While searching for something else, I found this fantastic image/resources from Alan Levine – MOOCopoly:
“MOOCOPOLY is the game of teaching massively, openly online and includes the range of players from DS106, CCK08 to the Stanford trio, MITx, and more. Take your chance and many you will have community or not. See more about the making of this monster cogdogblog.com/2014/05/03/moocopoly-the-game/“
Fantastic. While it’s based in the DS106 and other specific courses, there is much here for everyone who uses or is involved in MOOCs to take away and adapt. I can see a conference poster coming from this … ;-)
My first car was a 1993 Rover Mini Cooper 1.3i, in British Racing Green (obviously). I bought it second hand in ’97 from John Cooper Garages (JCG) in West Sussex, and the legendary John Cooper himself handed my the keys (and made my mum a cup of tea while I did the paperwork).
Like so many people who own a Mini it didn’t stay ‘standard’ for very long, as I read through the Mini magazines on the kinds of things I could do to personalise the car. I went to Mini events, like the London-to-Brighton Mini Run and the 40th anniversary party at Silverstone, and looked over the show cars and private cars that were parked up, as well as the stands and auto-jumble traders. I bought the whole set of JCG brushed aluminium door furniture (window winders, door pulls, etc.) and chrome accessories (bling!), as well as doing more mechanical upgrades like vented discs and four-pot calliper for both front and read brakes, and a full-length straight-through (manifold to rear ‘box) DTM-style exhaust system (ooh, that was awesome!).
This was the start of my love affair with tinkering and messing with anything that’s standard to make it personal for what and how I like it. Continue reading →
Here’s a question I’ve been battling for some time .. how do you measure the ‘success’ of a MOOC? The problem is that I haven’t been able to define what the ‘success’ is supposed to be, so to try and measure it seems, well, a pointless exercise.
So, here’s a few thoughts I’ve had based on my experiences as a learner on MOOCs (yes, plural), and as part of a team developing and delivering 4 FutureLearn MOOCs now (with a few more in the pipeline too!).
Do you look for the headline figures of number of registered learners, or the number of registered learners that became learners (visited the course)?
Do you look for the number at the number of learners who did something, that engaged on the course in some way .. as either a number (e.g. 4,000) or as a percentage of the learners who visited the course (e.g. 40%)?
If you plan your MOOC to link to a paid-for course (degree, training, etc.) do you measure the success by the number of MOOC learners who enquire, or sign-up, to the linked course?
Do you look to the quiz or test responses, to see who’s retained and regurgitated the information based on a ‘score’?
Is it the final number of learners who make it through the length of the course to the end?
Is the number of comments a worthy of a measurement of success? Do courses that have more comments (either in volume or as a percentage of active learners) indicate a greater success than those with fewer?
Can you measure the success based on interactions on social media, through a defined hashtag? In which case do you measure the number of mentions on the hashtag or dig deeper and quantify the different sorts of engagements, ranging from “I’m on #such-and-such course” to enquiries or the detailed thought process involved in critical thinking along the lines of the MOOC subject?
Is a successful course one that takes learners from the MOOC environment into a related course, be it a MOOC or other paid-for course? If so, are you capturing that data?
This is what they think. As I read it (and please do so yourself on the link above) I got more and more annoyed. It was less and less about classrooms or learning in 2050 and more about ‘what’s happening now you think will have an impact in 30+ years time’. Only two, Naomi Davidson and Michael Gibson, seemed to truly look beyond the here-and-now projected education 36 years forward.
students will already be used to “interactive, engaging, live classes from anywhere they may happen to be, with the only requirement being a camera, a screen, and a wi-fi connection.”
Is this a warning? If we’re going to truly support engaged learners we need to get this done at the basic level to enable further change, connection, etc. Continue reading →
Welcome to a final few thoughts on and about 2013: what did I do, what did I read, what did I achieve, what did I miss, what did I not do … you get the picture. Well …
After thinking, planning, and talking about it for nearly two years I finally got round to planning, writing, and publishing my eBook on QR Codes in Education. (May 2013).
Several years in the making I finally completed my CMALT portfolio and submitted it and gained my CMALT accreditation (November 2013).
In October I re-read my QR Codes in Education eBook and realised it would read better with a different structure to the contents and I took the opportunity to make it available as a printed book too (November 2013). Working with the CreateSpace website I restructured the materials, redesigned the cover and worked on the 2nd edition of the book (also updating the eBook too to match).
Worked closely with colleagues in Leicester on aspects of mobile learning, online marking and feedback, support, course reconfiguration, and roles & responsibilities.
Firstly … yes, I know the ‘error’ in the title! This one is called ‘Week 1 …’, and so was the last one: “Week 1: Induction #ocTEL”. I made a mistake, last week. While last week was technically the first week of the MOOC it was not assigned a numerical identity as it was the orientation / induction week. That’s why, if you’re reading this MOOC series back there are two ‘week 1’ posts!
I want to continue the style I started in my previous post by highlighting each activity as the ocTEL website/email introduces us to it …
… and I start with an confesison. I think I’m all read out. I’ve been reading so much recently, and with Inge Ignatia de Waard’s ‘MOOC Yourself’ (2013) book just added to the list, I’ve had enough. So this week I’ve taken some time ‘off’ and just done the bare minimum.
Activity 1.0: “If you only do one thing … “
Deciding on two of these resources to concentrate on was easy. Do I review Helen Keegan’s PELeCON keynote that I loved at last year’s pelc12 event because (a) I was in the audience during the recording and remember the gasps from the audience as we realised how risky and brave she’d been throughout the project, and (b) enjoyed the whole ARG-thing. Do I look into the ‘technology of touch‘ and the work of haptic technology that enables learning in a safe tactile environment? I want to stay away from something I’m familiar with (so that drops Sugata Mitra off the list, I’ve blogged about this work too), so that leave Eric Mazur and Stephen Downes / George Siemens references.
Eric Mazur, talking about peer instruction (three minutes from where the below video starts) is not familiar to me. Eric talks of the ‘ah ha’ moment that happens outside the classroom, and which is the hard part of ‘learning’ – is it the “information transfer” or the “assimilation of knowledge”? Continue reading →
With the eBook edition of this book set at £0.00 I couldn’t resist seeing what the fuss is about – this book has received good and bad reviews. But, more importantly, it’s made people question our interest and reliance on online tools and websites and networks and activities.
Even though I’m only a few chapters in to the book already I’m realising my over-reliance and over-bearing interest in putting my work and family life online (Twitter, Facebook, Google+, etc.) is not necessary. For the most part it’s intrusive and getting in the way (especially photo-editing family pictures to post to Facebook – yes, it’s sharing for those who can’t be present, but it still gets in the way of the actual event).
“Rather than virtual or second life, social media is actually becoming life itself – the central and increasingly transparent stage of human existence, what Silicon Valley venture capitalists are now calling an ‘Internet of People’.”
“What I glimpsed in that late November afternoon in Bloomsbury was the anti-social future, the loneliness of the isolated man in the connected crowd.”
“Personal visibility, I recognised, is the new symbol of status and power in our digital age. Like the corpse locked in his transparent tomb [Jeremy Bentham], we are now all on permanent exhibition, all just images of ourselves in this brave new transparent world.”
What a great video with so much to say, but I’m concentrating on the elements of the “importance of teacher presence” section, especially given my recent experience with the Coursera / Edinburgh EDC MOOC:
“The role of an academic now is really designing learning environments that engage students. If I’m saying that engagement is the Holy Grail I’d better be engaging in ways they enjoy, not that I’m used to.”
A. Prof. Emma Robertson:
“You have to be there, you have to be paying attention to what they’re saying. And what I find is if you do that effectively in the first two weeks the rest takes care of itself – you’ve established the benchmark that you’re expecting”
Prof. Matthew Allen
“Teacher presence is a very important part of the socialisation of students into online learning, and it’s not that you are therefore dominating and telling students what to learn, it’s that you’re playing the role of ‘guide-on-the-side’, the person who’s there to help the students along but not to become the one they rely upon.”
The rest of the video is also worth watching, for an insight into creating learning environments, strategies for motivating students, and sustaining participation and engagement. A good resource, as are others in the series ‘Learning to Teach Online’.
How I did this was quite simple … I knew I’d fade out after a week or so so I set a goal of one blog entry per week’s activity, including a pre-MOOC post and post-MOOC ‘submission feedback’ post. Now I had set myself this public goal I needed to follow and live up to it. It worked. This may not be to everyone’s taste or motivational style, but after 3 other failed MOOCs I wanted to finish one, just one.
MOOCs were also presented at the 2013 Blackboard Users Conference (#durbbu) by Jeremy Knox: MOOC Pedagogy
Which now brings me to the nature of the different MOOCs available. By now just about everyone knows what a MOOC is – if not there are plenty of excellent resources to help you on your favourite search engine. With more and more MOOCs available, and the organisations offering them increasing all the time, just what types of MOOCs are they, and what do they mean for the student?
Now the course is completed, the comments on my artefact have been made available. Many thanks to the 9 individuals who left such complementary and encouraging comments.
Before I list the comments … I have one question. I wonder what the next cohort of students will make of the MOOC? Considering the volume of discussion on Facebook, Twitter, and other networks, as well as the wealth of information and analysis on individual or team blogs, it’ll be a very different experience than we’ve had. Won’t it?
Anonymous comments and feedback are below (many thanks to the markers), and the “score from your peers” was given as a ‘2‘ indicating the artefact “achieves this fully or almost fully” (based on the marking criteria of the MOOC themes – see here for the marking criteria and submitted artefact).
Wow this is GREAT. BTW I live in Manhattan about 10 min. walk to Times Square so I super-related to the visual! Love how Prezi was used to work with the “Times Square Crosswords” concept. So much was well embedded and organized the narrative. This is the best artefact I’ve seen. The author seems very comfortable in the digital environment. Thank you!
“Great! Well done. “Draws you in.” Excellent! Thanks.”
#1 Yes, the artefact addresses a number of themes suggested by the course material #2 Yes, the author has shown understanding of several themes, and offered visual material as metaphors that help deliver these effectively #3 Yes, the artefact touches upon a number of themes involved with traditional and current theories in digital pedagogies #4 Yes, the choice of production tools, methods and media content from the web is appropriate to promote the authors message #5 Yes, the artefact invokes a reaction to the content, and invites a second viewing to reflect on the story.