Page 1
Talking About… Learning & Teaching
Talking About…Learning & Teaching
College of Social Sciences, University of Birmingham INSIDE THIS ISSUE 1 2 3 4
5 6
- Welcome - Read Yourself Rich - Sharing Practice
This edition focuses on Student Transition and Induction. Induction can be described as a set of processes that aims to introduce students (whether new to a discipline or level of study) to:
- Supporting Part-Time & Distance Learning Students: Online Pre-Induction & Induction
- Creating an Online Distance Learning Induction Course - Insight into an International Postgrad Online Distance Learning Induction
The University, College, School or Department - its values, expectations and goals The campus (physical and virtual) The centrally supported services (eg. careers) The programme of study and its academic framework Key academic and professional services staff who support the educational process Academic staff who lead modules and assess performance Personal tutor system Peer group
- Using Facebook to Support Students Prior to Arrival in the School of Social Policy
- Building Community: Using Social Media to Promote & Publicize What’s On in HSMC - Welcome Week Activities: Speed BSc
While the 2014/15 induction period is fresh in your mind we’d like to share some ideas and practice from around the College and University to inspire you for the future.
7
- Teaching with Technology
8
- Teaching with Technology
9
Welcome
- Welcome Week and Beyond: Using Clickers to Make Learning Visible
10 - Spotlight on the Birmingham Wiley Partnership
11 - What does a Director of Educational Enterprise Do? - Cartoon Caption Competition
12 - What’s On: Save the Date 13 - Education in Practice: A UoB Journal - Creating & Communicating (MOOC) Learning Designs: A Wicked Problem
14 - Cont. 15 - Cont. 16 – Spotlight on the Postgraduate
We hope this issue stimulates your interest and encourages you to think about how these examples and the support available that could potentially help you in your own practice. We always welcome your contributions for future editions. Please submit articles to: d.m.hinton@bham.ac.uk. TALT is edited by Danielle Hinton (CoSS ELearning) and Professor Mike McLinden (School of Education).
Certificate in Academic Practice
College of Social Sciences
Vol 8 No 1, 2014
Page 2
Talking About…Learning & Teaching
Read Yourself Rich: From TALTs eBookshelf Just a reminder of some excellent publications produced as part of the Higher Education Academy’s (HEA) five-strand research project “Flexible Pedagogies: preparing for the future”. Flexible pedagogies: preparing for the future (main report) Flexible pedagogies: new pedagogical ideas Flexible pedagogies: part-time learners and learning in higher education o Audit Tool Flexible pedagogies: employer engagement and work-based learning Flexible pedagogies: preparing for the future
View the Online educational placement visits for specialist teachers Case Study from the Department for Inclusion and Special Needs (DISN) in the School of Education
Reference is made in Flexible pedagogies: part-time learners and learning in higher education to a selection of case studies that illustrate how flexible pedagogies have been developed to support the needs of part-time learners. The Placements case study (right) illustrates an example of a learning activity that draws on the perspective that interactive environments are provided for knowledge to be developed (either individually or in groups) with activities offered that encourage experimentation and discovery of principles, with support offered for individual reflection and evaluation.
Sharing Practice From Across the University Before we share practice from around the College and University we’d like to remind you of the range of centrally created resources available on the University website. Designed to support students both pre-induction and induction process, these include:
Welcome: http://www.birmingham.ac.uk/welcome/index.aspx Skills4University (pre/early interactive induction activity on skills needed for learning in HE): http://www.skills4uni.bham.ac.uk/ Guide to Effective Learning (online study skills support resources) http://www.gel.bham.ac.uk/ Virtual tour: http://virtualtour.bham.ac.uk/ Student Led Video Guides:http://www.birmingham.ac.uk/undergraduate/birmingham/mybh am/index.aspx Interactive plagiarism course (Canvas self sign-up): https://intranet.birmingham.ac.uk/as/studentservices/conduct/plagiarism /interactive-course.aspx
On the following seven pages we have gathered together a range of examples of practice from across the University. From the use of social media through to ideas to support the transition to learning online via Canvas, we hope you will find something of interest.
College of Social Sciences
Vol 8 No 1, 2014
Talking About…Learning & Teaching
Page 3
Supporting Part-Time and Distance Learning Students: Online Pre-Induction and Campus Induction For the distance learning and part-time, blended campus learning programmes in the School of Education two types of induction are provided for students. Dr Penny Lacey (‘Severe, Profound and Multiple Learning Difficulties’ (SPMLD)) explains:
Dr Penny Lacey Senior Lecturer & Lead for SPMLD School of Education
“The first is an online induction as introduction to blended learning. The material resides in a special open access Canvas course so the link can be sent to participants as soon as they have been given an offer (conditional or unconditional). This initial induction gets the students fired up and helps them to get familiar with the online environment.” The following materials represent the range of 2014 pre-induction materials created. They result from a dedication by the Department for Inclusion and Special Needs (DISN) in regular sharing of education enhancement practice.
Visual Impairment Pre-Course Material 2014 Multi Sensory Impairment Pre-Course Material 2014 SPMLD Pre-Course Material 2014 Autism Studies Pre-Course / Induction Material 2014 Webautism Pre-Course / Induction Material 2014
Most distance learning programmes within the School of Education also include two University based residential long weekends (Fri-Sun) each year of the two year programmes of study. Neil Hall, programme director of the Social, Emotional and Behavioural Difficulties Masters programme shares his experiences:
Neil Hall Lecturer in Social, Emotional and Behavioural Difficulties (SEBD)
“Students attending the induction residential study weekends always comment favourably on how much they value meeting and working with other students and the tutors and professional staff. They have the opportunity not only to check out the fantastic facilities of the campus, but also to receive individual and group tutorials, lectures and workshops from recognized SEBD experts and important times in which to socialize.
Although not a mandatory component of the programme, everyone who does attend states how helpful it has been to orient themselves to studying online with Canvas School of Education and to identify from whom they can be supported once they return home, whether this is in terms of advice about the technology for and methods of e-learning, pedagogical matters in relation to individual and group online tasks, and or about further reading and research. Starting off successfully with such an event, with the mutual support that is engendered by students and staff alike, is a hugely helpful Canvas can be utilised to boost to many people's confidence and students frequently reflect on how much this has contributed to the overall enjoyment of their learning and online interactions.” provide pre-induction materials including Penny concludes: advice and activities. Make sure that you change Settings to “Make this course publicly visible”.
“The on-campus induction programme enables students to make the best of the full Birmingham experience... It is really helpful for these part-time students to feel part of the University. For example, they come back from finding their own lunch, buzzing with enthusiasm and raring to start the afternoon sessions. They go home on Sunday afternoon exhausted but firmly committed to their programme and the University of Birmingham.”
College of Social Sciences
Vol 8 No 1, 2014
Page 4
Creating an Online Induction Course
Talking About…Learning & Teaching
Distance
Learning
The Language, Literacies and Dyslexia distance learning masters level programme (School of Education) in conjunction with the College ELearning Team (part funded by CLAD) has recently created an Online Induction Module for their students. This course aims to provide all the necessary information to induct students into the programme so that a residential visit is not required. The method of learning involves online reading, literature searches, enquiry based learning through activities and discussion with fellow students in tutor groups, and tutors. Learning is orientated to relating study to students’ professional practice. Study activities include reading chapters and articles on research and practice, quizzes, online discussion of case studies, webinars. Developing studying skills include online searches for research papers, policies and teaching materials, critical reading, problem-solving, and writing skills.
View Online Induction Course https://canvas.bham.ac.uk /courses/5495
Insight into an International Postgrad Online Distance Learning Induction The Department of International Development (IDD’s) distance learning (DL) students are globally spread, with varying degrees of experience in the field of international development. Students will often have potential access issues (censorship, bandwidth, power failures, conflict zones) and the online induction is aimed at familiarising students with Canvas (and testing accessibility); addressing common study concerns; practising elibrary usage; using discussion boards; and addressing plagiarism. Each activity is allocated a 48hr slot within the two week induction period and is actively facilitated to ensure that any questions or problems are addressed rapidly. The online induction begins with a quick guide to Canvas, with students editing their profile, and setting notifications. Students are invited to post introductions to themselves and comment on others. We also discuss any concerns that they may have in studying online. This always generates a lot of discussion, and sets the ‘bonding’ process in motion. Next comes the icebreaker activity which varies depending on the cohort size. For a larger group (30+), this is the Dream Project or, for smaller groups, an international historical/geographical picture quiz with individuals working together to come up with the solutions. The students are then asked to work together to devise a set of ground rules for online discussions (netiquette). This makes them think of cultural differences, respect, and allowing space for others to speak.
Linda Curry Distance Learning Manager IDD, School of Government and Society
Activity now moves to explore learning styles. Everyone is asked to do the Felder test online and then to comment on their results – were they surprised, how useful did they find it, etc. This activity is designed to make them think about how they learn and how they adapt to online learning. We also talk about note taking methods (e.g. mindmaps), time management, and ways of coping with complex topics.
College of Social Sciences
Vol 8 No 1, 2014
Page 5
Talking About…Learning & Teaching
Insight into an International Postgrad Online Distance Learning Induction Cont. The next activity undertaken test students’ understanding of what plagiarism is. Before they start the exercise, they are encouraged to enrol for the UoB plagiarism course in Canvas. They are then given an exercise from Cottrell, S. (2003), The Study Skills Handbook, Palgrave. They have to read a piece on Intelligence and then look at some text examples to identify whether they are plagiarised. Their results then form the basis for a discussion around acceptable writing, plagiarism, and overuse of external resources. Finally the last activity concentrates on library usage with two days of elibrary search exercises and troubleshooting supported by the School’s Academic Support Consultant librarian. By the end of the Induction, students are usually feeling more relaxed about the programme, and have bonded fairly well as a group. Potential points of difficulty (accessibility with Canvas and the elibrary) have also been addressed. The student evaluations for this Induction are always positive. Induction is supported by a pack of material, including Northedge, A. (2005), The Good Study Guide, The Open University and Neville, C. (2009), How to Improve your Assignment Results, McGraw Hill.
Using Facebook to Support Students Prior to Arrival in the School of Social Policy Facebook is another tool that is used to provide a pre-induction community and to answer immediate questions about the University, accommodation, book lists, provide timetables and other course requirements. The School of Social Policy undergraduate programmes use Facebook to support both pre-entry admissions work and also induction. Upon registration, but prior to entry, i.e. late August, all new entrants are invited to the Social Policy Induction Facebook page. Facebook provides a forum for our new students to get to know each other prior to entry, and it seems to be particularly valued in this respect. For example, last year some of our students met up socially prior to entry, so good for networking and building relations from a student point of view. Across the student group as a whole, Facebook seems to have helped to contribute to calming preentry nerves/anxieties too. The Facebook platform is also very useful from an admissions tutor point of view in that many of the questions raised on the Facebook site, are questions/issues which are common across the student group. In addition, Facebook also provides us with a forum for sharing news and information about admissions is very useful from a pre-induction point of view, i.e. provides us with a forum for information sharing. Students seem to fairly seamlessly migrate to alternative media when they arrive with us, i.e. Social Policy student Facebook site, departmental Canvas communication channels etc. For more information please contact Tina Hearn or Dr Lisa Goodson.
College of Social Sciences
Vol 8 No 1, 2014
Page 6
Talking About…Learning & Teaching
Building Community: Using Social Media to Promote & Publicize What’s On at HSMC Storify is an online social media tool that helps make sense of what people post on social media. Users curate the most important voices and turn them into stories. This interesting tool has potential for building a sense of community & promoting engagement for both students and staff through the creation of stories about transition to study, of Welcome Week and much more. The HSMC Library have been using Storify as a way of promoting and publicising what’s been going on at HSMC (School of Social Policy) during the week. Staff and students are kept up to date with what their colleagues have been doing and what they have been tweeting about. The items are called “This week @_HSMCentre” and they can be found at: https://storify.com/_HSMCentre.
Welcome Week Activities: Speed BSc The Speed BSc (SportEx) is an exciting and targeted induction activity which involves students doing a whole mini-degree in two afternoons. Students go from an introductory talk to a graduation ceremony in about 12 hours total contact. A lot of their time is spent in small groups, five or six students, trying to achieve a task that they've been set. Staff are ably supported by a group of trained student mentors (second and third years students) who help facilitate the day. Watch the Speed BSc YouTube overview (http://youtu.be/ozfuRpoV31w) and contact Dr Victoria Burns to talk more about this exciting activity.
Speed BSc is based on Speed PhD which you can read about at: http://www.ceebl.manchester.ac.uk/projects/casestudies/83.pdf
College of Social Sciences
Vol 8 No 1, 2014
Talking About…Learning & Teaching
Page 7
Teaching with Technology When technology is key to the student learning experience it is key to provide specific induction activities that allow students to test, model, explore and have fun. This becomes even more important when supporting mature students and students with potential accessibility issues transition to learning online in Higher Education. The following three activities come from the Visual Impairment distance learning programme residentials:
Direct Instruction to Self-Paced Peer Support Using the “Treasure Hunt” (School of Education) Part of the residential experience is an hour and half introductory session to the IVLE – Canvas. For many years this took the form of a traditional “explain and follow” computer cluster session which did not cater for the wide range of experiences and needs of the mature students attending. Four years ago we modified our approach to include a short period of direct instruction introductory material followed by a long period for a mix of selfpaced and peer instruction. Students work through a “Treasure Hunt” (simple quiz) activity supported by staff input as an when required.
Modelling Discussion (School of Education)
Posting
Using
Post-It
Notes
Online discussion board activities (discussion and activities) are an integral element of the programme. An offline F2F activity was devised to provide a safe and supportive environment for students. Students are organised into small groups and tasked with having a short text based threaded conversations using only Post-it notes. The activity is designed to model a text-based, asynchronous and threaded discussion and is conducted in silence. The activity concludes with small group and then whole group discussion about the experience.
Modelling Enquiry Based Learning Discussion: Where in the World Activity (School of Education) A significant element of the Visual Impairment programme is a number of enquiry based learning activities. These activities take place via group discussion (bulletin) boards within the iVLE in a computer cluster. In order to support students in using the discussion boards to work together we devised the “Where in the World” activity. Students were provided with a number of photos (map of Rottnest Island an animal and plant), and asked to establish what they were and where in the world they were from. The activity culminated with each group producing a short summary post.
College of Social Sciences
Quokka family, Rottnest Island, Western Australia Photo: Hesperian CC BY 3.0
Vol 8 No 1, 2014
Page 8
Talking About…Learning & Teaching
Teaching with Technology The Dream Project: An Online Distance Learning Icebreaker (International Development Department) This group based icebreaker activity is designed to model use of the discussion boards as well as helping students get to know each other. This activity is run with internationally based distance learners studying international development. The activity would work well with any student group and mode of learning. Students are given an imaginary (unfortunately) sum of money - £20,000 - and asked to decide, within their group, what they’d like to spend it on. They could, of course, spent it on themselves but are, however, as a number of the modules in these programmes are looking at the reduction of poverty, students are encourages to identify a suitable project to spend it on. “Spend Wednesday and Thursday discussing this within your group. You might want to appoint a group leader to take charge of the 'project'. Once you have decided what you will spend the money on and why etc., then, you will need to draw together the discussion into a short presentation which you will upload to the discussion board. The presentation should state clearly what the 'project' is about, where it will be delivered, etc., etc., with a compelling argument as to why your project should be chosen as the best out of the three groups. On Friday, whilst you are online discussing netiquette, you will be asked to vote (anonymously) for the project which you think is the best. ”
Introducing Students to Using Synchronous Chat for Learning: 21st Century Cinderella Activity (School of Education) The Cinderella Chat activity is designed to provide students with a fun activity that demonstrates the challenges of communicating synchronously using text. Students are asked to retell the story of Cinderella from the time that the letter arrives from the Prince at Cinderella’s house until the clock strikes midnight. There is a twist Cinderella’s Fairy Godmother is elderly and has misplaced her wand. We also provide a shortened version of the fairy tale and allocate specific roles (Cinderella, Lady Tremaine (stepmother), Anastasia Tremaine, Fairy Godmother and Prince Charming) according to the number in each group. In addition guidance on using Chat is provided: 1. Allow enough time for the group to read, think, and type before posting 2. When you want to say more than one sentence's worth, break up what you are saying by typing [More] pressing return and then typing again. 3. Address each post by name, unless you are speaking to the entire group, so they know you are talking/replying to them. 4. Use the suggested Chat Symbols These sessions are always distinguished by the gales of laughter during and after the sessions.
College of Social Sciences
Vol 8 No 1, 2014
Page 9
Talking About…Learning & Teaching
Welcome Week and Beyond: Using Clickers to make Learning Visible Clickers (or Audience Polling) are one excellent way to start to build build student mutual community awareness (demographics, perceptions & expectations) especially during whole group inductions eg. Welcome Week and Residentials (for distance learners). Some sample questions include: 1. Which of the following Raise awareness of diversity includes Qs 3&4) a. A Levels b. BTECH c. Foundation programme d. Mature entry
best
describes
YOU?
2. Do you intend to seek a job as ____________ when you graduate? (Develop insights that link prior and introduced ideas) a. Duh… Yes b. Doo…No 3. Why are you studying ______? (helps consider prior views/explore motivation) a. My parents made me do it b. I have to spend my day doing something! c. To make buckets of money d. To meet other people e. To make a different to society f. Intellectual stimulation 4. XXX 1st year students last year each provided ONE piece of advice for you. Which was their top advice? (Develop insights that link prior and introduced ideas) a. Be organised / keep up to date b. Make friends / meet others / enjoy c. Do all the readings / read more d. Ask for help / ask questions e. Party on with good study technique 5. What’s the difference between school and university? (Promote some ideas over others) a. Haven’t thought about it b. Knowing / understanding is not enough c. No different d. Expected to take responsibility for my own learning Adapted from Table 1. Kift p89 in Banks (2006) Clicker questions can also be utilising in a range of weekly sessions to
Evaluate students’ understanding of concepts As basis for obtaining students’ views on topics in order to start discussions Increase discussion on sensitive topics (ethical, moral or legal issues)
For Turning Point clicker support in CoSS contact Danielle Hinton. For support and training elsewhere please contact Debbie Carter or Paul Foxall. Contact LRAT for bookings.
College of Social Sciences
Vol 8 No 1, 2014
Page 10
Talking About…Learning & Teaching
Spotlight on the Birmingham - Wiley Partnership In the Autumn of 2015 the College will launch three exciting new distance learning (DL) programmes. The Birmingham Business School Distance Learning is launching the DL MBA and DL MSc International Business and the Institute for Local Government (INLOGOV) is launching the MSc in Public Administration. The programmes are a result of collaboration with the University’s partner in online learning, Wiley Global Education. The Distance Learning MBA is a post-experience management degree, and the Distance Learning MSc in International Business is designed for early-career managers. The Director of both programmes is Dr. Michael Shulver of the Procurement and Operations Management Department at Birmingham Business School. The experience of working with Wiley has been incredibly stimulating for Michael. As part of the development process for the programmes, Michael is working up a demonstration module to share with his colleagues at Birmingham Business School: “My subject is Operations Management. I have taught Operations Management for some 15 years and was a practitioner for ten years before that. I know my subject, but I am having to completely deconstruct it in order to build it back up in a form suitable for online delivery. Developing material for online learning requires discipline that one can usually dispense with in classroom delivery. Online, if you don’t address learning objectives with instructional material and assessment, there is little opportunity to “paper over the cracks” as one might do in a face to face environment. With the aid of Wiley’s incredibly capable instructional design teams, I’m seeing my subject in a completely new light. I am very much enjoying the experience.
Michael Shulver Director of DL MBA and MSc International Business Business School)
Catherine Staite (Director of INLOGOV) writes: INLOGOV is really enjoying working with Wiley, who are capable, knowledgeable and good partners. Although we’ve previously experimented with blended learning, on-line learning is still very new to us. We’re currently developing a pilot module and enjoying exploring the potential of new ways of teaching and engaging with students. We are coming to terms with the idea that on-line learning isn’t our traditional teaching in digital formats, it’s an entirely new way of working. That is both slightly scary and very exciting. A press release outlining further details of the agreement is available on the University website:
Catherine Staite Director of INLOGOV (School of Government & Society)
http://www.birmingham.ac.uk/news/latest/2014/10/wiley-onlinelearning-20-10-14.aspx
College of Social Sciences
Vol 8 No 1, 2014
Talking About‌Learning & Teaching
Page 11
What Does a Director of Educational Enterprise Do? A new University department focused on distance learning became a reality in August following the arrival of Ian Myatt into the new role of Director of Educational Enterprise. Ian, formerly Head of Knowledge & Learning for BBC Online, is working in close partnership with Glyn Watson, Director of Alternative Modes of Delivery, to lead on a unified approach to distance learning across the university. A key part of this work is to understand the market context and, where appropriate, identify suitable partnerships through which opportunities can be embraced. A pilot set of courses based on such a relationship is being developed in partnership with the publishing company Wiley. The agreement with Wiley will see us collaborate on the development of an initial four online courses. The first three of these courses will be led by the College of Social Science and will comprise of an MBA, MPA and MSc in International Business. Wiley will lead on the University will management of organisations and other.
the recruitment, instructional design and student retention while lead on the admissions, the teaching, student assessment and student progression. This is a significant deal for both will provide a great opportunity for both sides to learn from each
Ian Myatt University Director of Educational Enterprise
Cartoon Caption Competition Create a caption and complete the speech bubbles for a chance of prizes.
Deadline for entries: Feb 28, 2015 Entries to: Danielle Hinton, MHT 6W Or d.m.hinton@bham.ac.uk
College of Social Sciences
Vol 8 No 1, 2014
Talking About…Learning & Teaching
Page 12
Educational Enhancement Network The Educational Enhancement Network is a platform for discussion, debate and dissemination of all aspects of academic practice. We run a series of events such as workshops, talks and discussions throughout the academic year. To be included in the circulation list please contact Pat Nick. For further information on EEN please contact Marios Hadjianastasis.
E-Learning Practitioners’ Forum Don’t forget this event taking place on the 8th January in the Business School starting at 9:30am.
Two Stage Exams - Learning Together? When: Monday, 19 January 2015 (16:00-18:00) To register please visit: http://doodle.com/35rfgqpnz6gx3pi7 Exams are typically used for evaluation in post-secondary education; two stage exams are a simple technique that changes exams into powerful learning experiences. In two stage exams (aka cooperative exams, group exams, or pyramid exams) students complete a test as individuals and then immediately complete the same, or very similar, test collaboratively in groups of about four. The students' studying, their recent experience with the same questions and the high stakes environment of the exam create very focused and useful discussions among the groups. At the University of British Columbia Two Stage Exams are very popular, used in well over 40 classes. In this workshop we will discuss the features we believe make these exams successful, and how you can deploy them in your own classes.
What is Character? Virtue Ethics MOOC Read more about this School of Education MOOC Register Now at the FutureLearn website
Join Tom Harrison and colleagues starting 19th January 2015 for a 2 week exploration of the theoretical and philosophical basis for character education, including a background to virtue ethics and gain practical knowledge on taking character education into educational settings. Throughout the course, you will debate if and how character might be taught in a conscious, planned and reflective way.
Our Special Interest Groups (SIGs) Need Your Support Polling Users Group (PUG) This Special Interest Group on clickers and polling serves as a discussion forum for any staff interested their learning and teaching application. Please register your interest in joining PUG and whether you would be interested in sharing practice. To be included in the circulation list please contact: Debbie Carter or Paul Foxall. Distance Learning Special Interest Group (DL-SIG) The Distance Learning SIG aims to provide a forum for academic and support staff to discuss issues related to distance learning including sharing practice, learning design and advocacy. Meetings are organised approximately once per term. To be included in the circulation list please contact: contact Danielle Hinton.
College of Social Sciences
Vol 8 No 1, 2014
Talking About…Learning & Teaching
Page 13
Education in Practice: A UoB Journal Michael Grove and Professor Jon Green Education in Practice is the teaching and learning journal of the University of Birmingham. It provides an accessible publication route for all University staff, be they academic members of staff or members of professional and support services, looking to disseminate learning and teaching practices, ideas and developments in a scholarly and evidence informed manner. Contributions are also warmly welcomed from both undergraduate and postgraduate students discussing learning, teaching and educational matters, particularly those developed in conjunction with University staff.
View Issue No 1 (November 2014)
Education in Practice focuses upon educational practices within the University of Birmingham, and a range of contributions are sought: from full scholarly papers; reflective or discursive articles; reviews; short case studies and examples of practice, and ‘How to’ guides. Contributions are aimed at informing the work of others and at directly influencing practices and approaches that enhance student learning. All submissions are peer reviewed by a cross-University Editorial Board. CoSS editorial board members include: Joe Berry (Email: j.r.berry@bham.ac.uk ), Danielle Hinton (Email: d.m.hinton@bham.ac.uk ) and Professor Mike McLinden (Email: m.t.mclinden@bham.ac.uk ) Contributions are always welcomed. Please see the journal website for information and guidance.
Creating & Communicating (MOOC) Learning Designs: A ‘Wicked Problem’ Reflection on creating the Cooperation in the Contemporary World MOOC (School of Government and Society)
Challenges Traditional (campus) UK learning design may be described often as a solitary, ‘understood’ and ordered academic process. Whereas developing online and blending learning more often requires cooperative teams, is often an inherently messy and complicated process. The challenge of developing a Massive Open Online Course (MOOC) is seen on many levels:
need to develop new cooperative teams of academic (9) and professional services (2) staff requirement for translation (new language and tools) developing different ways of thinking and working grappling with a social constructivist virtual learning environment in beta (FutureLearn) applying a synthesis of multiple learning models/frameworks in new arenas (eg. Laurillard (1993), Oliver (1999), Salmon (2000), Rovai (2002), Morón-García (2006), Garrison & Vaughan (2008) and Herrington et al (2010)). removal of ‘safety barriers’ (numbers and types of students) fast pace of change requires enquiry problem solving and decision College of Social Sciences Vol 8making No 1, 2014
Page 14
Talking About…Learning & Teaching
Creating & Communicating (MOOC) Learning Designs: ‘Wicked Problem’ Cont.
removal of ‘safety barriers’ (numbers and types of students) fast pace of change requires enquiry problem solving and decision making the “problem” is progressively understood as solutions were developed we had ‘no right to be wrong’ – institutionally the expectation was that we would produce a suitable and sound solution in the first attempt.
This chaos was originally defined by Rittel (1973) as that of a ‘wicked problem’ and is applied to instructional design by Becker (2007): “When a practitioner reflects experientially, three events not found in the theory-topractice model occur. First, the practitioner approaches problems, not as copies of generalized theory but as unique, personal instances. Here, the practitioner pays attention to the non-confirming or anomalous aspects of a problem – those characterized by ‘uncertainty, instability, uniqueness, and value conflict’ (Rittel & Webber, 1984). The practitioner’s art is that of working through this ‘mess’, not by applying universal rules but by employing intuition, analogies, metaphors. (Schön, 1983, p. 40)”.
Communicating Teaching Presence The core team (lead academic and learning designer) in order to communicate teaching presence had to: • • • •
analyse existing FutureLearn MOOCs, their trailers and the platform (beta) translate a title and abstract into a 3 week taster course layout (case study focused) convince seven senior academic partners to take part in addition to their normal workload, REF pressures and with most having no distance learning experience (creation or delivery) get up to speed with the basics of educational video production
The key break through moment came through the • (progressive) development of a guidance package for academic partners • variety of learning layouts – week (see below), case study, online and hand-out pages • advice on writing for online delivery and video scripts • sharing of the first completed template • developing negotiated understanding
College of Social Sciences
Vol 8 No 1, 2014
Talking About…Learning & Teaching
Page 15
Creating & Communicating (MOOC) Learning Designs: ‘Wicked Problem’ Cont. Fig. 1: Learning Layout Guide Week 1
12 to 18 May
Introduction to the Course + Learning Outcomes
+ Course enrolment email, Pre-Course Survey and start of week email
Who’s Who: Learners Meet and Greet
Puzzle Case Study 1: NATO
Pause for Thought
Intro & Educator Bio
Trigger Question
Expectations / Managing Online Learning / Course Map
Obstacles & Obstacles & Challenges Challenges
Intro to Cooperation Theory
Methods for Methods for Achieving Achieving Cooperation Cooperation
Intro to Week Theme
Outcomes for Outcomes for Success Success
Lessons / What Lessons / What this tells us about this tells us about cooperation cooperation
Time to Talk
Lessons / What Lessons / What this tells us about this tells us about cooperation cooperation
Time to Talk
Conclusion
Pause for Thought – trigger questions
Puzzle Case Study 2: EU
Pause for Thought
Intro & Educator Bio
Trigger Question
Test Your Knowledge: Review of the Week
Obstacles & Obstacles & Challenges Challenges
Methods for Methods for Achieving Achieving Cooperation Cooperation
Outcomes for Outcomes for Success Success
Conclusion
End of Week Summary / Did We Meet Your Needs?
References Becker, K. (2007) Wicked ID: Conceptual framework for considering instructional design as a wicked problem, Canadian Journal of Learning and Technology [Online], 33 (1). Available from http://www.cjlt.ca/index.php/cjlt/article/view/23/21 [Accessed: 4 November 2014]. Garrison, D.R., & Vaughan, N.D. (2008) Blended learning in higher education: Framework, principles and guidelines, San Francisco: Jossey-Bass. Herrington, J., Reeves, T.C., & Oliver, R. (2010) A guide to authentic e-learning, London: Routledge. Jenner, M. (2014) What’s the benefit of MOOCs? [Online] 25 March 2014, Available from http://blogs.ucl.ac.uk/ele/2014/03/25/whats-the-benefit-of-moocs/ . [Accessed: 4 November 2014]. Laurillard, D. (1993) Rethinking university thinking: A framework of the effective use of education technology, London: Routledge. Moron-Garcia, S. (2008) What Lecturers Say Helps and Hinders Their Use of a Virtual Learning Environment to Support Face-to-Face Teaching. In J. Kisielnicki (Ed.), Virtual Technologies: Concepts, Methodologies, Tools, and Applications (pp. 222-237). Hershey, PA: Information Science Reference. Norton, A., Sonnemann, J., McGannon, C. 2013, The online evolution: when technology meets tradition in higher education, Melbourne: Grattan Institute. Oliver, R. (1999) Exploring strategies for online teaching and learning, Distance Education, 20 (2), 240-254. Rovai, A.P. (2002) Sense of community, perceived cognitive learning and persistence in asynchronous learning networks. Internet & Higher Education, 5(4), 319-332. Salmon, G. (2000) E-moderating: the key to teaching and learning online, London: Kogan Page.
This article was first created by Danielle Hinton (CoSS) and Dr Sue Moron-Garcia (CLAD) for a poster presented at the #design4learning: from blended learning to learning analytics conference, (joint HEA / Open University), November 2014.
College of Social Sciences
Vol 8 No 1, 2014
Page 16
Talking About…Learning & Teaching
Spotlight on the Postgraduate Certificate in Academic Practice Centre for Learning and Academic Development Congratulations goes to all those who graduated on Monday 8th December from the Postgraduate Certificate in Academic Practice (PCAP) programme especially Dawn River and Chris Allen from the School of Social Policy. PCAP is a 60-credit Masters level programme for academics with a substantive teaching and assessment role at the University. The overall aim of the programme is to provide a comprehensive preparation for the learning and teaching aspect of an academic role, and to relate this to wider responsibilities associated with professional practice such as research and academic leadership. Chris Allen was awarded the PCAP Programme Prize at the award ceremony by D-PVC (Education) Jon Green. Chris comments on his PCAP experience: Dr Chris Allen “When I started the PCAP programme, I was pretty much entering the unknown – it was something that I thought I had to do rather than want to do. This changed pretty quickly when I realised it wasn’t about telling me ‘how’ to teach but more importantly, about giving me the space to think about ‘why’ I teach in the way that I do and whether what I was already doing could be bettered. One of the key elements of the PCAP for me was the opportunities it gave to discuss your teaching with colleagues from across the University – it’s amazing just how diverse and different we all are…!
School of Social Policy 2014 PCAP programme prize winner
The PCAP also gives you space to focus on issues that are important to you. For me, this meant that I explored my own ‘academic identity’, the teaching of sensitive topics to a diverse student body and in the final year, how social media – especially blogs – can support the teaching and learning experience. I genuinely believe that these have helped me to be a more confident – if not necessarily better – lecturer !” Dawn River (MA Programme Director & Social Work Lecturer) shares her thoughts about the importance of the PCAP programme: It took me a while to complete the PCAP programme as I juggled with competing priorities, but the team were always supportive and very encouraging and I am pleased to say I was finally awarded my PCAP qualification this year. Along the way I met some interesting colleagues from a variety of different disciplinary backgrounds; people I would probably not otherwise have come across. Their ideas have informed some of my thinking and I hope I in turn have influenced theirs. The modules helped me to think about some of the different approaches I could incorporate into my teaching, and the space to share ideas and reflect on past successes (as well as failures) provided me with the confidence to develop what I was already doing well as well as inspiring me to try new things. I am really glad I had the opportunity to do this.
Dawn River Social Work Lecturer and MA Programme Director School of Social Policy
College of Social Sciences
Vol 8 No 1, 2014