Author: Jillian Pawlyn
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This is an archive of the 2013 version of ocTEL.

jillianpawlyn: Why in the World Would You Build an Open Educational MOOC? More 'badgers' …… #ocTEL

Why in the World Would You Build an Open Educational MOOC? More ‘badgers’ …… #ocTEL

— JillianPawlyn (@JillianPawlyn) August 31, 2013

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Activity 7 Supporting Learners with Tutor and Peer Communications

Jillian Pawlyn

Fri, 21 Jun 2013 05:21:37 GMT
– Google+
– Public

This week I focussed on two activities. Activity 7.2: The practice of peer review Review a fellow participant’s post on Activity 7.1 – ( I selected )…

Activity 5.2 and 5.3

Jillian Pawlyn

Fri, 14 Jun 2013 02:36:00 GMT
– Google+
– Public

Activity 5.2: Practicals What is your current virtual learning environment or the main technology you use? Blackboard Learn 9.1.9  moving soon to SP11 How does it differ from the ocTEL platform?  It is a closed en…

Google+ ocTEL Activities 2013-06-06 01:25:37

Jillian Pawlyn

Thu, 06 Jun 2013 00:25:37 GMT
– Google+

Platforms and Technologies

Jillian Pawlyn

Thu, 06 Jun 2013 00:25:37 GMT
– Google+
– Public

Kolb and Learning Having read through the three key questions and considered my responses, I totally agree with Sandra’s (ocTEL participant) comment. I too try and include a range of ways of engaging my audience, my personal…

Activity 4.3: Creating your own material

Have a look at one of the following tools (choose one you are not already familiar with) and consider its application in your context:XerteGlomakerCmap (click the small document and tool icons)Camtasia or JingScreencast-o-matic.Please respond to at lea…

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Activity 4.1: Comparing resources

Take the perspective of a learner

  • What elements of these do you think are appealing to different kinds of learners?
  • What kinds of learners, if any, would they be inappropriate for and why?
  • How do each of these resources differ from that of the resources we’re using in ocTEL?
  • What ways can you see to improve the effectiveness or potential reach of these resources?

I chose to view and compare  iEthics V ElearningExamples.

The iEthics resource is really good for the activities presented. It provides the learner with a realistic scenario, clear information and can be self paced so the learner can view and review the materials. Visually very nice, clear audio.
Visual, Auditory and Kinaesthetic learners. Relevant to people in the health field.
It is produced for a specific purpose, audience and use it is a relevant technology for professional development.
Include an interactive element (asynchronous discussion tool) so the learner can reflect on each part of the content and opt to reflect with other learner’s who are also engaging with the resources.
Links to the resources identified in each section so the learner can read up, e.g M.M.S.E. tool.

Elearning Example, I used Gauging Your Distraction

This is a fun game for a serious subject. It will appeal to those who enjoy keyboard games and want to be challenged to multi task on the screen. Reading and responding and also moving around the screen with keys and mouse simultaneously. Initial I ignored the text message and just focussed on the control keys, as soon as I looked at the text screen I crashed. I couldn’t actually do both!
Again it is visually pleasing, worked well and was fun. This will suit a Visual/ Kinaesthetic learner but also one who reads the instructions before use.
We have been introduced to games for education in the course so we are engaging with them in ocTEL but the ocTEL course has made use of existing resources rather than seeking to create it’s own stand alone resources. The iEthics resource would be quite costly to produce and may need the resources within it to be updated.The Distraction game is probably lower cost production and maintenance,
Both are specific for the intended audience, however the Distraction may also appeal as a concentration game as well as a powerful safety message.

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What is Learning?

Designing Active Learning

What is learning?

Activity: Think about the last time you learned something. Describe what you learned? How did you go about learning it? What strategies did you use? Consider this overview of categories of learning “suitable for instructional design planning“ in the table 

My learning activity, to use Twitter purposefully.

Two birds in a nest tweeting

I learned about Twitter some years back, but didn’t feel the need to sign up until I attended a conference last year where they really promoted the value of Twitter for live participation during the events (think).
I needed something tangible to convince myself of the need to Tweet. The conference gave me a purpose. I signed up for a Twitter account, for work purposes only (IIa, III) (plan). I think I made two Tweets during the events (do) and observed people face down in their phones rather than facing the speaker (which was weird for me) (IV) (observe). I also sough out people and groups of interest to ‘follow’, my motivation here was ‘is what they were Tweeting of genuine interest or value to me’? (IIa, IIb, III) (think).
So knowing why I want to, need to share my thoughts, ideas, instantly with the world via Twitter (Ia) was my first challenge in learning the technology. Knowing what Twitter is, what it isn’t, the benefits and limitations are and how to develop protect my personal and professional reputation are also key (IV) (observe, think, plan).
I recently created an embed code so my tweets and those of ocTEL appear in my blog page (IIb) (do), I also added instructions in my Bb course environment for those colleague who want to embed Twitter into their courses (II) (do).

I recently posted several tweets, because there was a button on the page I was on, not because I really felt it was valuable to share my activities with others (do). Although I am happy to share my thoughts with those I now and trust within my personal and professional circles, I have yet to overcome my anxieties about Tweeting, warts and all (IV) (think). I admit that I am periodically Tweeting during this ocTEL course, but don’t prioritise my time to follow all the tweets of those I follow or seek out new tweets (IV) (do, observe, think, plan). Having said that when I do get round to logging in to Twitter I always find something to visit from those I follow (do).

I am confident and comfortable in explaining the value and terminology of Twitter to colleagues,  I appreciate the value in a technology like Twitter for sharing thoughts, ideas, links etc to others. I will continue to reflect  on ‘why I follow the tweets of others’, ‘why I Tweet’ and seriously would anyone really miss it if I didn’t! and continue to develop my ‘Twitter Literacy’ .

Key: A small typology of learning types

I attempted to fit my reflection on learning within the typology of learning types identified as “suitable for instructional design planning” but found I was drawn more to David Kolb’s learning styles model and experiential learning theory (ELT)  it is more fluid and feels less hierarchical.
Image :’s_learning_styles_businessballs.jpg

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Understanding Learners' Needs… Webinar

WebinarDigital literacy – how is it determined? What is digital literacy?Beetham and Sharpe (2010) Digital Literacy FrameworkAsk, what learners do rather than what they are good a may elicit more honest and genuine responses.How we can find out about o…

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Understanding Learners’ Needs

Activity 2.1 – Survey experience.

  1. Using the ‘readiness for online learning’ themes that you identified in the previous activity, discuss the extent to which they feel ready to engage with TEL.
  2. What expectations and concerns do they have about using TEL?
  3. Do these expectations resonate with your experience of this course?

What is the purpose of the survey?
Who is it for?
Does the university retain the data from the survey? What do they do with it?

I can see the value for the student in helping them to prepare/decide to undertake online learning. The survey would only be valuable if the student could access further support to become ‘ready’ where they are motivated to study at a distance and on-line.

The four surveys are rather simplistic but I can see their relevance.

I have fielded a few calls recently where students just haven’t appreciated the demands of a blended course where the majority of their time is out in practice (Nurses) undertaking study online from work and home (and anywhere in between) and appear to have little confidence with the technology and skills they needed to keep going. The main challenge was their motivation, the course is a mandatory aspect of their professional development. Geography required their undertaking the course in blended delivery.
In this situation I am unsure how these survey tools would assist the learner is answering the question ‘is online learning for me?’  
For the student who is deciding on whether to undertake online learning and has not done so before a survey may help them decide.

I completed

I scored 11.  Their response for the survey was “You are a great candidate for online learning.”

I selected yes against, When it comes to schoolwork and deadlines, are you a procrastinator? Because I am. It is amazing how interesting the Ironing can become if the topic I am studying isn’t engaging.

The important aspect of this type of survey is it sets out the technology expectations and requirements for the course and the attributes of the learner in a simple easy to follow survey. It may be a little too simplistic regarding Internet availability and service. Here in NZ you may have a computer and phone line but may limited Internet capability.


A more comprehensive survey. I scored 206. The feedback only went up to 201 so I am ‘more than ready to go’!

As before my skill and mastery in procrastination when I am not feeling engaged mean’t a few questions were lower rated.  This survey may provide potential students a greater feel of their readiness for online learning.

Responses to questions:

Having read through the posts in this weeks discussion forum, I observe a variety of participant views and experiences. There are many who are highly digitally literate, innovators, early adopters , digital natives (more Jargon I hear you cry!)  and there are those who are novices, potentially new users on distance/online learning as students, (perhaps some who are bravely trying out the MOOC to see how it feels to be a student in this environment).

Concerns focussed on their own student readiness. However the stronger voice questioned the value and validity on the survey, questions about who is the survey for?

Reflecting on the withdrawal of individuals from the ocTEL email list at the start of the course, would a survey question which asked about ‘familiarity or usage or email lists have prepared these users for the volume and frequency of emails received?

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