Helping designers, teachers and learners to deepen their reflection on experience and to learn something new
Helping to identify the balance between structure and agency in any given learning environment
Future Work
Jutta: We have three main projects which will make use of footprints in the future.
1. We aim to conduct a longitudinal study with physiotherapy students which will include working with the students after each of their placements during their bachelor study (about 10 placements). We will be interviewing some of the students to get further insight into their learning processes based on their drawing of the footprints.
2. In about two weeks I will do a footprints workshop with school students. It will be the second time I will use the footprints with school students. After translating the factors into German we made an easier to understand version which we use with university and school students. The last time in school the students chose a very high or very low value for the factor trust. So the footprints showed us that in this class there was a problem with trust, which neither the teacher nor the head of school realized before. After the footprints workshop they decided to give the students extra support in group dynamics.
3. And now we are starting a new project with German partners where we will support online learning processes with carers of the elderly and we will introduce the footprints of emergence as a tool for reflection of learning and practice.