www.mirandanet.ac.uk thought leaders in digital learning the benefits for ict teachers in joining a...
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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
www.mirandanet.ac.uk Thought leaders in Digital Learning
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) )
www.mirandanet.ac.uk Thought leaders in Digital Learning
What is a MOOC?
Massive(It is all relative)
Online 24/7
Open(some more than others)
Course(Redefined)
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Why might they be interesting to us?
MOOCs did not travel alone!
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“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
www.mirandanet.ac.uk Thought leaders in Digital Learning
What does this mean for ICT?Educational data sciences
Become a unicorn?Or perhap reflect on Zuboff’s Age of the Smart Machine?
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Computer Supported Collaborative Learning - for professionals?
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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
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A MOOC for collaborative professional development
http://www.coursesites.com/s/_LDC
www.mirandanet.ac.uk Thought leaders in Digital Learning
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
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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)
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Sharing our learning goals
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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
www.mirandanet.ac.uk Thought leaders in Digital Learning
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
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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?
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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)
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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
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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
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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!
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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
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Move-it-Online Challenge
http://creativedigitalsolutions.org
Building Community Knowledge
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