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.
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 →
My complaint is, and has been (and may continue to be), that they are not eBooks in the sense of an ePub or MOBI file, i.e. scalable, accessible, etc. Academic eBooks are files, often PDFs, loaded to a proprietary piece of software that controls access, printing, searching, etc. In this software you can view the whole book page inside their ‘skin’ which enables searches, thumbnails, chapter links, etc. When viewed on a desktop this is clunky, at best, but workable. Continue reading →
Mobile learning is a relatively new phenomenon and the theoretical basis is currently under development. The paper presents a pedagogical perspective of mobile learning which highlights three central features of mobile learning: authenticity, collaboration and personalisation, embedded in the unique timespace contexts of mobile learning. A pedagogical framework was developed and tested through activities in two mobile learning projects located in teacher education communities: Mobagogy, a project in which faculty staff in an Australian university developed understanding of mobile learning; and The Bird in the Hand Project, which explored the use of smartphones by student teachers and their mentors in the United Kingdom. The framework is used to critique the pedagogy in a selection of reported mobile learning scenarios, enabling an assessment of mobile activities and pedagogical approaches, and consideration of their contributions to learning from a socio-cultural perspective.
When it comes to developing materials and learning resources for your course, I think it’s important to know when to keep it simple.
We have all seen examples, or know of some, where every possible bell-and-whistle has been applied, in good intention, but the final result has made the course complicated and heavy.
Here are a few tips on how, and why, to keep it simple, which apply as much to online distance learning courses as well as campus courses:
Signpost: provide little ‘signposts’ to learning resources, assignment details, marking criteria, timetables, etc. to help the student. The larger the course or course materials then the more complicated the course structure could be, and the more lost a students will find themselves in your course. Continue reading →
I didn’t want to leave my journey into #BYOD4L without one final reflective ‘thought’. I wanted it to be different, graphical, interesting, and fun. From the Foldify avatar I produced for the final day of ‘creating’ I had the spark of an idea … and here it is!
The final day for the short BYOD4L framework is here – creating! With the guidance and preparation of the below, we knew we were in for an interesting time:
“We want to encourage you to explore learning through ‘making’ – meaning how you can use smart devices and applications to develop original and meaningful outputs as an individual or within groups. An opportunity to find ways to express yourself creatively and develop personal learning activities that are relevant and meaningful to your needs.”
The first thing I saw on the final day of BYLD4L was Chrissi Nerantzi saying we needed to check we could tweet pictures. So I did. 8:31 this picture was tweeted as I waited for my day to start (a rare peaceful moment before the students arrived and made some noise): Continue reading →
Day four is upon us (going quickly, isn’t it!) and we’re looking at collaborating.
“We all need to work with other people and this is an opportunity to explore how smart devices can enable you to work with individuals and groups in a number of versatile ways so that you can maximise engagement and effectiveness when collaborating.”
Firstly, and before we get into the Twitter chat from last night .. curation can be defined as “maintaining, preserving and adding value to digital research data throughout its lifecycle.” (Digital Curation Centre).
The storify archive from the tweet chat last night is already available (thanks Sue and Chrissi again) and include some great chat and interesting questions on curation, including: Continue reading →