Big and Little questions:
my original posting
from Jiscmail list: After a week of “trying to get there” yes something called life keeps moving itself up the priority list My hopes for the octel course and what I think is important for me is “trying out technology” for the sake of the learning experience for my students. I’m generally not afraid to adopt/adapt try and either keep and refine or just dump things in this space. Perhaps I give myself permission to be totally unlike the rest of my ordered existence!
Probably many unexpected things have happened. First of all, I am using a blog to post thoughts and also twitter occasionally. I think I may encourage students/learners to do this as well in the future (with an appropriate hashtag). We will aggregate and share, or get them to actively look for the hashtag to enhance their learning.
Second,#ocTEL has given me the space and need to go looking for things, and I have seen many useful resources that I can tap into or build upon (taking care to respect the creative commons and appropriate use).
Cost effectiveness of new learning technologies.
I think that being aware of what others are doing in my discipline area (and making freely available) has led me to consider two things:
1. How can I tap in and make use of these wonderful resources, and don’t worry I will
2. I also want to share some of my own developed resources and will definitely do this, so that it really is give and receive.
#ocTEL has opened the horizons in this respect.
Only do one thing (first thing) enhancement (sounds a bit like the game of life: education or job 🙂
Regarding the xMOOC and cMOOC offerings:
The xMOOC style is probably good for material that can be found in many places with minimal interaction. The benefit of this model is effectively ‘curating’ the material so that learners can find it and put an envelope around it. In some ways, it might be like so many other styles of university learning. You listen to the lectures, do the exam and bingo — you’re now enlightened. It is cheap, largely automated and self-sustaining. Cashing in on available resources where they can be found and utilised.
Problems are that is is largely devoid of the requirement to interact with other students. Sure many or some will want interaction as in the f2f offering, but many are happy to plug along without the interaction. I think that where the interaction is important for students or the understanding of the content, then this model won’t work well.
the cMOOC style is much more about learners interacting. While some material and referencing is required (seeding), a large amount of the work and learning takes place outside of the ‘lecture’ or other formal bits, inside the discussions, postings, tweets etc (much like has happened with #ocTEL).
The downside of this is that if you have limited time, there may not always be a convenient time to engage and it may not always be the most applicable way to kern within a context.
The project was research on student audio presentations
The stakeholders were the 3 researchers, the University in terms of understanding value of student presentations, and eventually wider teaching and learning scientific community
The resources used were Bb (LMS), student’s own devices for making audio recording to upload to Bb, material sourced from set textbook on physiology.
The clarity of the project plan was somewhat unclear. in fact we are still working to understand the implications for the scientific community on student readiness and practice in science for making presentations.
The fallback position was to present at a conference (stepping stone really which was achieved), and then next stage was further surveying for greater numbers.
Evaluation, was really based on outcomes: did we have make the conference presentation, have we written the paper, have we submitted it to a journal?
We measured success by our gut feeling if we had done enough
In terms of celebration, we had some laurels from the conference presentation, and great discussion among the 3 authors and are still working together, which is great.
Overall the project really was like a self-working magic card trick — we didn’t plan for its success, we just did it and it worked out (or is still working out). On reflection, we probably would begin it with some more reasonable aims and objectives in place if we started it again now.
I read the paper by Hill et al (2012).
This was a great read and absolutely timely in my redevelopment of a unit with some ideas to reposition part of the unit in the online space.
Looking forward to creating a virtual laboratory. Here they would do some experimental activity at their own location and then engage with peers in some form of data sharing, manipulation and other online task to complete the laboratory task.
#online lab; #ocTEL
Comments from working in #ocTEL week 2 activities.
The concepts of deep, superficial and strategic learning are all important for learners in their approach to new material or consolidating material with their existing knowledge.
I feel that the approach by online learners is harder to determine due to the in and out nature of the engagement and their other commitments and motivations during that time.
From my owen experience, I have completed a few online courses and sometimes it is just hard work. The lack of interaction is stifling in some instances and you may get sick of prodding and either opt for the strategic/superficial end.
In this #ocTEL MMOC i have found it to be a bit of a roller coaster, and have tried the strategic approach mainly because there are some things I want to discover, and get some feedback from others. I have been a bit daunted by the myriad of ways of connecting with others and finding out their views and experiences.
Overall, strategic learning is probably good when people know what they want to learn, and can then go back and build n this as required. In some respects, I think the age of the deep learning is probably for earlier levels of education.
I am using some entries on this blog as part of the #ocTEL offering running in April/May 2014