"12th What the Research Says was held at the London Knowledge Lab on Friday 29th November from 1:30-4:30. This is the second year these events and collaborations have been running and as we approach 2014 the trends in delivering, running and debating MOOCs seems a fitting context to prepare for 2014! The presentations ranged from MOOCs to SPOOCs. Links to all the presentations are given below.
To MOOC or not to MOOC that is the question and the presenters, demonstrators and participants did not disappoint us by bringing their experience, knowledge and understanding to this event to provide the context of how to design learning for online students.
The participants debated and provided their questions and ideas. Some of the debate has been captured online (click HERE to read the online discussion). This was partly facilitated by the short report: WHAT THE RESEARCH SAYS ABOUT LEARNING ON A MOOC. As well as a recent article in the Boston Review discussed the rising tide of criticism facing MOOCs and their role in reshaping Education (see MUCH-ADO-ABOUT-MOOCS)."
"Just got back from East China Normal University in Shanghai, where I gave this presentation. It frames the possible success of MOOCs (their demise is not yet a fait accompli) in terms of what I describe as “institutional learning.” In developing this notion, I refer to “pedagogical” or “school knowledge” that occurs in educational institutions, and which is articulated by the early Jerome Bruner, by the late Klaus Mollenhauer, and currently, also by Daniel Troehler."
One of the main concepts that leads to successful e-Learning course design is information chunking. But what is chunking? Why is it embedded in the world of instructional design? And what kind of chunking strategies can an ...
"Vandaag was het tweede webinar in de serie van drie webinars die de VOR ICT in samenwerking met de dienst Onderwijs en Onderzoek van Fontys deze maand organiseert. Vandaag was ik zelf spreker met wederom Karel Kreijns als moderator. Tijdens het webinar ga ik in op mijn promotieonderzoek, maar kijk ik ook naar het gebruik van video bij MOOCs en bij de Flipped Classroom. Op basis daarvan kijk ik naar de vraag of een docent zich zorgen zou moeten maken over het verschijnsel dat er steeds meer lessen/instructie ‘ingeblikt’ wordt."
"I make a case for asynchronous discussions and their value in developing higher order thinking. I recently facilitated a webinar How to Promote Critical Thinking Skills in the Online Class targeted to educators teaching undergraduate or high school students virtually. I include slides from the presentation at the end of the post. Below I highlight the required learning conditions for effective online discussions, and include excerpts from peer-reviewed papers that describe how asynchronous online discussions can promote deep, rich learning"
"Learner Experiences with MOOCs and Open Online Learning is an e-book in which student authors describe and reflect upon their open online learning experiences. Current conversations around educational innovations in general, and MOOCs in particular, lack student voices. This book enables learners to share their stories, thus contributing to our understanding of open online learning."
"It was only a matter of time before massive open online courses (MOOC) were challenged to see online learning in a new light. Distributed Open Collaborative Course (DOCC) has a different approach to how students should learn through online education and the role of the instructor. Where MOOCs facilitated the traditional sense of teaching, having one instructor who values the topic they teach. DOCC has expanded this idea to include many instructors, experts, and guest lecturers from various regions to teach the students."
"Although low cost and flexible access make online learning appealing to administration, the topic provokes considerable tension among faculty. The authors explore why this might be so and outline the University of Washington Tacoma's top-down, bottom-up approach to change. A key piece is the UWT Initiative in Innovative Course Redesign, a competitive fellowship program aimed at creating a new mentor-apprenticeship model for online educators to help them better guide the next generation of leaders, thinkers, and dreamers."
MOOCs Forum is the only international publication dedicated exclusively to shaping the future development, design, and deployment of massive, open, online courses (MOOCs). Multidisciplinary in scope, this authoritative Forum evaluates the components and modules that are critical in creating a global education system and sustainable revenue models for MOOCs, as well as enforcing the integrity behind the creation and use of these systems.
"Er valt veel over te lezen: weblectures. Steeds meer onderwijsinstellingen maken er gebruik van. Een presentatie of workshop opgenomen op video. Ik wilde er graag meer over weten: hoe werkt het in de praktijk? Want dat je een video of weblecture tegenwoordig steeds eenvoudiger kunt (laten) maken, kan ik me voorstellen. Maar hoe maken studenten er gebruik van? En wat vraagt het van een docent? Een interessant gesprek in Haarlem met Annelies Ranzijn en Eja Kliphuis, beiden actief betrokken bij weblectures, Annelies voor de opleidingen Techniek, Ontwerpen en Informatica en Eja (tot voor kort projectleider Weblectures) bij alle opleidingen van Hogeschool Inholland."
The 3rd annual Moodle Moot for 2013 was an amazing experience. I am looking to MMVC14, the next Moodle Moot online conference for 2014. Organizing an online conference may seem difficult, but it's a very rewarding task.
"The instructional delivery mode in distance education has been transitioning from the context of a physical classroom environment to a virtual learning environment or maintaining a hybrid of the two. However, most distance education programs in dual mode institutions are situated in traditional face-to-face instructional settings. Distance education leaders, therefore, operate in a transition mode which requires some level of flexibility as they authorize and manage change and regularly upgrade their knowledge and skills base to adapt to the constantly changing environment. It is obvious that online distance learning is an evolving learning environment that requires leaders of traditional learning environment to acquire new skills and assume new roles. The requirements for distance education leadership and the dearth of research on how educational and leadership theories influence leaders of distance education programs calls for an examination of leadership theories. Examining various leadership theories provides a theoretical framework for current and prospective distance education leaders. This paper examines theories that can impact distance education leadership. These include transformational, situational, complexity, systems, and adoption and diffusion of innovation theories."
Facilitating Online is a course intended for training educators as online facilitators of fully online and mixed mode courses. The Centre for Educational Technology (CET) produced a Course Leader’s Guide as an Open Educational Resource to assist educators and trainers who wish to implement a course on online facilitation within their institution or across several institutions. The course manual was written by Tony Carr, Shaheeda Jaffer and Jeanne Smuts and was published online and in print in early 2009.
The guide contains the course model, week-by-week learning activities, general guidance to the course leader on how to implement and customise the course and specific guidelines on each learning activity. The latest version of the course manual includes several minor corrections and is dedicated to the memory of our co-author Jeanne Smuts who died on 28th July 2009.