Mnet moo cs_ict-bett2015

www.mirandanet.ac.uk Thought leaders in Digital Learning

The benefits for ICT teachers in joining a MOOC

Dr. Patricia CharltonProfessor Christina Preston

Dr. Sarah Younie

http://www.mirandanet.ac.uk/


The age of the smart machine

“vision came together for me that morning I realized that the people I had been interviewing were on the edge of a historical transformation of immense proportions, as important as that which had been experienced by the eighteenth and nineteenth century workers. I saw that a world of sensibilities and expectations was being irretrievably displaced by a new world, one I did not yet understand”(pg xiii)) (Zuboff,(1984) )



What is a MOOC?

Massive(It is all relative)

Online 24/7

Open(some more than others)

Course(Redefined)



Why might they be interesting to us?

MOOCs did not travel alone!



Big Data



“Learning” Analytics

“The amount of data stored in educational institutions is gargantuan, and the new term for data collection isBig Data. According to McKinsey Global Institute, the education sector ranks as one of the economy’s top ten in terms of the amount of data stored.”https://onlinelearninginsights.wordpress.com



What does this mean for ICT?Educational data sciences

Become a unicorn?Or perhap reflect on Zuboff’s Age of the Smart Machine?



Computer Supported Collaborative Learning - for professionals?



So where do we start?

• Building community knowledge together for teachers by teachers;

• Knowledge is global - International reach;• Collaborative Professional Learning Experience;• Diversity – from never used technology in the

classroom to experienced online learning designersDesigning it together – The Move-It-Online Challenge



A MOOC for collaborative professional development

http://www.coursesites.com/s/_LDC




What was the design behind our Move-it Online Challenge?

• TEL (technology enhanced learning) as a starting point.

• Open to all• Authentic learning experience for professionals:

– Based on their challenges– Focus on designing learning experience for the learners– Thinking about the challenges of moving teaching online– Peer review activities



Can MOOC platforms support collaborative learning?

Requirements What technology can offer

1. A shared task goal – for the teacher to specify ✓

2. Resources Weblinks, digital libraries, OER repositories ✓

3. The means to discuss Online discussion forums ✓

4. Guidance on the process Study guide: Roles, scripts, worksheets, teacher role

--

5. The means to construct and revise

Applications for visual representation design, user-generated content

X

6. The means to share outputs Design environment, file exchange, file management

X

7. The means to test ideas and solutions to meet the task goal

A modelling environment that gives intrinsic feedback on the learner’s solution

X

(Laurillard 2012)



Sharing our learning goals



Sharing learning designs and reviews“My issue is the space between the technology champions and the C.A.V.Es (Colleagues Against Virtually Everything) and how you boil down the essence and heurology to something that enables those who feel overwhelmed with technology and support that will engage them, and therefore engage their students”

learningdesigner.org



Change the name of the design by adding “Review of” at the beginning

To leave feedback overall, Add a new TLA, make its title ‘Review by [your name]’

You can select ‘Discuss’ for the activity, and then type in your feedback to note:

1 Test? - is there a ‘Produce’ activity, or some way the teacher can use to test whether outcomes are met?

2 Aligned? - are outcome, activities, and produce activity aligned?

3 Feedback? – is there feedback from the teacher, other students, or the technology?

4 Technology? - is there good use of technology?

5 Other?

As you read through each TLA you can comment in the Notes section at the bottom.

How to review a learning design



What are the costs and benefits of going online?

What is CRAM?

A tool to analyse the learning benefits and teaching costs of transferring traditional teaching models online

Why do we need CRAM?

Because costing in higher education can be a ‘very murky business’ (Bishop cited in Koenig, 2011).

Widespread misconceptions that online must be cheaper than face-to-face teaching (Koenig, 2011) Yet costing studies show that digital technologies cost more than traditional methods (Laurillard, 2006) What happens to the learning experience when courses go online?

How can we illuminate the relationship between learning experience and costs … to the learner and to the institution?



Direct learning from others

Vicarious learning

E.g. Learner posts questionsand gets answers

Learner is aware of learning activity of others (e.g. notes)

Shared knowledge

buildingLearner develops knowledge with others through dialogue and

interaction

SOCIALLEARNING

Knowledge sharingLearners pass on ideas and information to others

Implicit learningLearner engages with others to develop shared representations.

Zone of proximal

developmentLearner learns through

interaction and conversation with a more

knowledgeable other

Orchestrated

collaborationMentor guides a group towards exploration of

difference or shared understanding

Conversational learning

Learner engages in sustaineddialogue with others

(Adapted from Russell BealeFuture Learn 2014)



Initial findings from the Move-it-Online Challenge

• Collaboration and explore with your professional community;• Technology evolves at a speed, solutions come and go - is your problem

and solution tied to a particular environment; • Understanding the advantages and disadvantages of the approach

being used;• What kind of data or models exist about the problem space?• What solutions have been tried in the past and why do they not work?

Know the landscape• What to do when you know you are on the right path but few agree?• Solutions rarely, if ever, sit in isolation



The global demand for education requires investment in pedagogic innovation for MOOCs to deliver

TEL-based pedagogic innovation must support students at a better than 1:25 staff-student ratio

Teachers need the tools to design, test, gather the evidence of what works, and model benefits and costs

Teachers are the engine of innovation – designing, testing,

The global demand for education requires investment in pedagogic innovation for MOOCs to deliver

TEL-based pedagogic innovation must support students at a better than 1:25 staff-student ratio

Teachers need the tools to design, test, gather the evidence of what works, and model benefits and costs

Teachers are the engine of innovation – designing, testing, sharing their best pedagogic ideas

Conclusions



Conclusion• Designing learning experiences that use the

advantages of technology for learning is challenging so resilience and robustness are a must!

• Be prepared to throw a solution away and start again. Failure is a prerequisite to success!

• Know what you are designing and why!• The big data and learning analytics challenge:

Context is everything but you need the right context!



Resources and tools

• Learning Designer Tool: learningdesigner.org• CRAM: http://web.lkldev.ioe.ac.uk/cram/index.html• Building Community Knowledge• https://buildingcommunityknowledge.wordpress.com• What the Research Says: Designing a MOOC

https://effectivemethods.wordpress.com• Coursesites for Move-it-Online resources and

materials: http://www.coursesites.com/s/_LDC


http://web.lkldev.ioe.ac.uk/cram/index.html

http://web.lkldev.ioe.ac.uk/cram/index.html



Move-it-Online Challenge

http://creativedigitalsolutions.org

Building Community Knowledge


http://creativedigitalsolutions.org/

http://creativedigitalsolutions.org/

Mnet moo cs_ict-bett2015

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