Design and Implementation of MOOCs

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Presentation to Changing the Learning Landscape Event for HEA, May 2013

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  • Xerte and Xenith
  • Collaborating on learning around tweet sized daily questions: Delicious, Twitter, Blog
  • This summer we will discover how well this works with face to face and physical location, and use that to build on support
  • Design and Implementation of MOOCs

    1. 1. Changing the learning landscapeDesign and implementation of MOOCs: Portus mini MOOC
    2. 2. Changing the learning landscapeWho are we?@fionajharveyEducation Development ManagerWorks across the University with academics andstudents supporting the adoption of technology toenhance student experience. Leader of the DigitalLiteracies strand of CITE. Set up and manages theDigital Literacies Student Champions. She is Chairof the Digital Literacies Special Interest group.www.cite.soton.ac.ukwww.linkedin.com/fionaharveywww.about.me/fionaharvey@lisaharrisSenior LecturerCo-Chair of the Digital Economy Research Groupand Associate Director of CITE at the Universityof Southampton. Lisa runs the Student DigitalChampions with Fiona and the MSc programmein Digital Marketing . She is also an accreditedtutor for the University of Liverpool online MBAhttp://digitaleconomy.soton.ac.uk/people/lisa-harrishttp://www.linkedin.com/in/lisajaneharriswww.slideshare.net/lisaharriswww.about.me/lisaharris@GraemeEarlSenior LecturerAt Southampton I am Chair of the DE USRG and Director of sotonDH. I have aninterest in educational technologies and am involved in on-going projects toenhance the student experience at Southampton, including work on multi-touchlearning environments,  social media tools for collaborative learning, virtualfieldwork, digital aspects of the Portus Field School. You can learn more about myinterests at my website.www.about.me/graemeearl
    3. 3. Changing the learning landscapeWhat is a MOOC?Massive Open Online CourseMOOCs are freecourses - Open meaning Free, not necessarily adaptable resources.Massive means lots of students 100,000+ studentsregistered on some coursesNo credit for courses (at the moment) can be a between 2 and 6 hoursa week (recommended) 2 - 8 weeks longOpening up education for all, no prerequisites,
    4. 4. Changing the learning landscape
    5. 5. Changing the learning landscapeWho are the MOOC providers?
    6. 6. Changing the learning landscapeMOOC DesignThere are two types of MOOCs (at the moment)cMOOCs xMOOCsConnectivist (Constructivistapproach)Learning from the masseseg.George Siemens andStephen Downes2008Drill ‘em and Grill ‘emQuiz-poll-discussion-testeg. Coursera Daphne Koller &Andrew Ng
    7. 7. Changing the learning landscapeDesign principles1. Competence Based Design Approach(what the learner can do not what they should learn)2. Learner empowerment - guiding not leading3. Learning plan and clear orientations4. Collaboration - team working, discussion forums5. Social Networking6. Peer assistance7. Knowledge Generation and creation8. Interest groups9. Assessment and Peer feedback10. Media Technology enhanced learning - encourage creativity and try new things(Guardia, L., Maina, M., Sangra, A (2013) MOOC Design Principles: A Pedagogical Approach from the Learner’s Perspective)http://elearningeuropa.info/en/article/MOOC-Design-Principles.-A-Pedagogical-Approach-from-the-Learner’s-Perspective
    8. 8. Changing the learning landscapeUniversity of SouthamptonMOOC activityCentre for Innovation inTechnologies and Education (CITE)Partnership with Futurelearn (OU) Teams of people workingacross the University helping to develop MOOCSWebScience and Oceanography, with several ‘mini’ MOOCs tobe available from 2013/14
    9. 9. Changing the learning landscapeResourceshttp://www.scoop.it/t/mooc-s
    10. 10. Changing the learning landscape
    11. 11. Changing the learning landscapePAGE HEADERPOSITIONED HERESECONDARY HEADER 31PT TAHOMA BOLD UPPER-CASE• Bullet 24pt Tahoma Bold Lorem ipsum dolor sit amet,consectetur• Dursus libero eget tempus segestas accumsandapibus aptenthttp://www.portusproject.org/
    12. 12. Changing the learning landscapePortus Field SchoolDiversity of students• Lifelong Learning• Curriculum Innovation• Undergraduate Archaeologists (UK and Italian)• Postgraduate Interns• PhD students• Community *support* needed
    13. 13. Changing the learning landscapePortus Field SchoolSingle System• Tasks, e.g. quizzes• Recorded Lectures• Interactive data visualisation tools e.g. PanoTours and ChronoZoom• Broadcast Media• Course notes• Primary Research Data, with associated tools, from Soton ePrints Data,ADS and the ARchaeological toolKit (ARK)• ePrints• Linked via Social Media
    14. 14. Changing the learning landscapePortus mini MOOCCurrently a closed system• September: Switch off the privacy• Create new tailored and linked content
    15. 15. Changing the learning landscapeVirtual Fieldwork ProjectStudent Centredness Fund• Disability implications:• Learning Outcomes• Health and Safety• Legal Frameworks• Virtual Equivalence• AccessibilityOngoing project by Peter Wheeler; led by Rex Taylor
    16. 16. Changing the learning landscapeVirtual Fieldwork ProjectPanoramas, Video Panoramas andPanorama ToursPotential for social annotation of resources e.g. gigapan,photosynth; ongoing work by @james_e_miles
    17. 17. Changing the learning landscapeWordPressTwo days to setup the site• Multisite environment (developed previously)• Branded• By September linked to all relevant University systems e.g. eFolio,Panopto, Xerte, Red Feather, ePrints, ePrints Data, eAssignment• Social Media focused• Limited wheel reinvention Ongoing work by Hembo Pagi
    18. 18. Changing the learning landscapeBalance between aggregating and supporting diversity ofchannels?
    19. 19. Changing the learning landscapeBlogs and comments; subscribing via RSS and email;subscribe to people and to posts
    20. 20. Changing the learning landscapeFeed of recorded lectures drawn from Panopto
    21. 21. Changing the learning landscapeXerte/ Xerte 2.0 for complex tasks ongoing development;WP quiz plugin used for simple tasks
    22. 22. Changing the learning landscapeTimeChronoZoomEmbedded chronozoom, linked to containing blog, andexploiting social possibilities
    23. 23. Changing the learning landscape• Mobile:• lectures and slides• annotations (video, text, image, like,tag, map)• posts and comments• shares e.g. twitter• curation e.g. Storify, Scoop.it,3wdoc.com, soometa• Tests• Offline e.g. kindle (BookPress)• collaboration
    24. 24. Changing the learning landscapeStudent AnnotationsVideos• Various possible tools e.g. Synote, SansSpace• Various content eg animations, lectures, YouTube,iPlayer, video screenshots, how tos
    25. 25. Changing the learning landscapeSyNote example
    26. 26. Changing the learning landscapeStudent AnnotationsVideos• Twitter feed, discussions, subtitles, semantic web
    27. 27. Changing the learning landscapeSyNote example
    28. 28. Changing the learning landscapeStudent GeneratedContent• Map tours and Panorama tours
    29. 29. Changing the learning landscapeOngoing project by @a_chrysanthi
    30. 30. Changing the learning landscapeNarrativeRich Interactive NarrativesPublished a demonstrator with Portus research data; nowexploring potential for teaching
    31. 31. Changing the learning landscapeStudent GeneratedContent• Blogs and Comments• Delicious• Tweets• Flickr etc. etc. etc. etc. …• Accept mix of long term curation and short term,disposable content
    32. 32. Changing the learning landscapePAGE HEADERPOSITIONED HERESECONDARY HEADER 31PT TAHOMA BOLD UPPER-CASE• Bullet 24pt Tahoma Bold Lorem ipsum dolor sit amet,consectetur• Dursus libero eget tempus segestas accumsandapibus aptent
    33. 33. Changing the learning landscapeStudent GeneratedContent• Video diary• Documentary competition (Training)• Student-mediated life-logging
    34. 34. Changing the learning landscapeOngoing project by @a_chrysanthiPart of http://www.patina.ac.uk
    35. 35. Changing the learning landscapeStudent GeneratedContentRe-use• Forms the basis of the mini MOOC• Supports the Portus Field School• Student use of SM tools will drive next stage• Capturing blog user interactions e.g. video and page views, comments etc.• How further blend digital/ physical experience?• How use digital eLearning in practice based archaeological teaching?• MOOC provides crucial tools for online student support
    36. 36. Changing the learning landscapePAGE HEADERPOSITIONED HERESECONDARY HEADER 31PT TAHOMA BOLD UPPER-CASE• Bullet 24pt Tahoma Bold Lorem ipsum dolor sit amet,consectetur• Dursus libero eget tempus segestas accumsandapibus aptent
    37. 37. learner presented withinformation(eg multimedia educationalcontent from a high-profileacademic)learner encouraged toreflect on activities(eg note-taking, annotation)learners togetherconstruct a sharedunderstanding(eg shared wiki, Google docs)learners engage indiscussion orargument(eg discussion forum)learners interactacross time andspace(eg social-network tools suchas Twitter, Facebook)learner seeks andcollates information(eg search engines, webbrowsers)learning throughreceiving formativefeedback(eg multiple-choice quizzes toself-assess performance;criterion based assessment,repeating an online assessmentuntil reaching a desired level ofperformance)Changing the learning landscape(Portus mini) MOOC content
    38. 38. Changing the learning landscapePortus mini MOOCstructure18 hours of study plus optional activities that would double this to 36 hours.Students would have online quizzes to assess the 18 hours and more openended questions to answer via 9 x 250 word blog posts for the other 18.6 hours per week: suggested three 2-hour sessions per week, covering nine topics. For each topic the student: •views CITE video (max 15 minutes each) – filmed in Southampton and Portus•looks at the other material available (eprints, links to the Portus website, external links, photos, other videos,other resources like chronozoom)•answers quiz questions•makes use of the discussion board e.g. posts a question, answers a question, writes a reflective blog post,comments on a blog post•may use social media to interconnect the above, and MOOC site needs to curate this•optionally writes a 250 word blog post for peer review by the community (during the additional 2 hoursassigned to the task) and contributes to peer review of others’ blog post. Students can only contribute to peerreview if they have posted your own document. There will be one final video and further informationaccessible having completed all 9 topics successfully.
    39. 39. Changing the learning landscapeWe will be sharing all the templates andsetup information asap.Thanks!@GraemeEarl@fionajharvey@lisaharris

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