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 →
However, the bottom line is that conditions have changed (i.e. progressive mobility worldwide, as well as the increasing need for recognition of migrants’ qualifications). While some authors warn about the risky “inflation of educational credentials” others go even further claiming that “The university has already lost any claim to monopoly over the provision of higher education” (Duke, 1999). The initiatives described here are still in an embryonic stage but at the same time are promising in terms of new possibilities for more flexible tools and, as @daveowhite suggests, they provide new currencies that can redesigning the economy of talent (find more in UNESCO UIL or the EU ESCO).
As I always say, badges will not be suitable for everyone, nor every situation or course, or learning journey(s). But they do have a place in demonstrating acquisition of skills, in a carefully implemented and designed environment, for a specific and define purpose. Whether the display of the badge itself is part of the reason we strive to earn it is part of the value associated with the badge and is something for others to argue (but I am keenly interested in the outcome and arguments).
One aspect of working on MOOCs is that there is no clear way to measure it’s success. Do you use the stats and logs that indicate clicks and time-on-page, or look at the nature of the conversations and/or comments made?
“Digging Deeper into Learners’ Experiences in MOOCs: Participation in social networks outside of MOOCs, Notetaking, and contexts surrounding content consumption.”
Unsurprisingly the authors highlights the lack of literature around MOOCs that look into the metrics of MOOCs that are not captured on the MOOC platform (EdX, Coursera, FutureLearn, etc.), notably the social engagements, note-taking, and content consumption. Something I’d not considered before is the “availability of large-scale data sets appears to have shaped the research questions that are being asked about MOOCs.” Continue reading →
Is it possible to define the qualities of what makes a good online learning experience, or a good MOOC? Is there a check list we could have pinned to the wall which we could use as we design and build our courses?
Here’s a few items I think the list needs, feel free to add your own ideas in the comments field below:
Presentation: Is the student able to relate to the subject and the presenter / educator? This is not always easy as the platform (Blackboard, Moodle, FutureLearn, Udacity, etc.) often controls how the materials are ‘presented’. Even with these constraints you do have options on designing your materials and laying them out in ways which make them easy to navigate or interact with. 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?
I signed up for one of the free 1 month trials of Netflix when it was first available in the UK. I enjoyed it, then cancelled it. I’d got what I wanted. Then I realised I wanted access to the binge-watching phenomenons like House of Cards, Breaking Bad, and the one that started them all, 24. But more than this, as Donald mentions in his post, I wanted access to the kind of programmes I like and at my convenience. I am not always available at 9PM every Thursday to watch the latest instalment of my favourite show(s), just like I don’t actually want to wait a full week for the next episode. I first watched 24 on DVD, not Sky, so I did binge-watch the show, usually 4 full episodes a night (or 1 DVD) and went to bed wired for the next marathon 24-fest.
So, if we’re changing our viewing habits, are we changing our learning habits (as pointed out by Donald)?
After attending a FutureLearn partners webinar about designing online courses, the age-old issue of encouraging and engaging learners in online communication came up. It made me reflect on my past posts about online learning, specifically this one: MOOCs – 9 points on what I like, and what I don’t. If you want to go and read it before carrying on, be my guest.
Glad you came back. What annoys me about MOOCs, and some people who design online courses in general, is the assumption that everything you build will be used, and be used the way you want it to be used. VLEs are somewhat to blame for the apathy or lack of engagement in online activities, especially discursive or forums or comment sections – you’re locked into one specific tool for engagement. Continue reading →
The internet is after your job! According to this video at any rate.
“New technology can destroy jobs. In the past, this has mainly affected unskilled jobs, but now it’s hitting the middle classes – cutting a swathe across the creative industries and ‘professions’. Within a generation we may find that there are no such things as a ‘career’ or ‘job security’. What’s driving this disruption to our working lives – and what can you do about it?”
Among other industries previously affected, including manual jobs, it is now the working class world of teachers, lawyers, and doctors that are under fire from technology-inspired application – MOOCs anyone?
The trick, which most of us already know, is to carve your own niche and stand out from the crowd. Be unique, be yourself, and stay relevant.
If the student voice has so much power, as I keep reading that it does (when it comes to module feedback, learning resource development, pricing, etc.) then it stands to reason that the voice of students yet to reach Higher Education also have a voice that should be heard?
This is a great video, students and staff alike, saying what their ‘digital age’ education should be … note the accessible, flexible, personal, social, and collaborative attitudes these students ‘want’ from their learning. Yes, they’re talking about what HE should be in the future, but it’s grounded in their understanding in what is currently available, and possibly what they wish they had already?
“I see technology as the accelerator, the expander, the multiplier.”