design and implementation of moocs
DESCRIPTION
Presentation to Changing the Learning Landscape Event for HEA, May 2013TRANSCRIPT
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Changing the learning landscape
Design and implementation of MOOCs: Portus mini MOOC
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Changing the learning landscape
Who are we? @fionajharveyEducation Development Manager
Works across the University with academics
and students supporting the adoption of
technology to enhance student experience.
Leader of the Digital Literacies strand of CITE.
Set up and manages the Digital Literacies
Student Champions. She is Chair of the
Digital Literacies Special Interest group.
www.cite.soton.ac.uk
www.linkedin.com/fionaharvey
www.about.me/fionaharvey
@lisaharris Senior Lecturer
Co-Chair of the Digital Economy Research
Group and Associate Director of CITE at the
University of Southampton. Lisa runs the
Student Digital Champions with Fiona and
the MSc programme in Digital Marketing .
She is also an accredited tutor for the
University of Liverpool online MBA
http://digitaleconomy.soton.ac.uk/people/
lisa-harris
http://www.linkedin.com/in/lisajaneharris
www.slideshare.net/lisaharris
www.about.me/lisaharris
@GraemeEarlSenior Lecturer
At Southampton I am Chair of the DE USRG and Director of sotonDH. I have an interest in educational technologies and am involved in on-going projects to enhance the student experience at Southampton, including work on multi-touch learning environments, social media tools for collaborative learning, virtual fieldwork, digital aspects of the Portus Field School. You can learn more about my interests at my website.
www.about.me/graemeearl
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Changing the learning landscape
What is a MOOC?
Massive Open Online CourseMOOCs are free courses - Open meaning Free, not necessarily adaptable resources.
Massive means lots of students 100,000+ students registered on some courses
No credit for courses (at the moment) can be a between 2 and 6 hours a week (recommended) 2 - 8 weeks long
Opening up education for all, no prerequisites,
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Changing the learning landscape
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Changing the learning landscape
Who are the MOOC providers?
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Changing the learning landscape
MOOC Design There are two types of MOOCs (at the moment)
cMOOCs xMOOCs
Connectivist (Constructivist approach)
Learning from the masseseg.George Siemens and Stephen Downes2008
Drill ‘em and Grill ‘em
Quiz-poll-discussion-test
eg. Coursera Daphne Koller & Andrew Ng
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Changing the learning landscape
Design principles
1. Competence Based Design Approach (what the learner can do not what they should learn)
2. Learner empowerment - guiding not leading
3. Learning plan and clear orientations
4. Collaboration - team working, discussion forums
5. Social Networking
6. Peer assistance
7. Knowledge Generation and creation
8. Interest groups
9. Assessment and Peer feedback
10. Media Technology enhanced learning - encourage creativity and try new things
(Guardia, L., Maina, M., Sangra, A (2013) MOOC Design Principles: A Pedagogical Approach from the Learner’s Perspective)http://elearningeuropa.info/en/article/MOOC-Design-Principles.-A-Pedagogical-Approach-from-the-Learner’s-Perspective
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Changing the learning landscape
University of SouthamptonMOOC activity
Centre for Innovation in Technologies and Education (CITE)Partnership with Futurelearn (OU) Teams of people working across the University helping to develop MOOCS
WebScience and Oceanography, with several ‘mini’ MOOCs to be available from 2013/14
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Changing the learning landscape
Resourceshttp://www.scoop.it/t/mooc-s
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Changing the learning landscape
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Changing the learning landscape
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http://www.portusproject.org/
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Changing the learning landscape
Portus Field School
Diversity of students
• Lifelong Learning
• Curriculum Innovation
• Undergraduate Archaeologists (UK and Italian)
• Postgraduate Interns
• PhD students
• Community *support* needed
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Changing the learning landscape
Portus Field School
Single System
• Tasks, e.g. quizzes
• Recorded Lectures
• Interactive data visualisation tools e.g. PanoTours and
ChronoZoom
• Broadcast Media
• Course notes
• Primary Research Data, with associated tools, from Soton
ePrints Data, ADS and the ARchaeological toolKit (ARK)
• ePrints
• Linked via Social Media
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Changing the learning landscape
Portus mini MOOC
Currently a closed system
• September: Switch off the privacy
• Create new tailored and linked content
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Changing the learning landscape
Virtual Fieldwork ProjectStudent Centredness Fund
• Disability implications:
• Learning Outcomes
• Health and Safety
• Legal Frameworks
• Virtual Equivalence
• AccessibilityOngoing project by Peter Wheeler; led by Rex Taylor
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Changing the learning landscape
Virtual Fieldwork ProjectPanoramas, Video Panoramas and Panorama Tours
Potential for social annotation of resources e.g. gigapan, photosynth; ongoing work by @james_e_miles
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Changing the learning landscape
WordPress
Two days to setup the site
• Multisite environment (developed previously)
• Branded
• By September linked to all relevant University systems e.g.
eFolio, Panopto, Xerte, Red Feather, ePrints, ePrints Data,
eAssignment
• Social Media focused
• Limited wheel reinvention
Ongoing work by Hembo Pagi
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Changing the learning landscape
Balance between aggregating and supporting diversity of channels?
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Changing the learning landscape
Blogs and comments; subscribing via RSS and email; subscribe to people and to posts
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Changing the learning landscape
Feed of recorded lectures drawn from Panopto
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Changing the learning landscape
Xerte/ Xerte 2.0 for complex tasks ongoing development; WP quiz plugin used for simple tasks
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Changing the learning landscape
Time
ChronoZoom
Embedded chronozoom, linked to containing blog, and exploiting social possibilities
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Changing the learning landscape
• Mobile:
• lectures and slides
• annotations (video, text, image,
like, tag, map)
• posts and comments
• shares e.g. twitter
• curation e.g. Storify, Scoop.it,
3wdoc.com, soometa
• Tests
• Offline e.g. kindle (BookPress)
• collaboration
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Changing the learning landscape
Student AnnotationsVideos
• Various possible tools e.g. Synote, SansSpace
• Various content eg animations, lectures,
YouTube, iPlayer, video screenshots, how to's
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Changing the learning landscape
SyNote example
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Changing the learning landscape
Student AnnotationsVideos
• Twitter feed, discussions, subtitles, semantic
web
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Changing the learning landscape
SyNote example
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Changing the learning landscape
Student Generated Content
• Map tours and Panorama tours
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Changing the learning landscape
Ongoing project by @a_chrysanthi
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Changing the learning landscape
Narrative
Rich Interactive Narratives
Published a demonstrator with Portus research data; now exploring potential for teaching
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Changing the learning landscape
Student Generated Content
• Blogs and Comments
• Delicious
• Tweets
• Flickr etc. etc. etc. etc. …
• Accept mix of long term curation and short
term, disposable content
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Changing the learning landscape
PAGE HEADERPOSITIONED HERESECONDARY HEADER 31PT TAHOMA BOLD UPPER-CASE
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• Dursus libero eget tempus segestas accumsan
dapibus aptent
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Changing the learning landscape
Student Generated Content
• Video diary
• Documentary competition (Training)
• Student-mediated life-logging
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Changing the learning landscape
Ongoing project by @a_chrysanthi
Part of http://www.patina.ac.uk
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Changing the learning landscape
Student Generated ContentRe-use
• Forms the basis of the mini MOOC
• Supports the Portus Field School
• Student use of SM tools will drive next stage
• Capturing blog user interactions e.g. video and page views, comments
etc.
• How further blend digital/ physical experience?
• How use digital eLearning in practice based archaeological teaching?
• MOOC provides crucial tools for online student support
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Changing the learning landscape
PAGE HEADERPOSITIONED HERESECONDARY HEADER 31PT TAHOMA BOLD UPPER-CASE
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dapibus aptent
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learner presented with information (eg multimedia educational content from a high-profile academic)
learner encouraged to reflect on activities (eg note-taking, annotation)
learners together construct a shared understanding (eg shared wiki, Google docs)
learners engage in discussion or argument (eg discussion forum)
learners interact across time and space (eg social-network tools such as Twitter, Facebook)
learner seeks and collates information (eg search engines, web browsers)
learning through receiving formative feedback (eg multiple-choice quizzes to self-assess performance; criterion based assessment, repeating an online assessment until reaching a desired level of performance)
Changing the learning landscape
(Portus mini) MOOC content
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Changing the learning landscape
Portus mini MOOC structure18 hours of study plus optional activities that would double this to 36 hours. Students would have online quizzes to assess the 18 hours and more open ended questions to answer via 9 x 250 word blog posts for the other 18.6 hours per week: suggested three 2-hour sessions per week, covering nine topics. For each topic the student: •views CITE video (max 15 minutes each) – filmed in Southampton and Portus•looks at the other material available (eprints, links to the Portus website, external links, photos, other videos, other resources like chronozoom)•answers quiz questions•makes use of the discussion board e.g. posts a question, answers a question, writes a reflective blog post, comments on a blog post•may use social media to interconnect the above, and MOOC site needs to curate this•optionally writes a 250 word blog post for peer review by the community (during the additional 2 hours assigned to the task) and contributes to peer review of others’ blog post. Students can only contribute to peer review if they have posted your own document. There will be one final video and further informationaccessible having completed all 9 topics successfully.
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Changing the learning landscape
We will be sharing all the templates and setup information asap.
Thanks!
@GraemeEarl@fionajharvey@lisaharris