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Take Your Teaching Online : OpenLearn from The Open University - an eight week self-paced eight online course.

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Edited by Jonathan Vernon, Wednesday, 23 Dec 2020, 05:37

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I was in a hurry. There is 24 hours of content. I got through it in 9 day: two weekends and bits during a 2020 lockdown week when I had nowhere to go. 

This is how I got on with 'Take Your Teaching Online'. 


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Types of Assessment. This was NOT part of 'Take Your Teaching Online' but I graphic from edulastic. I am trying to embed assessment types into my practice. I suppose the ultimate test is the job succcess at the end? Which is all they had, pass or fail, at the end of the School of Communication Arts' course I did. 

Learning Design

The learning design is a combination of a little bit of reading, a little bit of watching video, a few activities where you gather your thoughts about something you have just been introduced to and then a number of formative and summative quizzes. By the end, the collection of views you have expressed should build into a coherent and personal point of view. Around the middle the summative quiz grade counts towards your end of course ‘badge’. 

This is in part a taster for the Open University's own Master of Arts : Open & Distance Education - for me ‘Taking Your Teaching Online’ was an invaluable and timely opportunity to revisit the MAODE that I did 10 years ago (2010 to 2013). I’ve always had the MAODE at my fingertips over the passing years as at the time, invited to keep a reflective student blog, I did so every step of the way. This allows me to return to what I studied then. Boy, have my views matured and bedded down in this time! At last been closely complemented, even integrated into my daily experience first as a learning technologist in a large FE/HE college but now as a ‘front line’ teacher undertaking a two year, part-time PGCE. Periods of Covid-19 lockdown or departmental lockdown have harried things along. Most recently, keeping teaching to a class or two one day a week, with five classes of 20+ students each put into isolation I stepped up to run six online classes. If anyone knows the tech I should; yet do I? I feel like the swimming teacher or coach who doesn’t swim (there are plenty of those). Or the music teacher who doesn’t play an instrument. Is that possible. The timing is right. I did my first ‘micro-teach’ to my fellow PGCE students a few weeks ago. I am on Module 3 of the PGCE and completing the first term of six. Time to take the plunge.

Does it help or hinder that I have already run sixteen talks or workshops on staff CPD days. Staff and students are very different. For the most part staff will have their cameras on, will speak up and take part. In contrast the students, 17 years olds, will only put on their cameras by accident and will only speak if there is a problem. 

Plenty went wrong. With tech you learn to ride out most problems. Some things worked. I learnt plenty of lessons reinforced by the reading. Taking a class online is a different beast: they are in their domain not yours; if not engaged they can just as easily log on and then go and watch TV or play a game - many could be ‘second screening’ (should I ask next time?). Their access to kit is mixed: some on laptops, most on phones. Are any on a desktop? And where do they find the space to take part in this? Bedroom, sitting room, kitchen table, the back of dad’s car, the garden shed or back in college? 

I do the course ‘Take Your Teaching Online’ out of personal need, to support colleagues, out of intellectual curiosity and for pleasure. I will take it again, build on my notes, follow up some of the references and find a way to pass on my tester/proofreader notes to the Open University (some links are broken, videos on YouTube are not there and a few of the multiple choice questions are a nonsense). 

It also provides me with the shape of designing a series of classes over a period of time that builds into a module - something I have done repeatedly for the last seven years ever since I completed the MAODE and had ‘Learning Design’ or ‘Instructional Design’ in mind as a career move. 

The eight modules are set out quite straightforwardly of topics that cover.

Take your Teaching Online : Open Learn

Week

Learning objectives 

1

Discuss the main characteristics of online education activities and how these differ from face-to-face teaching

Begin to determine the kinds of face-to-face teaching activities that might, or might not, transfer successfully to an online environment

Summarise the elements of online teaching that need a different skill set to face-to-face teaching.

2

Understand some of the essential principles of online teaching

Be aware of some key learning theories and classifications of online teaching technologies

Understand the concept of learning objects and some of the different classifications of these.

3

Describe some of the ways to categorise educational technologies for online teaching

Explain how some of the tools available might help with certain learning objectives

start making informed decisions about which tools you might try in your own context.

4

Understand the benefits of networks to the online teacher

Discuss the concepts of communities of practice and network weather

Develop useful online networks to augment your teaching practice.

5

Define Open Educational Resources and list some examples of what this term covers.

Understand Creative Commons licences and use these properly

Search OER Repositories and the wider internet for material that you can legally reuse in your teaching

6

Define assistive technology and list a variety of examples

Understand how to make most of your online teaching materials accessible

Assess the accessibility of OERs

Understand what alternative formats may be needed in online teaching.

7

Explain the concept of technological determinism

Use the Visitors and Residents model to assess your students’ approach to technology in learning

Make changes to teaching with technologies in a systematic and informed way.

8

Understand how learning analytics can be used to evaluate learners’ behaviour

be able to gather and understand student feedback

Apply some strategies for embedding reflection in your online teaching

Plan an action research project for scholarship that seeks to improve your online teaching.


I found that the modules could indeed take two hours, and one or two more like an hour and a quarter hour and a half. Perhaps that's because I was familiar with the subject matter already. My methodology might help. I’ve learnt how to pass these things. I take notes and get screenshots all along. I’m not going to be caught when it gets the multiple-choice quiz. These notes will carry me over the line - the bar is low. The pass mark is 50%.

One or two of the modules reminded me of topics that struck me as of enormous potential value; they deserved considerably more time than the 20 minutes given to the activity. Indeed, when it came to reviewing Open Educational Resources I took the best part of 8 hours - that was my Saturday, with my notes completed on Sunday morning. It was worthwhile. As a review of these resources it is still ‘lite’ but it’s a start.

See > Open Education Resource Institutions and Repositories, Sun 5 December 2020 in this blog. 

What I relish looking at, extracting and reworking are entire course plans and individual lessons plans, as well as interesting ‘education ready’ videos and eBooks. 

There's so much to tap into if you have the time to do this kind of research. I stumbled upon an excellent OER from the Hewlett foundation, the Africa Open Educational Resources. It’s subject matter draws on the vast continent of Africa - which makes a refreshing change from the historic gravitation to Western Europe and North America, but it doesn't change the fact that the courses are still all about women's rights, teaching employability, careers, well-being and so on.

It's refreshing to see a different take on things, to begin to get a global view. 

In the Town Council I got behind Black History month and can see that there are a lot more resources and ideas here.

FOOTNOTES

1) The goal of formative assessment is to monitor student learning to provide ongoing feedback that can be used by instructors to improve their teaching and by students to improve their learning. More specifically, formative assessments: help students identify their strengths and weaknesses and target areas that need work.

2) The goal of summative assessment is to evaluate student learning at the end of an instructional unit by comparing it against some standard or benchmark. Summative assessments are often high stakes, which means that they have a high point value.

3) The Postgraduate Certificate in Education, commonly known as the PGCE, is one of the most popular academic qualifications for teaching. Offered in England, Wales and Northern Ireland, PGCEs are designed to enhance and increase academic training, preparing students for life as a teacher.

4) Continuing Professional Development (CPD) is a combination of approaches, ideas and techniques that will help you manage your own learning and growth.

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Open Education Resource Institutions and Repositories

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Edited by Jonathan Vernon, Sunday, 6 Dec 2020, 09:27
The following was given as a 20 minute exercise in the 'Take Your Teaching Online' 8 week course from Open Learn. I gave it 8 or more hours. It was warranted. These resources are a godsend to taking your teaching online, materials that can be used 'off the shelf' as an single item (an eBook or Video), an lesson plan set out with objectives, activities and assessments ... or even an entire unit of studies over a period of weeks.  

I see this as a great starting place. Find a way that works for you. Work with it. Adapt it. Then in due course create your own in the image of the design that you have found works for you and your students.

My experience may well need to be reviewed. I simply have not had the time to dig around enough. All may have their merits and others may tell me if I am missing a trick. Some of these platforms need to rethink their approach regarding quality controls. I also wonder if a 'community of practice' through the likes of LinkedIn could provide support and links to resources that have a better fit for you. 

Open Education Resource Platform 

Notes and Examples 

Rate

Open Learn


https://www.open.edu/openlearn/ 


A repository of open materials produced by The Open University,

Excellent. Out of box. Just get on and do it! The Open University was established to make learning possible for those still in work, in care roles, who may have left school early or without qualifications. It’s mission with Open Learn as with the Open University and even the Business and Laws Schools is to make content accessible in every meaning of the word: attainable, usable, doable, (easier).


E.G. 

Take Your Teaching Online > https://bit.ly/39LI4Vw 

Art and Visual Culture : From Medieval to Modern > https://bit.ly/33JuMF0 

Lights, Camera, Action : technology and theatre > https://bit.ly/37GsuHQ 

Open Advent > https://www.open.edu/openlearn/advent 


5+

MIT Open Course


MIT OpenCourseWare | Free Online Course Materials 


A web-based publication of virtually all MIT course content.

Undergraduate and graduate courses in full with every possible detail provided to run such a course.


E.G. 

12 hours a week over 16 weeks: the real deal > Education Technology Studio 

Rachel Slama, Garron Hillaire, Joshua Littenberg-Tobias, and Jose Ruiperez-Valiente. CMS.594 Education Technology Studio. Spring 2019. Massachusetts Institute of Technology: MIT OpenCourseWare, https://ocw.mit.edu. License: Creative Commons BY-NC-SA


E.G. 

Special 1 Hour Seminar in Communication: Leadership and Personal Effectiveness Coaching.

Christine Kelly. 15.277 Special Seminar in Communications: Leadership and Personal Effectiveness Coaching. Fall 2008. Massachusetts Institute of Technology: MIT OpenCourseWare, https://ocw.mit.edu. License: Creative Commons BY-NC-SA

(1 hour for post-grad MBA students, 3 to 4 hours for School/College undergrads) 


5

Saylor.org


https://www.saylor.org/ 


Nearly 100 full-length courses at the college and professional levels

https://www.saylor.org/about/ 

Sounds like Open Learn and Adult Learning: articles, lectures and videos. Aiming for people seeking career change, getting into a career or getting into uni. Certification / badges ala Coursera / FutureLearn. Sign in required.  https://youtu.be/vAEZoveEUg8 


E.G.

Beginning Lower-Intermediate English as a Second Language  + 12 hours, course outcomes and materials. 

Modern Revolutions + 85 horse, course outcomes, certification and materials.


E.G

Learning in a Digital Age: digital literacies, digital citizenship, open education, media literacies and digital skills > Develop and apply digital and learning literacies that are critical for learning success in tertiary education in the 21st century. Last updated 28 Sept 2020. https://learn.saylor.org/course/view.php?id=388 


OER Africa


https://www.oerafrica.org/ 


Developing professional educational resources with the Hewlett Foundation. 

https://www.oerafrica.org/about-us 

Focus > Agriculture, Foundation Skills, Health and Teacher education for the African context.

 

E.G.

Communication Skills, Kampala university. 

Download Resource as a .docx. As a Google Doc, template to personalise with learning outcomes, modules, aims and units running to 55 pages 


4

Open Educational Resources


https://archive.org/details/education


A library that contains hundreds of free courses, video lectures, and supplemental materials from the US and China. 

Requires Email Sign in. Over 6 million videos. Hilarious archive training films. Old TV and commercials. Super 8mm on sexual maturity. 1973. Download options. The World at War. Genocide. Video 2017 ‘Kick starting Your Career’. 

Nearly 5 million books. 


E.G. 

Book > World War One, Norman Stone

First World War, Horrible Histories. Borrow for an hour. 


OER Commons


https://www.oercommons.org/


Free-to-use learning and teaching content from around the world. 

Author Open Resources. All education levels and adult learning. 


E.G. 

21st Century Skills, including for example digital fluency for adult learners.  

A set of instructional videos paired with a simple assessment. Learners that get a passing score are awarded a digital badge. These can be shared to Google Classroom. 

21st Century Skills for Teachers > Collaboration, Creativity, Communication, and Critical Thinking. Just a set of 5 slides.

 

3

Open Course Library


http://opencourselibrary.org/ 


A collection of shareable course materials, including syllabi, course activities, readings, and assessments designed by teams of college faculty, instructional designers, librarians, and other experts.

Materials shared to Google Drive: Docs, tables, lesson plans and activities. Readily adapted. However heavily US, business and manufacturing orientated. 

3

Merlot


https://www.merlot.org/merlot/ 


Tens of thousands of discipline-specific learning materials, learning exercises, and content builder webpages, together with associated comments, and bookmark collections,

A thoughtful, time consuming sign in process and account verification process that helps place you, your field of interest, institution and students before offering content. 


Filter by: discipline, material type, audience and platform 

Deeply disappointed that having clicked through categories and read through what looked like it would be an up to date YouTube video on Social Media I got the alert ‘This site does not exist’.


Thankfully the next shot, to get a resource that would help students make better presentations with slides was a hit with a TED lecture and blog > https://blog.ted.com/10-tips-for-better-slide-decks/ 


10 tips on how to make slides that communicate your idea … 

Then directly into creating a learning exercise from it with a lesson exercise sheet to complete >


The Learning Exercise form will allow you to define the tasks, audience and all aspects of the exercise for others to use with the corresponding MERLOT material. Please provide as much information and detail as possible.

Twice more a dead end.

Then not only off site, but further sign in and payment expected. 

Go through THAT official registration successfully but still have no access.  


3

OpenStax CNX


https://cnx.org/ 


Tens of thousands of learning objects, organised into thousands of textbook-style books in a host of disciplines,

Books, so pages, with diagrams, text and exercises. Search by subject, browse by keyword and publication date. 


E.G. 

SWOT analysis > https://bit.ly/2VI8ZsR 

Employer Training and Development > https://bit.ly/2VE5Fim 


However, the community is self-managed, which rather like people who blog can result in some random contributions and domination by an individual. 


3

AMSER Repository


https://amser.org/ 


A portal of educational resources and services built specifically for use by those in Community and Technical Colleges 

Applied Math and Science Repository. 


US but many subjects covered even though Science bias, with military science, arts, history etc: but the taxonomy search/browse did not work. More like an index. Some content from 2001. And three times ended up with an empty ‘folder’ with no resources to use. 

1

Solvonauts


http://solvonauts.org/


A search engine that searches across repositories (they also provide open repository software for institutions wanting to set up their own repository of OER).

No sign in. Simple, too basic, too 2010.


More like a directory. The content I considered was out of date and simply a video of someone’s presentation 

1


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Open Warfare and 'The Battle for Open' - E-learning gets connected

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Edited by Jonathan Vernon, Thursday, 11 Dec 2014, 06:52
From E-Learning V

Fig.1 The Battle for Open - Martin Weller. Available free to download

Full of the latest thinking and facts on open learning with special attention paid to MOOCs. Of most interest will be the work of Katy Jordan on retention rates. Here various papers are easy to find.

Enrich your knowledge on where learning is going. 

From E-Learning V

Fig.2. From The Battle for Open. p102 Attrition rates at a glance

Here are the figures to have at your fingertips:

  • The average (median) sign up is 43,000 of whom 6.5% complete - the range is from 4,500 to 226,652.
  • Completion rates correlate to course length, the shorter the more complete. Though the variance is from 0.9% to 36.1% with a median of 6.5%. Completion rates of 5% are typical.
  • 50% of those who enroll become active students. This is vital to recognise. All sign-up figures should be halved to give a working student population.
  • Completion rates as a percentage of those who are active range from 1.4% to 50.1% with a median of 9.8%.
  • The caveat I would give is that completion rates are too generous, you only have to do 50% of the course to qualify, so these figure could possibly be halved again. For me, completion means someone who takes part from beginning to end.
  • 45% of those who sign up never turn up or do anything. By the end of week two we are down to 35%. And by the end of week 3 or 4 it is plateauing near 10%.

REFERENCE

Jordan, K 2013, Hill 2013 MOOC completion rates. Initial trends in enrolment and completion of massive open online courses. http://oro.open.ac.uk/39592/

Weller, M. 2014. The Battle for Open: How openness won and why it doesn't feel like victory. London: Ubiquity Press. DOI: http://dx/doi.org//10.5334/bam

 

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What role does the protagonist play?

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Edited by Jonathan Vernon, Wednesday, 10 Dec 2014, 06:28
From E-Learning V

Fig.1. Maka Paka from 'In the Night Garden'. How would Maka Paka cope in the real world? An idea for a short story. 

From 'How to Read a Mind' a FutureLearn MOOC from the University of Nottingham

I expect a protagonist to instigate and respond to people and their world and changing circumstances in a way that is in character - even if I don't know fully what this character is until the end of the book ... or a series of books in which they might appear.

What makes them believable can be a tiny thing: a turn of phrase that sounds familiar and right for them, the detail of something they are wearing, how they eat or write, the choice of music or radio station, very particular things: if eating but engrossed in chat between friends do they keep chewing, swallow, speak with their mouthful, spit it out, choke?

A protagonist becomes believable when I recognise their traits in others, real or fictional, but in a way that gives them an original slant and so a new take on the world.

I have personal conceptions of mother, brother, father, grandfather, friend, as well as conceptions were I to be in someone else's shoes, or reading a novel. I fear that a set of criteria could be as stultifying as any of a myriad of books I've looked at or read on 'how to write fiction', whether in a novel, movie, radio or stage play. My tack will always be to take interest in one remarkable detail.

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O is for The Open University

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Edited by Jonathan Vernon, Tuesday, 3 Jun 2014, 12:57

My Open University Decade

  • Openness

  • Open Educational Resource (OER)

  • Open Learning

  • The Open University

  • Open Ed

  • Oxford Internet Institute

  • Open Research

The Open University was made for the Internet. First envisaged as 'the university of the airwaves' because of its use of TV and Radio, The OU went on to become one of the world's leading providers of distance education in the world. Not surprisingly, through a number of faculties or institutions (IET, CREET, Open Learn), The OU is at the forefront of innovative e-learning and e-learning research.

In the Master of Arts Open and Distance Education degree 'openness' is one of the key themes; a movement aimed at providing and sharing education resources and thinking openly.

I've included the Oxford Internet Institute for its niche research and teaching on our use of the Web. 

Open Ed – an annual conference looking at Open Education (linked to the Open Ed 2013 conference website as they have a different website every year)

OER – the annual conference in the UK looking at Open Educational Resources and Open Practice (known as OER13, OER14, etc.)

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What would Steve Jobs have done with e-learning? Other than calling it iLearning?

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Edited by Jonathan Vernon, Wednesday, 15 Oct 2014, 13:21

Martin Bean, OU Vice Chancellor: We are at the Napster moment in Higher Education

Martin Bean Key Note - notes from the 2012 HEA conference.

If there is a transcript please let me know!

I took a couple of hours as part of H818:The networked practitioner to follow this presentation closely. It makes you proud to be an OU student, or in my case now, an OU Graduate. Our Vice Chancellor, better perhaps than any other, has an inspired and informed, and often witty outlook on the future of education.

He makes the point that technology in education has everything to do with brain-ware, not software,. that 'we thought our job was done when we got people plugged in'.

He calls for educators in tertiary education to 'do the right thing by our student'

Technology is the enabler - it still requires great teaching.

He is at pains to point out that our approach to education is stuck in the past, that it is NOT about rote learning to regurgitate in an exam, but helping students make sense of the information available to them.

He is HIGHLY critical of research students who rely on the top 15 hits in Google Search and Wikipedia.

His handle on the current student is insightful. He makes the point that 'they want to blend their digital lifestyles with their learning - rather they would say it is 'just the way they live'.

We need to create a trusting environment where the student can challenge the information. 

There needs to be deconstruction and reconstruction of the pedagogy to make it more relevant

He calls for the 'sage on the stage to coach on the side'.

Our National Surveys say that our students want to spend time with us.

This human component is crucial for success and retention.

Martin Bean asks, 'what would Steve Jobs do?'

  • People and process remain more important than the technology
  • What the OU does: relevant, personalised, engaging learning.

How do we inspire people in those informal moments?

The OU are lucky and unique to be able to work with the BBC on productions like the Frozen Planet ...

  • YouTube as an open education repository
  • iTunes - 1:33 come in to find out more
  • Apple authoring tools

The value and opportunity of mobile

  • Akash - a tablet in India running on Android for under £50, so cheaper to give students one of these and access to the Internet than buy academic books.
  • 400 eBooks. e.g. Schubert's poems, listening to music, seeing the manuscript, reading annotations then looking at the original handwritten manuscript ...

How do we as educators do what we do so well?

  • MOOCs - engagement of hundreds of thousands, if not millions in meaningful ways.
  • More than anything esle technology creates access

We are at the Napster moment in Higher Education

See the Hewlett Foundation website for the scale of OERs. 12,000 hours of OU Open Learn for example.
Nurturing powerful communities of learning

  • Break the content down into shorter milestones
  • Qualifications with market currency
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H818 Activity 2.1 Openness in a connected world of education

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Edited by Jonathan Vernon, Tuesday, 21 Oct 2014, 08:14

Fig.1 Posing for a scamp at the School of Communication Arts, 1987

H818 Activity 2.1

I will only publish in open access journals.

I'm not a professional academic. Should I publish then I imagine the calibre of the journal will count for something. As a professional writer (copy, scripts, speaches), with exception of blogging I am used to being paid for my words.

I will share all learning material that I create and own openly online.

From the moment I started to blog I have been part of self-help groups 'publishing' openly on everything from blogging to creative writing, swimming teaching and coaching, social media, the First Worldd War and e-learning. My goal over the next year or so is to produce under a Creative Commons module a series of 30 to 1500+ micro- OERs, one minute pieces with Q&A attached, as what Chris Pegler terms 'Lego Techno Bricks'.

I maintain an online social media identity as a core part of my professional identity.

It lacks professionalism as I don't edit it or write to a definable audience but I have a substantial e-learning blog that largelly, though not exclusively, draws on my MA ODE experiences (in fact I started on the MA ODL in 2001 and blogged on that too). I use Google+, Linkedin and Twitter haphazardly by pushing blog content to actual and potential commentators, participants and followers.

I take a pragmatic approach and release some resources openly if it’s not too much extra work.

I come from corporate communications where created content is closed to employees.

I have concerns about intellectual property and releasing my content openly.

Actual words of fiction I write is my copyright, Factual I care less about. Whilst a blog is largelly like a recorded conversation, a formal paper would need to be recognied in the appropriate way.

I will share all material that I create and own openly online, as soon as I create it.

No. I cannot hope to earn a living or sustain my interests if I cannot both charge for my time and my ouput.

 

 

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What is the point in playing chess if you let a computer give you the answers and all you do is move the pieces?

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Edited by Jonathan Vernon, Tuesday, 11 Jun 2013, 09:20

IMG_5002.JPG

The act of playing chess, and the process of thinking it through is the joy and the learning.

  • What will be the point as or once all the answers are online?
  • Where we let algorithms and the Web provide the answers?

Does this mean that anyone can be a doctor so long as they have a smartphone in their pocket and a good connection?

Knowledge acquired is how learning occurs.

  • The learning process is necessary in order for the brain to make sense of it (or not)
  • And we do so, each of us, in an utterly unique way.
  • Less so because of when or where we were born,
  • But because we were made this way.

'Je suis comme je suis, je suis faite comme ca'.

Our DNA is unique and the brain it constructs also.

Not hard considering considering:

  • There are some 98 billion neurons in there.
  • And every neuron has some 10,000 connections.

It is this mass of interconnections that makes us both ridiculous and smart,

Able to think in metaphors, provide insight, solve problems, conform, deform and inform.

And fall in and out of love.

Enthusiams bubble up like farts in the wind.

Life is like a game of chess

We are its players and pieces whether we like it or not.

It is the sense of participation and control that makes life worth living.

Which suggests that absolute machine power - Google-eyed algorithms could be no better than prison.

Life is not a game though

And we are more than merely players.

There is no need to strut and fret our hour upon the stage.

Unless ...

It is a story we tell, defined by our actions and responses

A rollercoaster of our own making.

There is no need for noise and tension,

where we can be cool in war and love.

 

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H817open MOOCs to get lost

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Edited by Jonathan Vernon, Wednesday, 15 Oct 2014, 12:58

 

'If you're not lost and confused in a MOOC you are probably doing something wrong'. Martin Weller (18:45 25th March 2013)

 

A terrific webinar hosted by Martin Weller with George Seimens speaking. Link to the recorded event and my notes to follow.

 

I took away some key reasons why OER has a future:

 

1) Hype between terrifying and absurd.

2) State reduction in funding will see a private sector rise.

3) Increase in rest of world's desire for HE OER

4) Certificates growing.

5) The Gap

6) Accelerating time to completion

7) Credit and recognition for students who go to the trouble to gain the competencies.

8) Granular learning competencies and the gradual learning and badging to stitch together competencies.

 

‘MOOCs indicate that we are seeing a complexification of wishes and needs’ - so we need a multispectrum view of what universities do in society. George Seimens, (18:51 25th March 2013).

 

 

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H800 WK21-22 Activity 3b Read the NSF Task Force on Cyberlearning Report

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Edited by Jonathan Vernon, Thursday, 1 Nov 2012, 16:39

Report of the NSF Task Force on Cyberlearning

June 24, 2008

A great deal has happened in the first six months of 2011, so reading a report published in 2008 already feels as if there are hints at what could be.

It is intriguing that projections for 2015 read like what is happening in 2011.

The rate of change can be so rapid, technologies and services leapfrogging each other all the time.

(Selective parts as indicated rather than all 49 pages. Initially download and the intro printed off. Then downloaded to an iPad and opened an iBook. The versatility here is to skip through unnecessary pages without a thought, and to pull up text in a way that gives it both tactile and visual emphasis, like crumbing flour and sugar to make bread. Suddenly reading takes on the digitation (as in a finger-like action, rather than digitisation) of cooking.

If you haven't read this my suggestion would be - don't bother! Better to read all 33 pages of the extraordinarily insightful and precise US 2011 Horizon Report.

Published in 2008 this NSF Report admits that it is based not on the latest thinking (2008), but on reading publications which by there very nature are likely to be a couple more years old. i.e. in such a fluid, fast-changing environment go for something reasoably current, if not a live-feed or discussion. My preference is to be drawn into expert discussions in various Linkedin Discussions.

My Notes

· Learning is as accessible through technologies at home as it is in the classroom

· Cyberlearning, the use of networked computing and communications technologies to support learning.

· The educational system must respond dynamically to prepare our population for the complex, evolving, global challenges of the 21st century.

· Web technologies enable people to share, access, publish – and learn from – online content and software, across the globe.

· The global scope of networked educational materials, combined with recommendation engine software, helps individuals find special niche content that appeals to their needs and interests.

· Mobile computing not just with laptop computers but also with cellular phones, internet-telephony, videoconferencing, screen sharing, remote collaboration technologies, and immersive graphical environments make distributed collaboration and interaction much richer and more realistic.

EIGHT core strategies to promote the growth of Cyberlearning effectively

1

2

3

4

5

6

7

8

These are mentioned in the introduction, but in the course of my reading they failed to materialise. Perhaps someone can enlighten me.

Similarly, in the introduction we are enticed by the prospect of ‘SEVEN special opportunities for action that have the greatest short-term payoff and long-term promise among the many that NSF might pursue’. I couldn’t find these either.

1

2

3

4

5

6

7

FIVE recommendations that cut across the strategies for growth and opportunities for action detailed in the body of the report.

Here I had more joy as the points are spelt out and bulleted:

1. Cross-disciplinary

2. Interoperable

3. Transformative power

4. Promote open education resources

5. To flourish beyond the funding of a grant

Opening Paragraph

Well-meaning and ambitious, as if written to convince the likes of the Gates Foundation for funding. Just as the US repeatedly saves the planet in block buster movies, here they go again with the evangelical zeal of their founding father.

‘To address the global problems of war and peace, economics, poverty, health and the environment, we need a world citizenry with ready access to knowledge about science, technology, engineering, and mathematics (STEM); social behavioural, and economic sciences, and the humanities.

Our primary, secondary, and higher educational system in the United States today lack the capacity to serve the full populace effectively, not to mention support the lifelong learning essential for coping with our rapidly evolving world. While technology cannot solve all the world’s educational challenges and crises. It has the potential to broaden educational opportunities, improve public understanding and strengthen learning in classrooms and beyond.

· Internet has matured

· High-performance computing and advanced networking are ubiquitous

· Have cell phones

· Becoming a viable educational platform

‘New innovations will continue to be introduced over the coming decade and continually reconfigure the realm of possibilities for learning in a networked world'.

Cyber-enabled learning for the future (Ainsworth et al, 2005)

Cyber from Norbert Wiener (1948)

‘We can now interact at a distance, accessing complex and useful resources in ways unimaginable in early eras.’ 11

YOU NEED THIS DIAGRAM, I WILL IN DUE COURSE DO A SCREEN GRAB AND ADD IT HERE

I always go for concentric rings, ripples from a pool, the rings and satellites of Saturn’s or planets in the Solar System as indicative metaphors for ‘spheres of influence’.

CF Figure 1. Advances in communication and information resources for human interaction (Roy & Jillian Wallis)


As Lord Putnam in the H800 Wk21-22 course notes is quotes as comparing advances made in surgery compared to teaching

 

‘Few of the innovations tried over the ensuing 25 years have resulted in large-scale change in education. Despite the revolution wrought by technology in medicine, engineering, communications, and many other fields, the classrooms, textbooks, and lectures of today are little different than those of our parents’. (And grandparents?) 12

‘K to grey’ p7 or ‘K to gray’ p12 ?

I will spot the single typo in a book that runs to 400 pages. Here I spot an inconsistency in what will no doubt become as clichéd as ‘24/7’ or ‘cradle to grave’ as a catch-all indicator/desire for life-long learning.

‘Grey’ is a proper noun, as I Lord Grey, Lady Jane Grey, even the Grey Ghost, though of course it might be the gray Grey Ghost, and once she’d had her head cut-off Lady Jane Grey would have turned gray.

Radical change is rarely instantaneous

‘Value is shifting from products to solutions to experiences’ (Prahalad & Krishnan, 2008. P.24)

Cyberlearning offers opportunities to be on the frontier of technical, social, learning, and policy research, information technology has the potential to close knowledge gaps as new digital divides appear with each wave of technical innovation. The challenge is to create a dynamically evolving system to support the learning requirements of 21st century society, work, and citizenship – from K-12 to higher education and beyond to lifelong learning (Rising Above the Gathering Storm. Energizing and Employing America for a Brighter Economic Future, 2007).

My opinion is that there is considerable wishful thinking here given the number of disenfranchised/marginalised groups in western populations both rural and urban, by culture/background, let alone millions fighting to find drinking water and food each day. If the forces that spread education globally train for now more teachers to go out into the field, all well and good, but I don’t see aid agencies handing out smartphones in the refugee camps of Somalia, Ethiopia and Kenya.

BACKGROUND

Why is this such a propitious time for a cyberlearning initiative?

· Quantity, variety and quality of content

· Constant beta releases

· Open, interoperable and global publishing for anyone of anything

· Open Learn

· Creative Commons

· The Long Tail marketplace … purchasing niche items below the popularity curve (or at either ends of it).

· A different ecosystem of learning materials is evolving

‘Advances in computer graphics, interactive visualisation, and immersive technologies now provide verisimilitude to the physical world, a window on unseen processes, and support for hypothetical explorations.’ P17

3.4 Target new audiences pp.27-28

· Materials used in unanticipated ways

· Should be deliberately made for multipurpose uses

· Adapt, mix, mash up.

· Engage users at inception

· Context awareness and content adaptability (Pea and Maldonado, 2006)

GalaxyZoo

· July 2007, 100,000 took part. December 2007 a Dutch teacher made a discovery.

· Also that moth and Spotify

4.3 Harness the deluge of learning data pp 43-44

Imagine this is 2015. Our teacher has quantitative and qualitative data about their students. This is happening with the Khan Academy 2011 and has been running for a couple of years.

· Not so sure about brain imagine and physiological factors

· Spend valuable practice time where it is required.

6 Summary and Recommendations

1. Develop a vibrant Cyberlearning field by promoting cross-disciplinary communities of Cyberlearning researches and practitioners.

2. Instil a platform perspective into NSF Cyberlearning activities

(I disagree. This is not a religion. There is no need to build a church and invite people to attend and take part).

3. Emphasize the Transformative Power of ICT learning. From K to Gray. Synergistic relationships with  Foundations: Gates, Hewlett, Kauffman, MacArthur, Mellon)

4. Promote OER

5. Sustain innovations

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Design Museum

JISC 2011 on Open Content

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Edited by Jonathan Vernon, Monday, 18 Nov 2013, 11:34

I might be 275 miles away from JISC 2011 but when I heard my 'jj27vv' Twitter 'handle' used I felt as if I'd been transported to Liverpool. I certainly had to remind myself that I wasn't there ...

The question/s were to do with the use of Open Content, that there never was a blank sheet and that in something like a wiki a history of authorship is tracked.

 The resonses came from:

Amber Thomas, Programme Manager, JISC

Chris Pegler, Senior Lecturer, Open Univeristy;(Our Course Chair in H808 for a while)

Stephen Stapleton, Open Learning Support Officer, University of Nottingham

Vivien Sieber, Head of Learning and Research Services, University of Surrey

Tony Hirst, Lecturer, Open University.

This session and the others are available as podcasts.

Of most use will be the top tips for use of Open Educational Resources by each of the panelists.

 

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H800: 20 Wk2 Learner-Centred Pedagogy in challenging environments

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Edited by Jonathan Vernon, Saturday, 27 Aug 2011, 12:31

H800 Wk2 Activity 5

BHUTAN

The Royal University of Bhutan has been established for 2 years. In some respect it is like the University of the Highlands in the UK, but students have to relocate so that they can study their chosen subject as they have no online technology beyond email exchange.

The issues in relation to introducing new teaching methods and technology include:

• sceptical of distance learning

• not used to the Western values of :

• +curiosity

• +rationality

• +creative approaches to learning.

The response to this should be to:

• Experiment with web-based solutions and wireless Internet.

• Nurture progressive and open education within the limits of the technology.

NEPAL

95% students attend Tribhuvan University in Kathmandu which has been established for 50 years. 89% of the population lives in villages with only 2% attending higher education.

Like Bhutan teaching methods are conservative with memorisation and exams. (Instructivist) and they:

• Can’t see worth of the degree.

• Scepticism

• Poor Internet.

The response to this has been to:

  • Experimenting with video links and wireless Internet

In contrast, in Africa, the University of Malawi has tackled the inherent problems of geography, demand, traditional teaching methods and poor resourcing with a willingness to try new things, championed by the Vice Principal (even if some of the rest of the senior management are negative). The result has seen a successfully adaption of more learner-centred approaches to teaching mid-wifery and agriculture, with more use of CD-Rom than unreliable Internet and digitised Open Educational Resources to overcome copyright issues and handling/storing/lending textbooks.

The University of Malawi UNIMA was established on independence in (1964). It has four colleges and a polytechnic. Demand for places has grown whilst access to physical and human resources is fixed for example, in 2009, 5,600 sat the exam for 1,152 places,

PROBLEMS INCLUDE

• A quota for spatial diversity (and its legal validity/value)

• Inadequate supply of copyrighted textbook leading to demand on reserve section of libraries and old books being rebound many times

RESPONSE

• Use of Open Education Resources (OER are teaching, learning, and research resources that reside in the public domain or released under a copyright licence that permits their use and or re-purposing by others).

‘To include full courses, course readings, course materials, modules, textbooks, streaming videos, tests, software, and any other tools, materials or techniques used to support access to knowledge’. (The Use of Open Education Resources at the University of Malawi (UNIMA)p2

• train staff so they can exploit e-learning strategies

• overcome problems related to large class size

• provide students access to affordable, quality learning resources. (ibid p2)

 

UNIVERSITY OF MALAWI COLLEGE OF NURSING

SAIDE%20Malawi%20Midwifery%20PBL%20GRAB.JPG

The College of Nursing developed a course that would move students away from having a purely theoretical knowledge to being able to apply their skills and knowledge clinically.

• Aim for one third theory and two thirds practical skills

• Incorporate a problem-based learning (PBL) approach.

OVERCOMING PROBLEMS

• Support to teach in a different way.

• Minimised any dependency on connectivity by using CDROMs

KEY CHANGE IN PEDAGOGY

‘The final product included an orientation section, which introduced the PBL methodology and spelled out how student involvement was different from traditional learning methods’. (ibid p6)

PROBLEMS WITH CHANGE

Piloted in February 2010, the midwifery learning environment generated a high level of interest among students.

Uptake in using the materials was slow as staff and students had to adapt to a different methodology of teaching and learning. However, a second piloting of the course occurred between June and August 2010 with a group of midwifery diploma students.

‘Integrating the PBL methodology might take some time, but there is growing consensus at KCN that using OER is a cost-effective way of creating high quality teaching and learning materials’. (ibid p6)

However, problems with Internet connectivity often made access difficult. (ibid p7)

BUNDA COLLEGE OF AGRICULTURE

• A series of writing workshops facilitated by OER Africa/IADP assisted

• BCA staff to source, analyse, and adapt a variety of existing

• OER to help craft the textbook.

Products and Outcomes

While it initially proved difficult to wean the writing team off their familiar copyrighted texts, the BCA team felt afterwards that there is a role for OER in the production of university texts.

ISSUES

• Time to search for and developed OER • Bandwidth at the college inadequate • Lack of senior management buy in • Lack of funding

SUCCESS DUE TO:

• Champion for ICT in Dr Emmanuel Fabiano

• Willingness to experiment and build on lessons learned

• Project funders OSISA, The William and Flora Hewlett Foundation and Ford Foundation.

REFERENCE:

The Use of Open Education Resources at the University of Malawi (UNIMA) 2009

Author/researcher: Andrew Moore & Donna Preston.

Editor: Neil Butcher & Lindsay Barnes

 

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