the role of multi-access learning in mainstreaming open education
TRANSCRIPT
The Role of Multi-Access Learning in Mainstreaming Open Education
Valerie Irvine | Tanya Little | Rich McCue | Michael Paskevicius @_valeriei | @TanyaL77 | @richmccue | @mpaskevi - UNIVERSITY OF VICTORIA TIE RESEARCH LAB
Online/Open Access• Google Doc for shared comments:
https://goo.gl/6xNcOh • For an extended discussion post-session, visit
the video room link:Google Hangouts Video: https://goo.gl/avnVLI
• Please use #opened15 for connecting
The Technology Integration and Evaluation (TIE) Research Lab
Multi-Access: A Brief Overview
FACE TO FACE ONLINEOR
FACE TO FACE ONLINE*AND*BLENDED
F2F ONLINEMULTI-ACCESS
Thesis from JOLT paper The (MOOC) movement has been introduced as an undeniable
force in higher education, and the authors argue that it is distracting leadership from focusing on alternative options for supporting the needs of learners who demand both personalization and real access to learning opportunities.
• Irvine, Code & Richards, 2013
The Monsters of Education Technology
One of my great ed-tech fears: seeing MOOCs, hailed as the “big new thing” in ed-tech, build their online classes on technologies that look exactly like the LMS. That is: a student signs up for a course. A course that has a beginning date and an end date. Despite the adjective “open,” the course is behind a wall.
• Watters, 2014, p. 98
Multi-Access Configurations Adaptable for Open Access
Shared portals
Personal portals
Autonomous telepresence
(Bell, Sawaya & Cain, 2014)
Review of Instructor Perceptions •Question:
–Would you be open to having non-registered open online students audit a multi-access course with or without additional instructor marking?
The Perspectives on Open
Topics Mentioned• Workload• Student Engagement• Quality of Learning• Technology & User Interface Limits• Privacy• Culture of Openness
Workload
It wouldn’t be difficult at all if we had the physical structures to allow it. The physical and the technological structures to allow it.
Sessional Instructor 4
Student Engagement• What happens if you run into potentially some protocol problems. Are
we allowing them (open access students) to participate? If so, how much?...These are the questions I would ask. Some people are so keen, they want to talk. Thank you, but really you’re not my focus. Everybody else here is ... I guess I can always mute them out, but ... that kind of defeats the purpose.•That means philosophically I don’t have a problem with it, given some
of the protocol to make sure it works and privacy issues are addressed and they (open access students) can’t overtake my class.
Sessional Instructor 2
Student Engagement For me teaching is relational and I try to build a relationship with every student that’s in the class and if I’ve got 15-25 that are registered and paying for it and the other 5-10 are kind of dipping in or out or whatever, I don’t know.
Professor 1, Language and Literacy
Quality of LearningBecause the more perspectives we have in a learning situation, I think the richer the learning environment becomes, so I think having people who aren’t necessarily 5th year education students adds to the quality of the discussion of the topic, of the learning environment.
Sessional Instructor 4
Tech & User Interface LimitsI think you would want to make sure that it isn’t taxing the limits of the system, whether it’s the screen presence. I think that right now is something that limits the access already, so having someone else come on online...
Sessional Instructor 1
Culture of OpennessI am pretty open about what I do. I don’t feel any need to protect what I’m doing. I don’t feel any need to be proprietary about what I am doing. Teaching is a game where you want to share and if (it) helps (to) share, I’m comfortable with that.Sessional Instructor 2
Case studies
Next steps for authentic live synchronous full spectrum multi-
access participation...
Tools Enabling Synchronous & Asynchronous Open
Kubi
vGo
Double
Moderator controlled
Participant controlled
Institutional & Ad Hoc Tools
Kubi
vGo
Double
Learner Discussions
Tool Iteration
Seat eXchanger
Online/Open Access• For an extended discussion post-session, visit the
Google Doc: https://goo.gl/6xNcOh -or- Google Hangout: https://goo.gl/avnVLI
• Please use #opened15 for any online sharing• Slides will be at http://slideshare.net/virvine • Follow us at @_valeriei @TanyaL77 @mpaskevi
@richmccue• Email: [email protected]
Discussion • Who will teach open?
– Will professors ADD a course to their teaching load?– Potential to increase diversity by making courses layered
into open• More personalization will diffuse risk of appeals for
“sameness” of experiences/opportunities if they don’t participate in open experiences
• Access to discourse rather than just resources used during the course of education