Conole ntu 30_sept

Re-evaluating your online teaching

Gráinne Conole, University of Leicester30th September 2014

Nanyang Technological UniversitySingapore

National Teaching

Fellow 2012 Ascilite fellow 2012EDEN fellow 2013

Introductions

• Say who you are and what you hope to get out of the workshop

Aims• The aims of the workshop are:– To enable you to reflect on your own

learning and teaching experiences– To articulate the characteristics of good

learning– To device strategies for effective:• Design of courses• Evaluation of courses• Sharing of good practice

– To explore a range of useful resources– To consider strategies for promoting

collaborative learning

Outline

• What is good learning?• The importance of e-learning• E-learning timeline• Sharing good practice– Designing Courses– Evaluating Courses– Sharing good practice– Forums, blogs and wikis– Opening up Education

• Collaborative Learning• Rubrics for evaluation

What is good learning?

• With your partner discuss:– A positive learning experience you have had– A negative learning experience you have had– A positive teaching experience you have had – A negative teaching experience you have had

• With your partner brainstorm:– The characteristics of good learning

The good and the bad

+ learning - learning

The good and the bad

+ teaching - teaching

Characteristics of good learning

Facilitating learning

• Guidance and support• Content and activities• Communication and

collaboration• Reflection and

demonstration

Problem Based

Active

Cooperative Collaborative

Reflective

Peer assisted

Learner centred

The importance of e-learning

• For learning– Potential to support interaction, communication

and collaboration– Developing digital literacy skills– Promoting different pedagogical approaches– Fostering creativity and innovation– Connecting students beyond the formal course

• For life– Preparing students for an uncertain future– Improving employability opportunities– Increased importance of technology in society

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How do you design your courses?

• In groups discuss how you go about designing your courses, consider the following:– How do your get ideas?– What resources do you use?– Do you share and discuss your designs with

others, if so, how?– What (if any) support do you get?– Are there any online resources you have found

useful?

Design strategies

How do you evaluate your courses?

• In your group discuss how you go about evaluating your courses, consider the following:– What evaluation metrics do you use?– What data (if any) do you collect?– How do you use the evaluation findings to

improve your teaching and the design of your courses?

Evaluation strategies

Sharing good practice

• In your group share examples of good practice

• Try and provide one example of good practice for each of the six characteristics of good learning shown earlier

Problem Based

Active

Cooperative Collaborative

Reflective

Peer assisted

Learner centred

Sharing and discussing ideas

• In your group discuss how you get new ideas for your teaching and how your share and discuss theses

• Do you use social media? – If so which sites and how?

Sharing good practice

Cloudworks

• Register on the Cloudworks site– http://cloudworks.ac.uk

• Explore the ‘Useful resources’ Cloud– http://cloudworks.ac.uk/cloud/view/8805– Add any resources you have found useful for your

teaching• Explore the site– Find one Cloud or Cloudscape you found useful

and share with the group your reasons for liking it

http://cloudworks.ac.uk/cloud/view/8805



Useful sites

• In your groups explore the following sites– The EDUCAUSE 7 Things you

should know about… (pick on technology and list the main things you like)

– The AUTC Learning Design site (pick one design and list the main things you like)

– The CommonCraft videos (pick one technology and list the main things you like)


Forums, blogs and wikis

Discussion Forums Blogs Wikis

A2a: Forums, blogs and wikisPurpose: To consider the use of three central, LMS-based tools for interaction

Discussion Forums Blogs Wikis

ReflectionCollaborationFeedbackProblem solvingEncouraging participationIce breakerObservation opportunityIdea generation Are they really good for all? Diversity of students

Expression Communicating successes and pitfallsDissemination of informationFacilitates in the moment thought!Audience and affirmation and reaction

CollaborationIdea development Project collaboration Students and self esteem Using existing wikis as a critical resource

Opening up education• Over ten years of the Open Educational Resource

(OER) movement• Hundreds of OER repositories worldwide• Presence on iTunesU• 2012 Times year of the MOOC

The OPAL metromap

http://www.oer-quality.org/

Evaluation shows lack of uptake by teachers and learnersShift from development to community building and articulation of OER practice

http://www.oer-quality.org/publications/guide/roadmap/learners/

The OPAL Metromap

• In groups of four:– Each choose a stakeholder role (policy maker,

institutional leader, practitioner, learner)– Explore the OPAL Metromap from your

stakeholder role– Get together with others who have looked at the

same role and share your findings– Return to your home teach and share your

findings

The emergence of MOOCs• CCK08

– Connectivist MOOC (cMOOC)– Siemens, Downes and Cormier– Evaluation (Fini, 2009)http://www.irrodl.org/index.php/irrodl/article/view/643/1402

• Emergence of large-scale xMOOCs• Recent developments

– UK-based FutureLearn– Launch of Massey on Open2Study

• List of MOOCs– http://www.mooc-list.com/

• EFQUEL series of blogs– http://mooc.efquel.org/

• ICDE list of MOOC reports– http://tinyurl.com/gconole-MOOC

• MOOC research reports– http://www.moocresearch.com/reports

• MOOCs for development– http://www.moocs4d.org/media.html

http://www.irrodl.org/index.php/irrodl/article/view/643/1402

http://www.irrodl.org/index.php/irrodl/article/view/643/1402

http://mooc.efquel.org/

http://mooc.efquel.org/

http://tinyurl.com/gconole-MOOC

http://www.moocresearch.com/reports



• Critiques the hype• History of MOOCs• More an interactive

textbook than a course• Issue re feedback and

assessment• Support models• Issue of support large-

scale learning• Degrees of openness

http://www.parlorpress.com/invasion_of_the_moocs

Massive Open Online Courses (MOOCs)

FreeDistributed global community

Social inclusion

High dropout ratesLearning income not learning outcome

Marketing exercisehttp://alternative-educate.blogspot.co.uk/2012/12/audio-ascilite-2012-great-debate-moocs.html

JOLT, Vol. 9, No. 2, http://jolt.merlot.org

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

Dimension Characteristics

ContextOpen 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

A new MOOC classificationDimension Connectivist Siemens MOOC

ContextOpen 3Massive 2Diversity 3LearningUse of multimedia 2Degree of communication 3Degree of collaboration 2Amount of reflection 3Learning pathway 1Quality assurance 1Certification 1Formal learning 1Autonomy 3

For each dimension, give the MOOC a score: Low=1, Medium=2High=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=1500-10,000=2Over 10,000=3

http://tinyurl.com/OEWBirdConole



For each dimension, give the MOOC a score: Low=1, Medium=2High=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=1500-10,000=2Over 10,000=3

http://tinyurl.com/OEWBirdConole

Designing a MOOC

• Use the MOOC classification schema and the MOOC tips and hints blog post– http://e4innovation.com/?p=800

• to design a MOOC




Collaborative learning

• In your group brainstorm methods for fostering collaborative learning

Pedagogical patters• Derived from Alexander’s work• Structured case studies of good practice

– Capture experience – A set of solutions associated with recurring problems– Examples and visual representations that help a better

understanding for their use in a new context• Structured format

– Introduction– Context– Problem headline– Solution– Metaphorical picture– Similar patterns

• Aggregated into languages


• In your groups explore the CSCL pedagogical patterns resource– http://www.gsic.uva.es/~daviniahl/dpbook/

appendix-chapter.pdf• Choose one or more pattern and use it to

create a design for facilitating collaborative learning

Rubrics for evaluation

• Brainstorm 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, use of post its (Things I liked, room for improvement, etc.)– Use the LTDI Evaluation Cookbook to get ideas– http://www.icbl.hw.ac.uk/ltdi/cookbook/

Rubrics for evaluation

Evaluation and Action Plan

Three words…

Things I liked…

Suggestions for improvement

Action plan…

http://www.le.ac.uk/ilihttp://www.slideshare.net/GrainneConole

[email protected]://e4innovation.com

@gconole

mailto:[email protected]

http://e4innovation.com/

Conole ntu 30_sept

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