Tag: mooc
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The evolving role of open online courses in lifelong learning journeys: the MOOC isn’t dead
This article summarises the evolving role of massive, open, online courses (MOOCs) in the context of lifelong learning and professional learning. As a form of self-paced, and in some ways self-directed, online short course, the MOOC format lends itself to a variety of pedagogical approaches. Some focus on content delivery, others on activity and learner…
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Enabling professional development by letting go of the pedagogical paradigms: considering the role of learning design, data and research in my practice (part 4 – learning rhythms)
This is the final post of four capturing my paper presented at the ALT Conference, 3-5 September 2019, Edinburgh (abstract, annotated slides, video recording). This section looks at the contradictions prevalent in designing MOOCs (massive open online courses) and expands upon the presentation with exploration of personalised learning. Previous posts explored: professional learning perspectives, contradictions in open…
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Enabling professional development by letting go of the pedagogical paradigms: considering the role of learning design, data and research in my practice (part 3 – data)
This is the third post of four capturing my paper presented at the ALT Conference, 3-5 September 2019, Edinburgh (abstract, annotated slides, video recording). The first post explored learning design perspectives that influence online professional development for teachers. The second post looked at the contradictions prevalent in designing MOOCs (massive open online courses) and explored personalised learning. This section…
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Enabling professional development by letting go of the pedagogical paradigms: considering the role of learning design, data and research in my practice (part 2 – contradictions)
This is the second post of four capturing my paper presented at the ALT Conference, 3-5 September 2019, Edinburgh (abstract, annotated slides, video recording). This section looks at the contradictions prevalent in designing MOOCs (massive open online courses) and expands upon the presentation with exploration of personalised learning. The first post explored learning design perspectives that influence…
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Enabling professional development by letting go of the pedagogical paradigms: considering the role of learning design, data and research in my practice (part 1 – dilemma and direction)
This reflective article is a version of my paper presented at the ALT Conference, 3-5 September 2019, Edinburgh (abstract, annotated slides, video recording), exploring the ideas that have influenced how I view online learning design for open online courses. It draws upon my experience as programme lead for online CPD at the National STEM Learning…
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Guidance for processing data from FutureLearn
This document outlines the method for data processing learning participation data in the form of .csv files available to course developers and educators running MOOCs on the FutureLearn platform. Guidance for processing learner participation data from the FutureLearn MOOC platform [PDF] This method was used to create the data set for analysing learner engagement as presented…
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Conversational thinking for online learning
In this article I propose that conversational thinking is an important skill to develop in online learners, to enable richer social learning experiences that move beyond contribution and consumption. Conversational thinking “Learning through discussion has value because it provides the motivation for each participant to articulate their concepts and ideas, defend them, reconsider them in…
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MOOC design and retention impact factors
It is widely cited that MOOCs have poor retention rates, anywhere down to 5% of those who start the course may complete it to the end (Allione and Stein, 2016). On any other form of online or distance learning course, those figures would be a sign that the course was ineffective and not meeting the…
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Videos to support learning in MOOCs
In this article I consider why videos and other multimedia that enable narrative and storytelling are prevalent in the learning design of Massive Open Online Courses (MOOCs). During the last #LTHEchat on hybrid learning spaces, there was a side-discussion on the significance of the internet and how it allows for new types of learning to occur within it…