This document outlines Designing Effective MOOCs by Gráinne Conole. It discusses barriers to adoption of e-learning, digital landscapes, pedagogical approaches and how social media tools can support them. It also covers learning design principles, the 7Cs framework, and evaluating course success. MOOCs are challenging formal education and new business models are emerging while ways to accredit informal learning are being explored.
1. The document discusses emerging technologies in education and their impact on learning, including issues around openness, mobile learning, social media, digital identity and distributed cognition.
2. It notes both benefits like access to resources and interaction, as well as challenges such as information overload, lack of digital skills, and privacy issues.
3. The author argues that while technologies enable new forms of learning, there is also a need to slow down and focus on quality of engagement between teachers and learners to promote deep learning.
This document summarizes Gráinne Conole's career journey from Chemistry to becoming a leading expert in e-learning. It outlines her educational and career history, including key turning points that led her to transition from Chemistry to focus on educational technology and innovation. Her current role is as Chair in Education at Bath Spa University, where she leads research on enhancing the learner experience through effective and innovative use of technologies.
Learning habit: Re-imagining PPDP - a context for conversation, imagination ...Andrew Middleton
How Personal & Professional Development Planning PPDP was re-imagined by Sheffield Hallam University during the HEA Strategic Enhancement programme on Embedding Employability
This document discusses the importance of developing a professional digital profile for job seekers. It provides the following key points:
- Employers are increasingly using social media to evaluate candidates and find potential hires. Having an online presence that highlights skills and experiences can help applicants stand out.
- Students and recent graduates should curate an online brand through platforms like LinkedIn, blogs, and content sharing to demonstrate their digital literacy skills to employers.
- Building connections, collaborating with others, and creating/curating digital content can boost one's reputation and skills in areas valuable for future careers. Maintaining an appropriate online profile is important for future employability.
Research through the Generations: Reflecting on the Past, Present and FutureGrainne Conole
The paper provides a reflection on the past and present of research on the use of digital technologies for learning, teaching and research, along with an extrapolation of the future of the field. It considers which technologies have been transformative in the last thirty years or so along with the nature of the transformation and the challenges. Research in the field is grouped into three types: pedagogical, technical and organizational. The emergence and nature of digital learning as a field is considered. Six facets of digital learning, and in particular digital technologies, as a research field are described: the good and the bad of digital technologies, the speed of change, the new forms of discourse and collaboration, the importance of understanding users, the new practices that have emerged, and finally a reflection on the wider impact.
This paper proposes a twelve dimensional classification schema for analyzing and designing MOOCs. The schema includes dimensions such as openness, scale, diversity, use of multimedia, communication, collaboration, learning pathways, quality assurance and certification. The paper applies the schema to analyze five example MOOCs that emphasize different pedagogical approaches such as associative, cognitive, constructive, situative and connective learning. It concludes that the schema can be used to design effective MOOCs by considering each dimension and to evaluate existing MOOCs.
Your Hybrid Classroom: Will You Change Your Paradigm? social media, 21st cent...Michelle Pacansky-Brock
Teaching a hybrid class has the potential to be a paradigm altering experience. The choice is yours. Will you take the leap and rethink your students' learning? Will hybrid teaching infuse your students' experiences with participatory, global, relevant learning?
Presentation given at the Online and eLearining Conference organised by Knowledge Resources at the Forum, Bryanston, Johannesburg 28-29 August 2013. Created by Greig Krull, Sheila Drew and Brenda Mallinson.
This document provides an overview of a session on embedding blended learning at GCU London. The session aims to support staff in developing effective blended learning approaches and engage students through technology. It includes discussions of experiences with blended learning, principles of design, and practical tools and techniques. Attendees will consider current practice, share experiences, and identify ways to enhance student learning through blending online and classroom activities.
This document discusses MOOCs (Massive Open Online Courses) and their potential use in high school classrooms. It defines MOOCs as being massive, open, online, and courses. It outlines reasons for using MOOCs like collaborative learning opportunities and preparing students for real-world employment. The document also covers different types of MOOCs, a brief history of MOOCs, and considerations for adopting MOOCs in high schools like available resources and preparing teachers.
MOOCs (Massive Open Online Courses) have risen rapidly in popularity in recent years. MOOCs make university-level courses available online for free to unlimited participants worldwide. While MOOCs increase access to education, they also face challenges around completion rates, quality assurance, pedagogy, and business models. The document discusses the history and types of MOOCs, issues like certification and privacy, and considerations for participating in or creating a MOOC.
The exponential growth of social media and ubiquitous use of mobile technology has changed the way we communicate both socially and for many also professionally. It is therefore timely to consider how social media can be used to develop personal learning networks and through open sharing find opportunities to also develop our scholarly practice.
The document discusses technology enhanced learning design. It defines learning design as the description of teaching and learning processes within a learning event or module. An iterative, evidence-based approach to learning design is advocated. Learning design is broader than instructional design as it considers all tools, resources and methods used. Conceptual models for learning design include personas, maps and templates. Levels of design include curriculum, module and activity levels. Technology enhanced learning design focuses on evidence-based activity design considering student activity, outcomes, support, technology and practice improvement. A variety of tools for content delivery, assessment, collaboration and student support are discussed. Regular evaluation and reflection on practice is emphasized.
The document discusses eLearning pedagogy and strategies for creating a successful online learning environment. It outlines different modes of eLearning delivery and learner engagement. A networked learning environment is described that allows students and teachers to access instructional content and resources anywhere at any time. Effective instructional design and applying constructivist and problem-based learning approaches are recommended for online courses.
Contextualization of Open Educational Resources in Asia and EuropeJan Pawlowski
The document discusses lessons learned from case studies on contextualizing open educational resources (OER) in Asia and Europe. It finds that successful initiatives integrate OER with existing programs, have policy support, and focus on capacity and awareness building. Cross-border collaboration is needed but has been limited, and quality assurance must consider different country and organization requirements. Early sharing of ideas and materials through their full lifecycle can facilitate collaborative OER development across borders. Continued partnership and clear actions for global collaboration are important next steps.
Individuals benefit from ongoing and professional development through formal and informal learning experiences but are often offered limited support to manage the evidence of their learning for future uses (eg for such things as applying for a job or a promotion, supporting performance management or recognition of prior learning and/or applying for a grant or entry into a tertiary institution).
This presentation demonstrates how Mahara is being used to with educators and support staff using collaborative learning techniques, critical reflective dialogue and shared learning experiences to support their action-based learning and action-research projects. This session will also showcase how the educators and support staff collectively generate and gather evidence in Mahara which they can be used in the future or as part of their ongoing reporting requirements.
This document discusses three generations of online learning pedagogy: 1) behaviourist/cognitive, 2) social constructivist, and 3) connectivist. The first generation focuses on individual learning through direct instruction and is scalable but lacks social learning. The second generation emphasizes collaborative group learning and knowledge construction but has limitations in size and scalability. The third generation is based on connective knowledge and networked learning through linking to other people and resources on the internet. It focuses on students taking responsibility for their own learning but can be disruptive. Overall, the best approach to online learning combines pedagogies, technologies, and social structures to empower student exploration and lifelong learning.
The document discusses a MOOC on using social media for professional development. It defines MOOCs and their key characteristics like being free and open online courses. The purpose is to investigate using a social media MOOC for transferring knowledge of social media tools to educators and students. Literature identifies supports for and barriers to implementation. Research questions examine the MOOC's impact on transferring social media practices and identifying challenges. Qualitative findings show increased social media knowledge and usage. Recommendations include examining barriers and using social media for feedback.
This document discusses disruptive trends in education including the flipped classroom, open education, and new e-pedagogies. It provides an overview of the evolution of e-learning technologies and discusses emerging technologies. Key disruptive elements discussed in more depth include the flipped classroom model, opening up education through open educational resources and MOOCs, and new approaches to learning design and technology-enhanced learning spaces. The document argues that disruptive technologies are challenging traditional institutions and that new approaches are needed for designing and delivering education to address changing boundaries between formal/informal, real/virtual, and teacher/learner roles.
Grainne Conole and Terese Bird presented this in a webinar for Open Education Week 2014, on 14th March 2014. The webinar is an activity of the eMundus EU-funded project about virtual mobility and open educational partnerships.
The document discusses emerging technologies in education and their implications. It provides an overview of the evolution of e-learning technologies from the 1980s to present. Key topics covered include open educational resources (OER), massive open online courses (MOOCs), and learning analytics. The author advocates for the use of learning design frameworks to help educators make informed pedagogical choices when integrating technologies. Overall, the document examines how new models like OERs, MOOCs, and learning analytics are challenging traditional education and calls for appropriate pedagogical approaches to leverage emerging opportunities.
This document outlines the agenda and content for a workshop on re-evaluating online teaching. The workshop aims to enable reflection on learning and teaching experiences, articulate characteristics of good learning, and develop strategies for effective course design, evaluation, and sharing of good practices. The agenda includes discussions of what constitutes good learning, the importance of e-learning, emerging technologies, and strategies for collaborative learning and course evaluation. Resources on open educational practices and a taxonomy of MOOCs are also presented and discussed.
This document discusses disruptive trends in education, including the rise of MOOCs and open educational resources. It outlines the history of e-learning technologies from the 1980s to today. Key topics covered include the flipped classroom model, opening up education through open resources, and using learning design and technology-enhanced learning spaces to support pedagogical innovation. The author argues that interaction, communication, collaboration, and reflection facilitated through open resources and social media can lead to new models for supporting and accrediting learning when guided by learning design principles.
This document summarizes Gráinne Conole's presentation on disruptive learning innovations. The presentation discusses (1) disruptive technologies like MOOCs and their impact on education, (2) emerging learning innovations like the flipped classroom and mobile learning, (3) the shift from VLEs to more learner-controlled PLEs and PLE+, and (4) the need for new pedagogical approaches and learning designs to facilitate learning in changing environments.
Keynote on 'Pedagogies for Today' given by Professor Rebecca Ferguson of The Open University at the International Conference on Computers in Education (ICCE 2022), a hybrid conference based in Kuala Lumpur, Malaysia.
Something Old. Something New: Supporting Lecture Delivery with Digital Tools. Expanding Communities of Practice with Social Media.
How can we use new technologies of distribution and social support to create effective and pedagogically useful online teaching environments?
This paper offers an in depth analysis of the experience of online learning offered by Harvard University, Penn State University and MIT. It asks what lessons we should consider when adapting new technologies to old teaching methodologies, and more importantly, how these environments may change the way we teach.
Slideset to accompany the 2013 CAS/CADE conference presentationby Daniel Buzzo at the Computer Arts Society, Computers in Art and Design Education conference Bristol 2013.
The document discusses transforming teaching practices through more open and collaborative approaches enabled by new technologies. It describes the Open University's Learning Design Initiative which developed the Cloudworks site to facilitate sharing of educational ideas and designs. Cloudworks uses a cloud metaphor and aims to lower barriers to participation. Evaluations showed increased use over time and emerging patterns of communities, discussions, resource sharing and expert reviews developing around events and topics of interest. The initiative reflects on how to better support open and social learning design.
The document discusses transforming teaching practices through more open and collaborative approaches enabled by new technologies. It describes the Open University's Learning Design Initiative which developed the Cloudworks site to facilitate sharing of educational ideas and designs. Cloudworks uses a cloud metaphor and aims to lower barriers to participation. Evaluations showed increased use over time and emerging patterns of communities, discussions, resource sharing and expert reviews developing around events and topics of interest. The initiative reflects on how to better support open and social learning design.
This document summarizes the work of Gráinne Conole and the Open University Learning Design Initiative to develop tools and practices that support more open and collaborative approaches to teaching and learning design. They created Cloudworks, a social networking site where users can share ideas, resources and learning designs through "clouds" and participate in "cloudscapes" like conferences. Through iterative design, evaluation and community engagement, Cloudworks aims to bridge the gap between the promise of new technologies and their reality in practice by making design processes more open, social and collective.
Designing in the open: Examining the experiences of course developers & facultyBCcampus
This document summarizes a presentation on examining the experiences of course developers and faculty designing courses in an open manner. It discusses:
- Definitions of openness from participants' perspectives
- How openness was framed and implemented in a Master of Arts in Learning and Technology program through open educational practices, open educational resources, and open course design
- Preliminary findings from a faculty survey on challenges, supports needed, and impact on course design when teaching openly
- Emerging themes around balancing openness with privacy, modeling open practices, and moving openness initiatives forward through collaboration.
The document summarizes a presentation about innovations in learning and teaching given by Gráinne Conole at the International Arab Conference of e-technology in Kuwait. The presentation discusses how new technologies and the changing nature of learners requires new approaches to designing education. It provides an overview of tools like Web 2.0, open educational resources, and learning design initiatives at the Open University UK to design more interactive, collaborative and personalized learning experiences that develop important digital literacy skills.
This document discusses MOOCs (Massive Open Online Courses) and their potential use in high school classrooms. It defines MOOCs as being massive, open, online, and courses. It outlines reasons for using MOOCs like collaborative learning opportunities and preparing students for real-world employment. The document also covers different types of MOOCs, a brief history of MOOCs, and considerations for adopting MOOCs in high schools like available resources and preparing teachers.
Conole ntu 1_oct epedagogies and social mediaGrainne Conole
This document discusses how new technologies and social media can transform learning experiences. It outlines different pedagogical approaches like drill-and-practice, inquiry learning, and situated learning that can be enhanced through technologies. Digital literacies involve skills like collaboration, negotiation, and collective intelligence. The document advocates open practices like open resources, courses, accreditation, and research. Social media can support personalized and collaborative learning when combined with appropriate pedagogical approaches.
1. MOOCs (Massive Open Online Courses) have risen rapidly in popularity in recent years, enabled by new online platforms and technologies. MOOCs allow unlimited participation and are typically offered free of charge online.
2. There are different types of MOOCs, with variations in pedagogical approach, level of interaction, and connection to formal learning pathways. Issues around business models, quality, completion rates, certification, and impact on traditional higher education models remain open questions.
3. Participating in a MOOC requires self-direction, digital literacy skills, and a commitment of time that is often underestimated. Institutions developing MOOCs must consider pedagogical design, technical
This document summarizes a presentation about harnessing technologies to prevent early school leaving. It discusses how e-learning can support different pedagogical approaches and developing digital literacy skills. It also outlines challenges in education like the disaggregation of education and need for new digital literacy skills. Technologies can help provide virtual support for students on effective study skills, listening to concerns, and creating online communities to help tackle early school leaving.
EMMA Summer School - Eleonora Pantò - Exploring EMMA: the use of social media...EUmoocs
This workshop aim to discuss some good practices used in emma in order to increase student engagement through social media and also how to promote you mooc.
We’ll present some tools and discuss pros and cons.
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 document discusses the use of mobile devices to increase access to MOOCs through a "MobiMOOC" approach. It summarizes key findings from a MobiMOOC course that had over 1250 learners from around the world. The results showed that mobile access led to more learner interactions and reflections. Some challenges included ensuring digital literacy and a user-friendly mobile learning environment. Core factors for success included clear timelines, communication guidelines, and motivating facilitators. The document provides contact information for the author to discuss MOOC designs further.
The document discusses a study evaluating Massive Open Online Courses (MOOCs). It provides background on the emergence of MOOCs and different types (cMOOCs and xMOOCs). The study evaluated two MOOCs on the University of Leicester's FutureLearn platform using surveys, interviews, and analytics. Key findings included that over 50% of participants had prior MOOC experience, most visited courses a few times per week, and 91% had a positive experience. Recommendations focused on strategic course selection, learner support, analytics use, and exploring business models.
This document outlines an intensive design workshop to help participants design pedagogically informed learning experiences using digital technologies. The workshop activities are based on the 7Cs of learning design framework, which consists of conceptualizing, creating, communicating, collaborating, considering, combining, and consolidating the design. Participants will engage with conceptual tools, work in groups, and develop a storyboard for their course design. The goal is for participants to learn how to design face-to-face, blended, or online courses by applying learning design resources and considering theoretical underpinnings and technologies that support different pedagogical approaches.
This document summarizes the key findings from an analysis of the top open access journal articles in the field of education from 2016 to 2018. Three main takeaways are discussed. First, there has been an increasing number of systematic literature reviews published. Second, the boundaries between open and closed publications have become blurred. Third, there is a question of whether the "best" articles still remain in closed journals rather than open access journals. The document concludes by posing the question of whether open scholarship needs to be recentered.
This document discusses open education and the future of learning. It covers several topics:
1) The phases and affordances of digital technologies in education, including their ability to enable interaction, help with retention, and personalize learning.
2) Opportunities that technologies provide for extending the classroom and providing timely feedback, but that their impact depends on how they are used.
3) Top trends in education, such as how technology is changing learners' identities and the nature of work.
4) Open practices like OER, MOOCs, and e-textbooks and how they can make education more complex, personalized and contextual.
The document describes the augmented 7Cs of Learning Design framework, which can be used to design or redesign modules. It then provides 15 activities (A1-A15) that guide users through the learning design process. The activities address topics like identifying course features and resources, mapping learning outcomes to assessments, and devising evaluation criteria. The overall purpose is to help academics and instructors systematically plan their course or module design using constructive alignment and ensuring a balanced variety of learning activities and technologies.
Gráinne Conole gave a presentation on key trends and implications for the future of technology enhanced learning. She discussed 10 top trends including how digital technologies are shifting identities, boundaries, and ownership of information. She emphasized that effective pedagogy depends on understanding learners, educators, and the learning environment. New approaches to learning design and analytics were presented as opportunities to improve teaching and learning, but continuous professional development for educators is needed to develop digital literacies and harness technology's potential. While technology affords many opportunities, its impact depends greatly on implementation and mindsets around educational change.
This document discusses open education and its future directions. It covers several topics:
- The changing digital landscape and need for students to become critical users of online resources.
- The affordances of different digital technologies for learning, such as enabling interaction, feedback, and personalization.
- Open practices like OER, MOOCs, and e-textbooks and their impact on learners, teachers, and researchers.
- The role of continuing professional development and learning design frameworks in helping teachers develop innovative learning interventions using technology.
- The potential of learning analytics to provide formative feedback to learners and summative insights for teachers.
This document summarizes Gráinne Conole's presentation on open education and the future of digital learning. It discusses key trends in digital learning identified by the OECD, including the need for students to develop digital literacy skills. It also outlines several affordances of digital technologies for education, such as enabling more interaction and personalized learning. The presentation then discusses open educational practices like OERs and MOOCs, challenges of digital learning implementation, the importance of continuing professional development for teachers, and the role of learning design frameworks and learning analytics in supporting digital pedagogies. The presentation concludes by reflecting on the complexity of the digital learning ecology and the need for purposeful educational technologies that support active and meaningful learning.
This document summarizes Gráinne Conole's presentation on open education and the future of digital learning. It discusses key trends in digital learning identified by the OECD, including the need for students to navigate complex digital landscapes. The presentation outlines various affordances of digital technologies for learning, including enabling interaction, feedback, and personalization. It also discusses open educational practices like OERs and MOOCs, and their impact on learners, teachers, and researchers. The presentation concludes by emphasizing the complexity of digital learning ecologies and the need for targeted professional development and assessment to support meaningful learning.
The document provides guidance on submitting effective conference presentations for the 2019 WCOL conference in Dublin. It outlines the conference themes of online education and its role in transforming lives and societies. Attendees will discuss questions around the future of online learning and its ability to expand access, promote inclusion, and support lifelong learning. The document reviews submission types and tips for crafting concise abstracts or papers that address a problem, methods, findings and implications within the word limit. Attendees are encouraged to brainstorm topics, choose a format and theme, and prepare slides adhering to templates to effectively work the conference, network, and potentially convert presentations to journal articles.
This document discusses continuing professional development (CPD) and the potential of digital technologies to support it. It defines CPD as the development of professional skills through structured learning that improves teacher knowledge and practices. The document outlines different types of CPD activities and discusses tools that can support various CPD activities, including presentation, communication, collaboration, brainstorming, reflection, feedback, assessment, and file sharing tools. It emphasizes the need for rigorous learning design approaches when using digital technologies for CPD and implementing innovative pedagogies.
The document discusses tools that can support different types of learning activities. It provides tips for using tools for presentations, moderating discussions, and collaboration. Benefits are listed for brainstorming, reflection, feedback, recording, voting, annotation, and file sharing. Table 1 maps example tools to activities like presentation, communication, and assessment. Table 2 maps the 7Cs framework of learning to specific activities and tools.
The document outlines an upcoming learning design course to be held from May 7-9, 2018 in Dubai. It includes an overview of the 7Cs framework for learning design and descriptions of various course activities. Some of the planned activities include analyzing ways technologies can ruin courses, exploring communication tools like discussion forums and wikis, creating student personas, mapping out course features, auditing resources, and profiling activity types. The document also discusses exploring learning theories like constructivism and constructionism and brainstorming how different activities can support various theories.
This document maps different tools that can be used to support various online learning activities and the 7Cs framework. Table 1 summarizes how tools like PowerPoint, Google Drive, YouTube, and Flipgrid can enable presentations, communication, collaboration, reflection, assessment, and voting. Table 2 shows how activities like brainstorming, creating resources, communicating, collaborating, and consolidating feedback align with the 7Cs of conceptualizing, creating, communicating, collaborating, considering, and consolidating, and outlines example tools that support each.
This document outlines the agenda and activities for a 3-day learning design workshop. It introduces the concept of learning design and the 7Cs framework. It describes various activities participants will complete, including analyzing how technologies can ruin a course, exploring common communication tools, developing student personas, and mapping a course. The document also discusses challenges of using technology in education and the promise of learning design in shifting approaches to more explicit, reflective practices that encourage sharing.
The document discusses strategies and tools for teachers to create and find educational resources. It provides a template called a resource audit for teachers to catalog existing resources they find and note how they will use and adapt them. Examples of a completed resource audit are given. Guidance is provided on finding resources through search engines, open educational repositories, MOOCs, discipline-specific sites and more. Suggested free tools for creating different types of multimedia resources are also listed. The overall aim is to help teachers effectively evaluate and incorporate relevant materials into their courses.
1) Gráinne Conole has had an interdisciplinary career in chemistry and e-learning, beginning with a degree in chemistry and PhD in crystallography before moving into teaching and learning roles.
2) She has held various roles in universities focused on learning innovation, technology enhanced learning, and e-learning, and is now an independent consultant.
3) Throughout her career she has focused her research on enhancing the learner experience through effective and innovative use of technologies, and has built an international network through blogging, social media, conferences and publishing.
Gráinne Conole gave a presentation on the implications of digital technologies for learning and teaching. She discussed how technologies provide new ways to interact with resources and people, but there is a gap between their promise and reality. She emphasized the need to develop 21st century competencies like critical thinking, problem solving, and digital literacies in both teachers and learners. Conole argued that education needs new pedagogical approaches that support self-directed, lifelong learning and make appropriate use of technologies to develop skills for an uncertain future.
Gráinne Conole gave a presentation on the implications of digital technologies for learning and teaching. She discussed how technologies provide new ways to interact with resources and people, with trends including mobile learning, learning analytics, and artificial intelligence. She emphasized that learners will need 21st century competencies like critical thinking, problem solving, and digital literacies. Both teachers and learners will take on changing roles, with teachers facilitating more and learners having more autonomy. Education needs new approaches to learning design and using analytics to develop lifelong learners and competency-based learning.
This document provides information about an intensive learning design workshop. The workshop aims to help participants make pedagogically informed decisions about using digital technologies in course design. During the workshop, participants will learn about conceptualizing learning design, applying design tools and methods, critiquing pedagogical approaches, and developing a storyboard for their course. The workshop covers seven components of the 7Cs learning design framework and includes several hands-on activities for participants to work through.
The document discusses future scenarios for learning and education, focusing on addressing increasing complexity and harnessing emerging technologies. It describes a future where digital technologies are ubiquitous and seamlessly integrated into daily life and learning environments. It also discusses the need to focus more on competencies like problem solving, collaboration, and digital literacy rather than just knowledge acquisition. Examples of new learning approaches are provided, including open practices using OERs and MOOCs, flipped classrooms, and learner-centered pedagogies like heutagogy.
1. Designing effective MOOCs
Gráinne Conole, Bath Spa University
Nicosia, Cyprus
National
Teaching
Fellow 2012 Ascilite fellow 2012EDEN fellow 2013
2. Outline
• The importance of e-learning
• E-learning timeline and
emergent technologies
• E-Pedagogies
• Social media
• What is good learning?
• The 7Cs of Learning Design
– Designing Courses
– Evaluating Courses
4. Barriers to adoption
• Lack of digital literacy skills
• No reward for teaching
• Competition from other
providers
• Scaling innovation
• Democratisation
6. Pedagogical approaches Social media tools and approaches
Personalised learning The ability to adapt, customised and
personalise. Mix and match of tools, use of
RSS feeds and filters
Situated learning, experiential learning,
problem-based learning, scenario-based
learning, role play
Use of location-aware functionality,
immersive 3D-worlds,connection with
peers and experts via social networking
tools, scenario-based and authentic tasks in
virtual worlds, application of gaming
technologies for educational purposes
Inquiry-based learning, resource-based
learning
Tools to support user-generated content
and facilitating easy sharing/discussion,
media repositories (Flickr, YouTube, and
SlideShare), social bookmarking sites
(Delicious), digital repositories and tools
for content generation, use of search
engines, participation in distributed virtual
communities, use of folksonomies and
social book marking as mechanisms for
finding and organising resources
7. Pedagogical approaches Social media tools and approaches
Reflective and dialogic learning, peer
learning
Tools for fostering peer reflection such as
blogs and e-portfolios, commenting on
other learners’ blog posts, co-creation of
learning artefacts in wikis
Communities of Practice Use of social networking tools to
participate in communities of learning
and/or teaching
Scholarly practice and the sharing of
designs and good practice
Use of Web 2.0 technologies to participate
in a distributed network of educators and
researchers.
Use of blogs, Twitter and wikis to co-
create knowledge and understanding, to
critique practice, and to share professional
practice and resources
8. The promise and the reality
New forms of interaction,
communication and
collaboration. Lots of free
resources
Not fully exploited
Bad pedagogies
Teachers don’t have the time
or the skills
https://www.alt.ac.uk/sites/alt.ac.uk/files/public/ALTsurvey%20for%20ETAG%202014.pdf
9. What is learning design? (1)
Guidance
https://www.flickr.com/photos/anonymouscollective/1899303123
10. What is learning design? (2)
https://www.flickr.com/photos/frawemedia/5187769740
11. What is learning design? (3)
https://www.flickr.com/photos/10075621@N06/3810402230
Sharing
12. Learning Design
Shift from belief-based, implicit
approaches to design-based,
explicit approaches
Encourages reflective, scholarly
practices
Promotes sharing and discussion
Learning Design
A design-based approach to
creation and support of
courses
http://olds.ac.uk
13. http://www.larnacadeclaration.org/
• What is Learning Design?
• Teachers need help with making effective design
decisions that are pedagogically based and make
appropriate use of digital technologoies
14. The 7Cs of Learning Design
Conceptualise
Vision
CommunicateCreate ConsiderCollaborate
Activities
Combine
Synthesis
Consolidate
Implementation
http://www2.le.ac.uk/projects/oer/oers/beyond-distance-research-alliance/7Cs-toolkit
15. Course features
• Pedagogical approaches
• Principles
• Guidance and support
• Content and activities
• Reflection and demonstration
• Communication and collaboration
http://cloudworks.ac.uk/cloud/view/5950
17. A5: Activity Profile
• E-tivity Rubric: http://goo.gl/WMIzu
Purpose: To consider the balance of activity types that will be
included in your module/course.
Activity Profile Flash Widget
19. A8: Rubrics for evaluation
Purpose: To devise a set of criteria for evaluating the success of the
design in a real learning context
• Brainstorming some criteria to evaluate the
success of the design in a real learning context
• Try and focus on measurable/observable things
• Think about what data collection you might use –
classroom observation, surveys, interviews
• Post its: Things I liked, room for improvement,
etc.
• Use the LTDI Evaluation Cookbook
– http://www.icbl.hw.ac.uk/ltdi/cookbook/
21. The broader context: Integrated
Learning Design Environment (ILDE)
http://ilde.upf.edu/
22. MOOCs
• MOOCs are challenging formal education
• New business models emerging
• Ways to accredit informal and non-formal
learning
• EFQUEL MOOC blogs
– http://mooc.efquel.org/
23. Beyond cMOOCs or xMOOCs
cMOOCs
• Weekly centred
• Participant reflective spaces
• Social and networked
participation
• Hashtag: #etmooc
• Use of a range of social
media
xMOOCs
• Linear learning pathway
• Mainly text and video
• Formative feedback through
MCQs
• Individually focused
24. Dimension Characteristics
Context
Open Degree to which the MOOC is open
Massive How large the MOOC is
Diversity The diversity of the learners
Learning
Use of multimedia Extent of use of rich multimedia
Degree of communication Amount of communication incorporated
Degree of collaboration Amount of collaboration incorporated
Amount of reflection Ways in which reflection is encouraged
Learning pathway Degree to which the learning pathway is supported
Quality assurance Degree of quality assurance
Certification Mechanisms for accreditation
Formal learning Feed into formal learning offerings
Autonomy Degree of learner autonomy
A taxonomy of MOOCs
http://e4innovation.com/?p=727
25. A new MOOC classification
Dimension Connectivist Siemens MOOC
Context
Open 3
Massive 2
Diversity 3
Learning
Use of multimedia 2
Degree of communication 3
Degree of collaboration 2
Amount of reflection 3
Learning pathway 1
Quality assurance 1
Certification 1
Formal learning 1
Autonomy 3
For each
dimension, give
the MOOC a
score:
Low=1,
Medium=2
High=3
26. A new MOOC classification
Dimension Connectivist Siemens MOOC
Context
Open 3
Massive 2
Diversity 3
Learning
Use of multimedia 2
Degree of communication 3
Degree of collaboration 2
Amount of reflection 3
Learning pathway 1
Quality assurance 1
Certification 1
Formal learning 1
Autonomy 3
How to rate Open?
It’s free = 1
At least some CC
materials = 2
All materials CC,
and non-registered
students can view
materials=3
How to rate
Massive?
Under 500=1
500-10,000=2
Over 10,000=3
http://tinyurl.com/OEWBirdConole
27. Associative
Associating a stimulus with a response – operant conditioning.
Create a new stimulus response.
Intermediate Chinese from Open University of China on iTunes U
http://tinyurl.com/chineselang
28. Cognitive
Learning by experiencing a stimuli. The way in which
a person is encouraged to contemplate.
Coursera Songwriting
https://www.coursera.org/course/songwriting
29. Constructivist
Adding meaning to, and building on what I
already know
Open University Course Design MOOC ‘OLDS’
http://www.olds.ac.uk
30. Situative
Learning that occurs in the same context in
which it will be used.
Coursera Introduction to Clinical Neurology
https://www.coursera.org/course/clinicalneurology
31. Connectivist
About who or what learning resources we have
access to. People as resources.
George Siemens original Connectivist MOOC
http://cck11.mooc.ca/