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.

MOOCs again? That old chestnut

I have been tasked to respond to Carole Cadwalladr’s article, Do online courses spell the end for the traditional university? (2012)

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.

A screengrab of my OneNote from my last OU module… a thing of digital beauty

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.


Hello world!

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.

About me

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!

grand canyon path

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.

Until next time!