1. National
Teaching
Fellow 2012 EDEN fellow 2013 Ascilite fellow 2012
Re-evaluating your online teaching
Gráinne Conole, University of Leicester
30th September 2014
Nanyang Technological University
Singapore
3. 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
4. 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
5. 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
9. Facilitating learning
• Guidance and support
• Content and activities
• Communication and
collaboration
• Reflection and
demonstration
Learner
centred
10. 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
11. E-Learning timeline
Multimedia resources
80s
The Web
93
Learning Management Systems
95
Open Educational Resources
01
Mobile devices
98
Gaming technologies
00
Social and participatory media
04
Virtual worlds
05
E-books and smart devices
Massive Open Online Courses
07 08
Learning Design
99
Learning objects
94
Learning Analytics
10
12. 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?
14. 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?
16. 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
Learner
centred
17. 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?
19. 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
20. 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)
http://cloudworks.ac.uk/cloud/view/8805
22. A2a: Forums, blogs and wikis
Purpose: To consider the use of three central, LMS-based tools for interaction
Discussion Forums Blogs Wikis
Reflection
Collaboration
Feedback
Problem solving
Encouraging participation
Ice breaker
Observation opportunity
Idea generation
Are they really good for
all? Diversity of students
Expression
Communicating successes
and pitfalls
Dissemination of
information
Facilitates in the moment
thought!
Audience and affirmation
and reaction
Collaboration
Idea development
Project collaboration
Students and self esteem
Using existing wikis as a
critical resource
23. 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
24. The OPAL metromap
Evaluation shows lack of uptake
by teachers and learners
Shift from development to
community building and
articulation of OER practice
http://www.oer-quality.org/
25. 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
26. 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
27. • 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
28. Free
Distributed global community
Social inclusion
Massive Open Online Courses (MOOCs)
High dropout rates
Learning income not learning outcome
Marketing exercise
http://alternative-educate.blogspot.co.uk/2012/12/audio-ascilite-2012-great-debate-moocs.html
JOLT, Vol. 9, No. 2, http://jolt.merlot.org
29.
30. 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
31. A taxonomy of MOOCs
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
http://e4innovation.com/?p=727
32. 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
33. 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
34. 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
35. 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
36. 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
39. 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
40. Collaborative learning
• In your groups explore the CSCL pedagogical
patterns resource
– http://www.gsic.uva.es/~daviniahl/dpbook/appen
dix-chapter.pdf
• Choose one or more pattern and use it to
create a design for facilitating collaborative
learning
41. 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/
