Over two years ago I wrote about a few experiences I’d had with some online courses / MOOCs, and why I ‘failed’ (according to the general headline figures of engagement, attendance, etc. that are used in mainstream press).
I want to revisit this, in light of more experience in both designing MOOCs and being a student on them.
Disclaimer: This is based on courses I’ve taken on the FutureLearn, Coursera, Cloudworks, EdX, and WordPress (OcTEL) platforms. I also highlight whether is was a student on the course, or part of the development team.
1. Comments and Engagement: For the most part I’ve been a silent students. This is both deliberate and accidental. Where it’s been a deliberate choice to not engage in the comments and discussion it’s been because I knew I didn’t have the time or inclination to trawl through the hundreds of fairly uninteresting posts to add my two-pennies worth or find the one nugget of insight that is worth anything. It’s also because, for some courses, I didn’t have enough interest to take my engagement further.
While some of us look to the skills, some to the technology, and maybe even some to the individual, it is clear that somewhere there needs to be a generic and ‘global’ view of the learner, the (learning) climate, Continue reading →
As part of a new series of posts, I will be talking to authors of The Really Useful #EdTechBook about their work, experiences, and contribution to the book. In this second post I talk to Wayne Barry, Education and Social Technologist at Canterbury Christ Church University, Kent.
DH – Hi Wayne. How does the use of technology, in all its various forms, affect your day-to-day working life?
WB – Hi David. That’s an interesting question and one I hadn’t considered before as technology is so much a part of our lives that we don’t always stop to consider it’s role and impact.
As part of a new series of posts, I will be talking to authors of The Really Useful #EdTechBook about their work, experiences, and contribution to the book. In this first post I talk to Sue Beckingham, Educational Developer at Sheffield Hallam University.
DH – Hi Sue. How does the use of technology, in all its various forms, affect your day-to-day working life?
SB – It’s an integral part of my daily routine. By this I mean that I make use of the affordances of my mobile phone to access a wide range of apps to help organise my day, provide me with news, information as part of my research and of course social networking places where I keep abreast of what’s happening out in the field via my personal learning network (PLN). Continue reading →
Another innocuous tweet last night (below) led to another lengthy, and truly excellent, exchange on Twitter around the merits, format, value, and attitude of eBooks.
On the back of my tweet about my latest book project, The Really Useful #EdTechBook, I tweeted that I am disappointed at how little is written or published about, or by, technical or academic self-publishers:
A trip up the motorway this week and I was in Manchester for the Turning Technologies User Conference. I had high hopes for the day but was also prepared to be disappointed (sorry) as these events are often really only people talking about what they, and others, already do … and I’ve heard a great deal about TurningPoint and the uses of clickers in classrooms before.
Thankfully, I was disappointed. It was better than I expected. The sessions were a careful mix of experience and theory, case studies and chat. More than this, the opening from Prof. Eric Mazur helped me formalise some previous thoughts and discussions, and put a name to what I’d being doing … Peer Instruction. Continue reading →
Tom Khulmann, on the Rapid E-Learning Blog, regularly writes on techniques and tips for eLearning success. Recently he wrote about a discussion thread happening on the Articulate community site about pet peeves of eLearning professionals. In his reply he outlined not only some of the more recognisable pet peeves from the community (e.g. “the words ‘can you just’…?”) but his own personal favourite: locked course navigation.
Mine … well, the list is long and there isn’t one single thing that stands out from the rest, but if I had to name one pet peeve over all the others I’d say it was apathy. With the rate of change and advancements in technology there really is no excuse for the apathy that exudes from academic circles on the use or implementation of a ‘modern’ (read ‘up to date’) use of technology to enhance learning experiences. Continue reading →
Peter Reed (@reedyreedles) has made some important and thought provoking posts recently. This is a kind of reply / addition / reflection / enhancement of those posts from my own perspective. Let the games begin … but first it’d help if you had read Pete’s posts:
That’s the short answer. I’m not sure there is even a question there, but I like what Pete has said, I agree with him on both posts. Learning Technologists (LTs) do need to be a Jack (or Jill) of all trades, a master of none (or nearly none). Continue reading →
From the Sh!ft eLearning website – 10 Ways to Keep ELearning Interesting. Creating the learning resources and delivering the content is one thing, but creating and delivering content that is both engaging and thought provoking (and ‘sticky’) is something else. This infographic (below) is a nice handy chart on the kinds of things you could consider adding to keep the learner interested.
“Even more than other types of education, eLearning must struggle to attract learners’ attention: the Internet is full of distractions, and adult learners are both busier and more free to indulge in distractions. Helping students to pay attention is a primary concern of training professionals, so here are some optimal methods to win the attention game in eLearning.”
The 2014 IGGY Junior Commission report on Education and the Internet is an important read. I’ve not had chance to digest all of it yet, but what I have read makes for some uncomfortable reading for Higher Education – take note: children understand the technology they have access to, the understand the possibilities (and challenge them), and know how they want to use it and bring it into all aspects of their lives, including learning / classroom / education.
“The IGGY Junior Commission enables ten of the brightest young minds to collaborate with one another to achieve a global goal. These young people are the potential leaders of the future and deserve an opportunity to share their views and recommendations.”
Research and interviews from 289 school children and 109 teachers from 14 different countries helped form the conclusions of the report which include: Continue reading →