Secret confessions of an online learner aged 39 years and 1/6

Learning is definitely a social thing for me. I like to ask classmates for help, advice and opinions. In the online learning world, this can be frustratating. We are all self-paced. Several students are ahead of me, several are behind. *Whispers* some will have skipped the activity I have questions about.

Yesterday I really wanted to ask my classmates how they got on with a particular tool we were told to try out (MentionMapp). I can’t seem to access all of the features in MentionMapp and I am wondering if it’s just me. Pretty simple. In a face to face setting, I would ask them, in class and would find out in minutes.

Online I have the following options:

  1. The asynchronous forum. For those of you unfamilar with online education, asynchronous is a fancy word meaning “really really *really* slow” and forum means “90s version of a Facebook group”. If I post there, I may get a reply from a classmate, more likely I will get a reply from my long suffering tutor, who will probably say “it works fine for me, not sure what to say really”… which is fair enough as he has enough to be doing without providing support for external tools.
  2. I can post in the WhatsApp group. I am sure you all know what a WhatsApp group is. It has 15 members all of whom joined when I posted the join link in the forum. I expect I will get a couple of replies from classmates to say they haven’t got to the activity yet. I post quite a lot in there and something stops me from posting again about this, I don’t want to be annoying and cause everyone to leave because they are sick of insessant notifications from the group.
  3. I can Tweet, tagging MentionMapp and the course code H818. This will almost certainly yield no results. I will get a Twitter equivalent of a tumble weed. No replies, no likes, no re-tweets… it’s a bit of a niche question for Twitter.

And so you see, in the online world, getting support from your online classmates can be frought with anxiety. Things that would normally take minutes, take an age. Classmates might not have got there yet, or may have been there done that and forgotten.

As for my question… I may post in the forum. I’ll let you know where I get 😉

Constructive procrastination

In the spirit of writing down any reflections and not trying to make my blog academic, I wanted to add a quick blog entry.

Constructive proscratination I think I’ll call it.

I have been very busy at work, last week I worked solidly and into the night to make sure I can meet some deadlines ahead of my week of annual leave. I totally abandoned my studies for a week, rationalising that I can give them more attention during my week’s holiday.

For the past 2 days I have been trying to get back into my studies… but I was finding that despite reading the activities I was not taking anything in. I was also getting distracted by Facebook, Twitter, Google, YouTube, the cat, my thoughts, my phone, ebay, WhatsApp, mini Mars Bars, cups of tea. Sadly I didn’t do anything helpful such as get a sudden urge to clean the bathroom (it’s rather gross at the moment) or fold the washing (momumental washing pile is building up).

I find it takes me a couple of days (at least) to get into my studies. It’s like my mind needs warming up, the sections to that part of my brain are in hibernation and need to be gently awoken.

Today, however, I found myself constructively procrastinating. My study task was to read around some seminal readings on open education. I have made a note for myself to write up my thoughts on this (open education) in a blog post, which probably means I will never do it.

I have been following a number of EdTech academics and suddenly something clicked and I remembered the names of some very specific academics who defintely Tweet about open practices (I am not going to pretend to go to all of the conferences, but I know that *they* do). I found one of them on Twitter, clicked her bio and found her blog. The blog led to an amazing open resource of curated activities for building online communities. Something I am really interested in.

As well as being useful and practical it’s attractive. So here’s a screenshot

https://oneheglobal.org/equity-unbound

My H818 project will not be about building online communities, but I will be attempting to make an open resource of curated content for those who are new to blended learning. I hardly ever run live sessions, my day job is designing online courses to scale. So the list of resources was not directly relevant to my work or my H818 project… but it has:

  • given me ideas for when I make my own open resource
  • given me ideas for when I write guidance information for our online tutors
  • got my head into the zone of open education and networking.

I have a feeling that this week will now be a productive one study-wise.

My first meta post

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….

OneNote pride

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.