Would this even be a website if my first post wasn’t called “Hello world!”? Here’s a photo of a cat 😉
I aim to make this blog as jargon-free as possible, as overly-wordy text is one of my pet hates.
I am about to start the final year of my masters course- MA in Online and Distance Education (MA ODE) at the Open University. Sadly this course is being discontinued- I may blog about that in the future.
I have come far!
A year ago, I wouldn’t have even understood the “hello world” joke I just made.
I recently found some notes I wrote back in 2016 (my first year on the course), and I wrote “TEL= technology enhanced learning”. I probably would have considered “TEL” to be jargon, I also remember bristling at terms like “asynchronous” and “pedagogy” and I now use them all the time.
Food for thought though.
A year from now, will these posts be full of acronyms, backronyms, intialisms and words that only those involved with ed tech use?
My pledge for this blog
As I progress through the course, I will force myself to write posts here of at least 500-1000 words in length based on the week’s material. I have been inspired to do this by a colleague, who is studying on a similar course at a different university. She has to write 3 blog posts a week. I think this is a good idea, and am trying out myself -“dog-fooding” as one of my very charming colleagues would would it (hello Stephen ;P).
I pledge to keep this blog public, to ensure that my posts are ordered and make sense. Well that’s the idea anyway.
I suspect I will maintain my private journal too, for when I want to rant about something, as my rants are usually sweary and incoherent 😉
I also pledge to make this blog as accessible as possible, and free of copyright theft.
So much of my learning is meta. Or rather, the reporting of my learning is meta.
This post is in answer to a set of questions I have been asked at the end of week 1 of my course.
First of all a little shout-out to my OneNote journal. As I continue my studies, I am always very proud of the progression of my notebook. In my analogue note-taking days, I was proud of those notes too, by the way… so I probably would have treated you all to a photo of my notes. Now I show you a screenshot….
What ideas have you been looking at and can you relate?
Amongst other things, we have been looking at MOOCs. I love reading MOOC research, no idea why! I find it interesting to read how learners engage with them, why the learners are engaged, what content is used and, most importantly, the pedagogies that underpin the learning design.
I very much enjoyed the seminar by Mike Sharples. It took me longer than the suggested hour, I think more like 2 hours. This was because I paused to make notes/take screenshots. It was very engaging and a fine example of how to host an engaging online seminar.
I also liked that the seminar was recorded in 2018 live (with questions from participants) and then posted in the course for later cohorts to watch. Excellent reuse of resources.
Sharples discussed the pedagogies that underpin FutureLearn and the difference beween the MOOCs designed for FutureLearn (social/networked and based on Human Learning as Conversations), vs MOOCs designed for platforms like Coursera and Khan Academy (based on the transmission model popularised by the 1970s OU). Though I would add here, that I know that there many Coursera MOOCS that do not depend on transmission… the style depends on who has designed the course.
Sharples described a feature in FutureLearn that enables learners to comment on individual activities, as opposed to in one forum. This is to encourage conversations around a specific concept. Though he mentioned that these activities can get thousands of posts which is overwhelming for many… So thought needs to be put into how that can be managed.
Was what I learned relevant to my professional practice?
I design courses for a living so yes! Lots more food for thought here.
I love the idea of having a conversation around a learning activity rather than a forum. As each study year passes, I like my OU forum less and less. I find it clunky and cumbersome. Also, the questions asked lend themselves to long posts that frankly, I have no motivation to read most of the time.
For social learning I love Twitter, I will get back to you on how I find blogging 😉 I am enjoying it now but it is a commitment.
Has anything you’ve studied prompted you to try something new?
This is the meta bit…
I am noticing that these specific types of open questions are prompting me to remind myself about the week’s learning, some nice consolidation being encouraged here.
I am trying to build up a bank of nice open questions for my own courses. Questions for private and public reflection. This very activity is showing me that it is very important to ask students to reflect on a block of time and not just on a specific question for one particular concept or learning outcome. Reflecting on a block of time enourages student direct learning AND human learning as conversations.
I have also been asked to pretend it’s 2012 as I read it. Here is my response…
I remember the hype around the MOOCs, and frankly then I didn’t believe it. Then I thought claims were overblown. To be honest, in 2012, I didn’t even approve of ebooks, preferring to read the real thing. Cynical young me thought that the ebook was a way to cut corners and save money, whilst providing a worse service to students. And I hated the MOOC acronym.
Anyone who knows me may be surprised to read this. I am now a passionate advocate for digital education. I am happy to read from a screen and all of my notes are written up in OneNote. I hardly ever use a real pen and highlighters. My colleagues tease me because OneNote seems to be my answer to everything…. but seriously OneNote is amazing… a recipe book, journal, planner and wiki all in one.
Back to the point about MOOCs…
So in 2012 I didn’t believe that a free online course could replace a university degree. I always assume that loud articles trumpeting revolutions are in fact hyperbole. This goes for self-driving cars, android assistants and Second Life (which I am sneaking in a mention of, as all of my OU study material seems to mention it).
Back then, I knew little about digital education and learning technology.
Should I even admit that I didn’t learn about the job title learning technologist until 2015?
Yes, I am a learning designer now and an advocate for ed tech.
Point is, if I was cynical, I imagine many others were too. Yes, newspapers like to make headline and announce The Next Big Thing, this doesn’t mean that they are reflecting the word on the street. I don’t think they even believe it themselves. They have to write about something.
The question posed by the OU on my course, is “back in 2012 would you have agreed that the MOOC would lead to the end of the universities”? NO. My short answer.
Back then I would have been very dubious that something provided for free would have been good quality. Don’t we all think that? If it’s free, what’s wrong with it? I assumed that the course would have been clunky, bad to navigate, and that the contents would be flat and boring.
Ask me the same question now, in 2020.
Could the MOOC lead to the end of the universties?
My answer is still no. I am coming it at from a different angle, and have different reasons now. Since the article was written I have participated in two MOOCs- one excellent and one mediocre. The mediocre MOOC funnily enough was indeed badly designed, flat and boring. The excellent MOOC was well put together, engaging, though provoking, active, practical and interesting.
Even so, I don’t think it’s a realistic model to compete with a university education. I may expand on my reasons in another post, but I am finding it hard to concentrate on this backward-looking question when I keep on returning to a question that everyone in edtech is asking at the moment…
As face to face universities are having to pivot online, will the way in which education is delivered post Covid-19 change forever? Will those in their ivory towers deam edtech worthy? Perhaps, more importantly, will we ever convince students? Will the powers that be ever realise that an online course is not necessarily a whole bunch of video lectures? Or that the online pivot need not mean a switch to hours of live Zoom lectures.
These are different blog posts. And ones I will have to write, even if they turn out to be amusing time capsule s to look back on in years to come.
Students learn better in groups. I am sure most trained teachers will have heard of social constructivism, connectivism or active learning. I will not dwell on these theories as this post is practical and not theoretical.
In a face to face environment this usually involves group projects or class discussion. Students could debate a hot topic, or work together on a piece of work to present to their peers.
How can you encourage group learning in an online only environment?
I have been studying at masters level in an online only environment for a couple of years. Last year, I was compelled to do group work (summatively assessed!) and these were the issues I found:
We all worked to different schedules, I for example like to get a jump on things but others were further behind. Some of us logged in at lunchtimes or in the evenings, whereas some could only study at weekends.
Not all the students in my group had access tothe same technologies as me, for example, no mics or an unreliable internet connection.
Despite being students of “online and distance education” some of my classmates were techno-phobes.
We were in different time zones, making arranging synchronous meetings a pain to organise.
The task we were given was arduous, confusing and poorly described.
Some of the group did not pull their weight, and I wondered how the tutor was allocating marks. I felt rather disgruntled as I assumed (rightly or wrongly) that the tutor would not notice those who half-heartedly contributed.
In the end, I learnt a lot from my peers, but perhaps most of what I learnt was not directly related to the intended learning outcomes!
The main thing I learnt from participating in this group work was the limitations of online synchronous learning. Don’t get me wrong, I absolutely love the occasional online tutorial, but these cannot be relied upon for social learning. For one thing, they have the potential to revert to a standard chalk and talk lecture with little interaction.
I would now like to focus on the humble wiki. Often maligned (by myself previously, I must admit), I have come to realise its potential for online collaboration.
OK, so what is a wiki?
I am sure you have heard of Wikipedia, though probably because is looked down on as a source of information. Why? Because anyone can add a page. But then, anyone can edit it too (and the edits are published). Publish an uncited page of nonsense and it’ll be removed by the Wikipedia community before you can say “open source”.
The citations and edits are the best bits of Wikipedia for me. I love going down a research rabbit-hole by clicking on the citations and finding more information –more input.
I also enjoy looking at the edits, which are like geeky soap-operas. I spent a lot of time looking at the early MOOC edits where key MOOC players appear to have been in an editing war over the definition of MOOC. There is an interesting article on OpenLearn about civil servants alledgedly editing the entry on the Hillsborough disaster on Wikipedia.
Right, so that’s Wikipedia, how does that actually help my students?
Students can create their own mini wiki- a course/module wiki. What better way to get online classmates to work together than to ask them to research specific topics and build up a bank of resources to refer to later? The wiki can be used by them to write coursework or revise for exams.
Great, so what tools can I use?
If you are using Moodle, there’s a few wiki plugins. Of the Moodle plugins available, I recommend the free plugin OU Wiki, as it’s a bit more user friendly than the standard Moodle wiki plugin.
You could use a cloud doc, such as Google docs to get students to add and organise information collaboratively.
My favourite way is to use a cloud-based notebook, such as OneNote or Evernote. You could make one for the whole module and students can organise and categorise their information using the tabs. I am a massive OneNote fan but I am sure similar software is just as good.
You can use a browser-based collaborative tool such as Padlet (which has a free version) to get students to collect and collate information informally. This is not suitable for writing long pieces of writing though, think of it as a large piece of paper with post-its, great for collecting links, notes and images.
I hope I have given you food for thought.
If you do decide to use a wiki of some kind in your lessons, make sure that the task is clear and well defined. The tool you choose should be simple and easy to use, so that the students can focus on the activity, rather than trying to understand what to do, or learning how to use a complicated app.