Moderator (Karen Strickland): Welcome to this week's ocTEL webinar, please go to tools from the top menu bar, then audio then audio set up to check your headphones and mic are working Moderator (HelenBeetham): Hello I'm Helen. I think I'm a multi-taking, last-minute kind of learner Moderator (HelenBeetham): As you can probably tell from the fact that I'm still checking slides! Moderator (Julia): Hello everyone - Good to see you here. I'm a 'mull things over for a while' kind of learner. The opposite of Helen maybe! EEEK! Moderator (HelenBeetham): Well between Julia and me we might get the session to suit most people! Paul Richardson: Hi. I am Paul. I am a learning-by-teaching, teaching-by-learning, kind of person. Moderator (HelenBeetham): Hello Paul, thanks for sharing that. We are introducing ourselves by saying what kind of learner we are. No theoretical models are required :0( Riverblade1889: Hi im Chris. Im very much a learn by doing kind of person Moderator (Keith): Hello, Keith here. I'm somewhere between Julia and Helen....mull this over for ages, then do everyhting in a bust at the end. Moderator (HelenBeetham): Please could everyone remember to close their mike after speaking - we seem to have a number of mikes open at the moment. Thank you. Moderator (Karen Strickland): Hi Everyone, I am a bit like Keith, procrastinate for ages then nothing like a dealine to focus my mind, but I usually meet my deadlines! Moderator (Julia): Hello again everyone - We're posting to the chat room about what kind of learner we are. So far we've got just about everything between inspirational off the cuff and gentle mulling it over for ages. Just about ready to go in a couple of secs. Reedyreedles: Hi Everyone, I'm Peter. I have a broad range of styles, but often like to burst out early on, leave things for ages, then finish off close to the deadline. In terms of general learning though, I like experiential, and social learning (at times), as well as sometimes just being on my own and getting on with things. Elizabeth Charles in London: Hello I like to reflect on things and then participate and other times jump in straightaway. Moderator (HelenBeetham): Hi Peter, sounds like you have a wide repertoire of learning strategies. Elizabeth Charles in London: Which room am I in Kayla: Hi everyone. I like that the type of learner I am has developed over the years - I used to expect to be taught and these days I'm more open to having a go myself and learning from and with others Ola Aiyegbayo: Hello I am Ola. I am a visual learner. Moderator (HelenBeetham): I am here to learn about learning in MOOCs! Moderator (Keith): Welcome to everyone currently arriving! Moderator (Karen Strickland): Me too Helen! Moderator (HelenBeetham): Please introduce yourself in the chat window by saying something brief about what kind of learner you are (today) Sue Barnes: I am an activer learner Moderator (HelenBeetham): Resources for this session can be found at the URL on the slide. Jim Pettiward: Hi... I'm a 'digital learner', at least sometimes. I'm not keen on pigeonholing according to learning styles. I think most people have many, depending on context, mood etc. Moderator (HelenBeetham): @Jim I think there will be material you approve of in this session then - that's very much my view. Judith Jurowska: I am a visual learner but I also like to find things out for myself by experimentation. Elizabeth Charles in London: I am different type of learner depending on the task and enviroment. Reedyreedles: Agreed, @Jim. Don't believe anyone fits into a single category Jim Pettiward: @helen excellent! looking forward to it. Sharon Flynn: Hi, Sharon here from Galway. I think I am a reflective learner. Lately I've found blogging very useful to reflect and consolidate my thoughts. george: Hi all! Moderator (HelenBeetham): @Reedyreedles - I'm not sure any of us fits into a single category Moderator (Keith): We're doing an audio check. If you are having any difficulty hearing Julia speak at the moment please let us know here in the chat area. Paul Richardson: URL on slide: http://bit.ly/octel2web Reedyreedles: @HelenBeetham well we're off to a good start then MelissaBailey: I can't hear anything yet - Melissa Moderator (HelenBeetham): If you have just arrived and feel happy with the set-up please introduce yourself in the chat window saying briefly what kind of learner you are (today) Paul Richardson: @Melissa: Go to Tools> Audio setup Moderator (HelenBeetham): The URL on the slide will take you to some useful resources for the session. Moderator (Karen Strickland): Thank you Paul MelissaBailey: Yes I've been there.. am there SolentRoger: Hello All Moderator (Keith): @MelissaBailey: Can you work through the audio set up wizard if you've yet to do this. Go Tools > Audio > Audio setup wizard Moderator (Karen Strickland): @ Melissa, can you click on your audio icon usually at bottom right part of your screen Saira 1: hello everyone Kathrine Jensen: Hello everyone, today I am a bit of a distracted learner, multi tasking Elizabeth Charles in London: @Saira 1 hello Elizabeth Charles in London: I don't have a mircophone so will be using the chat window to pose question. Moderator (HelenBeetham): @Elizabeth that's fine, I will keep a close eye on that. Moderator (Karen Strickland): @Elixabeth - that's fine we will be keeping an eye ont he chat for any questions Kathrine Jensen: I don't have a mircophone so will also be using the chat window Moderator (HelenBeetham): Most of our interactions will be in the chat window, don't worry. Hazel McAllister 1: i don't have any sound Hazel McAllister 1: what can I do Hazel McAllister 1: I have loged out and logged back in again Moderator (Karen Strickland): @Hazel have you been into tools and audio set up wizard? Hazel McAllister 1: i'm using speakers attached to the computer Hazel McAllister 1: no Hazel McAllister 1: will try that Moderator (Karen Strickland): go to tools at top of screen and then audio then audio set up wizard SolentRoger: I'm a mis-aligned learner. Being assessed by way of a 20,000 word dissertation for a professional practive masters. I never write essays in my profession. Reports are usually limited to 1000 words. So how is this assessment method relevant? Amanda: Hello I am mainly a visual leaner fitting the session in..looking forward to it.. Moderator (Keith): Welcome Janet! Moderator (Julia): Very much so! Moderator (Keith): Welcome Phil! Phil Tubman - Lancaster Uni: cheers sorry late etc. Moderator (Keith): Hello VK 1 thanks for joining us! Moderator (Keith): @Phil Not a problem george: The ones I saw were A and D, but not necessarily cynical about not being sued Jim Pettiward: I'd like to think A,B and C but probably D Sue Barnes: I voted B because I want this to be the case! SolentRoger: E. Lazy activity building... Elizabeth Charles in London: @Sue Barnes that was my reasoning for choosing B Sue Barnes: I think D is also important. MelissaBailey: I think it is D but I would like it to be B Reedyreedles: Don't think A, B or C happen enough. Not as sceptical as D sounds Andy Turner: I've put B in hope, but I am not fmailiar with the questionnaires yet... george: Nothing wrong with helping manage expectations positively Sue Barnes: it is a good thing to deal with expectations at the start of the corse James Kerr: Ideally optimistic for A or B Lucy Tallents 1: @george - agreed, but needs to be partnered with info about how to get to the appropriate level to then join online courses Elizabeth Charles in London: You have to be clear at the beginning of the course george: @Lucy Tallents yes, the questionnaires did not seem to be considered as learning experiences in their own right Moderator (Karen Strickland): Welcome Xiaoxia Moderator (Keith): Welcome Stefanie! Stefanie Tinsley: sorry im late Moderator (Keith): @Stefanie no problem! xiaoxia wang - lancaster uni: Hello Karen. george: Wish I could stay but have to teach face-to-face at 1.00. Enjoy all! Moderator (Karen Strickland): Welcome, if you can hear that is great but if you are having any dissifulty please go to tools and audio set up Elizabeth Charles in London: As a partnership there is give and take from students and tutor Peter Hartley: can you organise and plan your own learning? Sue Barnes: Are you willing to expect the unexpected? Moderator (Keith): How well can you manage your time? Reedyreedles: Are you motivated to learn in an Online learning situation??? Kathrine Jensen: To what extent they already network/work online Judith Jurowska: Are you self motivated in your learning? Jim Pettiward: How do you think learning online differs from learning in a face to face context? Kayla: how much of a priority is this in your life at the moment? Lucy Tallents 1: can you motivate yourself when working alone (in physical sense)? Elizabeth Charles in London: Can you adapt quickly and manage your time Hazel McAllister 1: why are you taking this online course? Adam B: my question would be is 'what would you do if something went wrong?' pollyclarkUWE: What do you want to get out of this online course (other than the qualification)? Andy Turner: Do you have a computer? James Kerr: What is your motivation for taking this course online? Paul Richardson: Have you ever written a blog post? Amanda: Can you plan and mange your own time and learning? Leone Gately DCU: How motivated are to learn this subject? John Kerr: What do you want to gain Nicolas.Balacheff@imag.fr: I can hear the speaker quite well, but the speed of discourse makes hard to follow (English is not my first language) SolentRoger: Why aren't doing something better with your time? Elizabeth Charles in London: what is your past experienc of online learning? Eloise Tan: Are you an independent and motivated learner? Saira 1: How motivated are you in completing the course successfully? Helen C: Are you motivated to use online materials to learn? doug gowan: do you have someone to turn to get help MelissaBailey: Are you prepared to seek help when the going gets tough? Moderator (Julia): What do you think it will be like being an online learner? Jim Pettiward: Also, I'd ask a student who's a good online learner (whatever that is) to help me frame the question(s) Elizabeth Charles in London: Can you motivate yourself when things get difficult and do you have a supportive learning network around you? Janet Gordon (London Met): How prepared do you feel to learn online? hiredman: how much time are you prepared to give to the course? MaggieJensen: Aside of all the questions related to motivation, I would be interested in finding out how good the student is at problem-solving and whether they are of the pro-active type SolentRoger: Will you get a pay rise if you finish this course? Sue Barnes: I like to see an image of the speaker. For those of you who want a quick peek at helen go to http://octel.alt.ac.uk/forums/users/helenbeetham/ Moderator (Julia): Just using this time to think suits my 'mulling it over' tendencies. Jane Carne: Why are you here? (Motivation, expectations) Sam Coulter: What is your level of your IT skills? MaggieJensen: Are they good independent learners? MelissaBailey: C Nicolas.Balacheff@imag.fr: C Andy Turner: C, but I don't really know :-| Phil Tubman Lancaster Uni: A Phil Tubman Lancaster Uni: for a punt! Reedyreedles: I don't think the'yre that bothered in most cases (unless tech is directly related to subject area e.g. computing) Adam B: students can see benefits of technology but it needs to be appropriate to the task Hazel McAllister 1: i dont know James Kerr: I am considering my primary audience, which is university undergraduates: A Elizabeth Charles in London: B for my mature learners at Birkbeck Sue Barnes: I said C but changed to C but don't really know Lucy Tallents 1: most of my students aren't as familiar with technology as regular undergrads (from remote rural areas in tropics) MelissaBailey: C Jim Pettiward: Learners don't always know what they want.... Nicolas.Balacheff@imag.fr: I guess B Sue Barnes: Don't know - I think they don't want to because I don't want to Moderator (Karen Strickland): I think learners split the tools they use for social and learning Andy Turner: This all depends on their context. pollyclarkUWE: only if they are relevant, in context and linked to assessment (UG) Kayla: I don't know - I'm happy to use non-personal social media for learning and work, but I like to keep my friends/social life separate! Reedyreedles: Think there's a lot more in this question - Twitter and Fb are different for example... Lucy Tallents 1: Don't know - not sure how involved they are in social media? Nicolas.Balacheff@imag.fr: Are learners aware about the privacy issues? Janet Gordon (London Met): @Jim ... and they aren't always/often asked about it either James Kerr: Still seeing a strong separation between personal and learning personae doug gowan: there's a difference between social and personal media tho some overlap Sam Coulter: I know many students that have 2 accounts, one for personal and one for learning Elizabeth Charles in London: they like to keep social and academic separate Helen C: While learning is important to identity I don't think the learners we have would consider that it influences theirs (not their college learning anyway) Kathrine Jensen: D for Don't Know Jim Pettiward: I've rarely found this to be the case... Sue Barnes: Perhaps they can but do they want to? Saira 1: comes down to being familiar with those type of mediums Amanda: personally I like to keep work and personal separate and I think the same for student Andy Turner: A, in hope Lucy Tallents 1: I think some need guidance on the overlap Sharon Flynn: Answering B, because I think they need help to apply pollyclarkUWE: they can but need guidance in how... MelissaBailey: Yes they can and they are more successful online learners when they do Kim: But is not all life learning? James Kerr: Tools are similar, just different contexts Kayla: I think this is a fake friend - Google searching for research instead of Scholar or Library databases! Moderator (Karen Strickland): prof discipline also influences Paul Richardson: 'Can' as in they are competent to; or 'can' as in there is scope for them to? MaggieJensen: I think learners need directions on how to bridge the gap ... often Elizabeth Charles in London: Guidance is often needed but depends on the individual and their experience. Riverblade1889: I have a very naive view (prehaps its my age) that learners (undergraduate students in my context) are all more digitally literate than me due to the era they have been brought up in Jim Pettiward: lecturers/tutors CAN (but often aren't) be very effective models of how to use different tech for effective learning. Lucy Tallents 1: @Riverblade1889 - I think they're also more willing to blur the line between private & professional life? Sue Barnes: Where is the link to the SIG? Elizabeth Charles in London: @Riverblade they may be able using social media but you would be surprised at lack of skill during information research. Phil Tubman Lancaster Uni: http://oro.open.ac.uk/30014/ James Kerr: Informal polls as a "fun" activity during week 0 or induction week doug gowan: sorry have to go Moderator (Karen Strickland): bye Doug Ola Aiyegbayo: if students are not encouraged to use these social media technologies for formal learning then most would not do so. Elizabeth Charles in London: Using Google open doc that they can all add to Moderator (Keith): Thanks Doug! Jim Pettiward: Be open about how and why WE are using certain technologies, try not to restrict them to one technology but offer them options, talk to them! Reedyreedles: my research suggests students already use Fb to discuss Uni work with peers Kayla: ask for recommendations from previous students... pollyclarkUWE: provide activities/learning in two different forms and see what the uptake of each is? Andy Turner: Search for their on-line profiles and read up about them... Elizabeth Charles in London: one size doesn't fit all they need to try them to see what works best for them Moderator (HelenBeetham): @Jim 'talk to them' is lovely. 'How is it going?' is a very different experience from 'please take this poll' Judith Jurowska: poll what they are currently using and for what purpose Moderator (Julia): Create opportunities to listen to how students want to use technology Paul Richardson: I start with an onlne discussion, then (in a classroon), invite them to discuss their experience of it. I don't know if this is the best way, but it fits the programme Riverblade1889: I agree. speak to the students Sue Barnes: OUr academics find that students discussing om FB where they cannot join is is an issue they would like to get round. Paul Richardson: I also setup an 'exchange' space where they can give each other hints and tips Jim Pettiward: Get involved with interactions about learning, but allow them to have their informal spaces, interaction AROUND learnng - which is what they'll do anyway... Peter Hartley: Do polls in a class session so the results can be discussed Andy Turner: @Sue Barnes: This may help: https://www.facebook.com/about/groups/schools Elizabeth Charles in London: @Peter H - I agree Sharon Flynn: Ask each to suggest a tool they like or find useful and share with the class? Andy Turner: Sorry, I have to go Andy Turner: Thanks Bye Moderator (Keith): Bye Andy! Moderator (Julia): http://bit.ly/octel2web Paul Richardson: My students also teach *me* quite a lot of technical stuff... Amanda: Thanks Bye.. see you next week... Kathrine Jensen: How about getting learners to keep a diary for a week about what they use and for what (too mabitious?). Then discussion etc... Leone Gately DCU: I did the digital learner profile quiz also found it really accurate particularly liked the personalised feedback Paul Richardson: @Katherine Interesting. I may use that idea Elizabeth Charles in London: @Leone I agree found it much more useful Kim: Provide lots of ways of doing an activity and see how they do it Jane Carne: I also like the diary idea! Elizabeth Charles in London: We can hear you Paul Richardson: No you have't pollyclarkUWE: we can hear you Sue Barnes: Thanks helen Moderator (HelenBeetham): We used lots of diaries in the 'learners experiences of e-learning' programme - it is very helpful to students but demanding as a research approach. Moderator (HelenBeetham): Do raise your hand if you want to speak. Riverblade1889: Im all for encouraging digital learning but how can we ensure that students are connecting with the right resources and not those which can be factually innaccurate? Peter Hartley: Neil Witt said recently that students in different types of institution tend to use different combiniations of technology. Does anyone know of research on this? Sue Barnes: This has given me lots to think about formy institution Kim: We need to teach them to be discerning and how to evaluate information Moderator (HelenBeetham): @Riverblade I think that's where digital literacy comes into the picture - we can't ensure that for them, we can only help them to understand the need to apply judgement and suggest some criteria for judging well. MelissaBailey: Not easy to hear you.. Moderator (HelenBeetham): @Sue thank you! Moderator (HelenBeetham): I want to mention the large number of projects where students are being used as researchers. Also as mentors to other students and in some cases to staff. Adam B: Definitely give them opportunities to help each other Lucy Tallents 1: This is giving me some great ideas about what questions to ask my current students to help me design the online course that will be an alternative to their online+F2F course - thanks! James Kerr: Early in online courses some students are uncomfortable using live audio/video (shy, just like in a f2f classroom). Live text chat seems to encourage sharing of readiness and experiences during class introductions. Elizabeth Charles in London: I shall be adopting some of these practices - really useful pollyclarkUWE: I think we need to be careful not to assume that learners in 'this day and age' are competent in learning online (particularly UG) often they are, but it doesn't remove the need for academic staff to properly integrate technology into their curriculum in order to make it work for the learners MelissaBailey: A blended appraoch is not always possible particularly in teaching online distance learning.. which is my experience. As technology progresses, maybe communication will be more possible in the future? Moderator (HelenBeetham): @Lucy - good - do check out alternative questionnaires on the design studio (follow links to the DDL resources) Lucy Tallents 1: @HelenBeetham - thanks, will do! Paul Richardson: @James Yes I have found that too, sometimes Moderator (HelenBeetham): @Polly I agree so much - and some students have had really negative experiences with digital learning at school. Reedyreedles: THanks Helen, all. Byee James Kerr: @helen Exactly! Thanks! Sue Barnes: Using the mike is scary Peter Hartley: Anyone looking for an alternatve approach to information search with students, try http://conceptlinkage.org Elizabeth Charles in London: Also I don't have one Kathrine Jensen: @Sue Barnes I agree! SolentRoger: I'm in a busy open plan office, the window is open with cars roaring past and someone was singing earlier... Mic won't work well. Lucy Tallents 1: I'm not sure my mike is working & don't want to miss conversation as I test it! Moderator (HelenBeetham) to Anna Davidge, Julia, Karen Strickland, HelenBeetham, Keith, Caroline: We seem to have multiple mikes open - can someone close them all... Phil Tubman Lancaster Uni: I'm in a busy open plan office Kathrine Jensen: Also far more likely to write than record video/audio (so more of a blogger rather than posting snippets of video/audio) Phil Tubman Lancaster Uni: which goes to show how the physical envirnment impacts on the learning, even distance and asynchronous learning MaggieJensen: I think it has a lot to do with how familiar people are with the technologies they are asked to use ... and for me it is very much a question about how to create a space and the opportunities to become more familiar with the technologies in a non-threatening way, maybe even playful and where there is plenty of opportunity for peer learning. Lucy Tallents 1: I was more confident to speak on a course when I'd already got to know my classmates in forums (and much smaller audience) Nicolas.Balacheff@imag.fr: Learning in the digital age is no easier than before, the complexity has changed and may be higher while the general opinion seems to underestimate it. What do we know about this complexity? Paul Richardson: My students find a lot of reasons NOT to use the mic in Elluminate sessions. That may change though... Adam B: develop a psychologically safe learning environment online needs far more explicit work to make it comfortable to contribute Leone Gately DCU: I think we have to orientate our students and model good practice when using technologies like this i.e not just relying on chat but also video & audio interactions Sue Barnes: We could use class/course/module evaluation to gether information on students thoughts during and at the end of the class/course module. Questions that we ask now are not useful in finding out what the students feel and think. They are designed to see how good they judge the teaching/ course. Moderator (Karen Strickland): Talking when in a open plan ofce when your colleagues hear one part of the converation is also a bit odd Rachel Temple: Also, this is all being recorded whereas normally conversations aren't SolentRoger: Issues I face: Concentration, Focus, Application, Dedication. In a traditional 'classroom' I am locked in a room for an hour with a facilitator and community of learners with no distractions to concentrate on the learning and subject. I've never been able to replicate that experience online (he says working on an infographic at the same time) Paul Richardson: It would be intersting to see how the questsions we wrote earlier map to that model... SolentRoger: In summary - achieving digital immersion is a challenege Moderator (Karen Strickland): That's a good query Paul Sue Barnes: @HelenIs this your model Helen? Sorry if you said so. Jim Pettiward: How can we help learners move through this developmental process? Needs to be embedded in curriculum as much as possible, helping UGs move from Visitor to resident (to use David White's terms).. Moderator (HelenBeetham): @Paul I think most of them would be at the top of the pyramid i.e. identities and motivations. Helen C: How do you post on the whiteboard? VK 1: I had moved myself to the practice room, but came back here to check the question once agian.. but now i'm not being able to go back to the breakout room Moderator (HelenBeetham): can we support students to develop those high-level digital identies e.g. to develop an online reputation, to develop a repertoire of digital skills? Moderator (HelenBeetham): I'm worried that more words are being deleted than added! Sue Barnes: My point about User testing is about making sure the environment you have planned as the teacher is accessible. Because the teacher has put it together they know it and it seems obvious Paul Richardson: That was abrupt! Elizabeth Charles in London: Q: could the screen be made bigger Lucy Tallents 1: @Sue Barnes - yes, is too easy to forget what it's like to be a beginner! Sue Barnes: @Lucy Yes indeed Mat Jones #2: Lurking? What a horrible word - I'm new to the online learning field and am rather horrified by the frequent use of this term... pollyclarkUWE: Thanks very much Judith Jurowska: Thank you Helen very interesting. Jim Pettiward: Thanks, really useful session. Sue Barnes: Good intro to all the tools! Paul Richardson: @Helen Thanks Elizabeth Charles in London: @Sue and lUCY - WHICH IS WHY IT IS SO IMPOTANT TO RUN THINGS BY A NOVICE - apologies for the capitals. James Kerr: Thank you Helen! Kathrine Jensen: excellent session, and good work on keeping people active Eloise Tan: @helen, thanks! Elizabeth Charles in London: Thank you Helen Moderator (HelenBeetham): Thanks to all of you - really enjoyed it. Sue Barnes: @elizabeth Charles - Very much agree pollyclarkUWE: well odne! pollyclarkUWE: done! Helen C: Really helpful - Many Thanks Moderator (HelenBeetham): Sorry that time was squeezed, but there were so many interesting comments earlier on. Nicolas.Balacheff@imag.fr: Thnaks MaggieJensen: Thank you Helen & OCTEL team ... Leone Gately DCU: @mat jones agree it is a little negative...in terms of mooc participation I have recently heard the word 'sampler' being used VK 1: thanks very much... looking forward to the recording. Sue Barnes: Another fab webinar - thanks Jane Carne: thanks to all Moderator (HelenBeetham): Thanks to all of you Paul Richardson: thanks to all Kathrine Jensen: bye James Kerr: Thanks to all Moderator (Karen Strickland): bye Kayla: Thanks Kathrine Jensen: am @kshjensen on twitter Leone Gately DCU: Thanks all, great to see some breakout rooms and interactivity in session SolentRoger: Thanks you - will be good to get a digest of the whiteboards!