[fieryred1]

Thank you all above for your input. I’ve really enjoyed reading the different insights into this area. Very useful, thank you!

 

Sandra

Fiery Red1

[fieryred1]

Elizabeth – thank you for your comments. I think the whole project management area requires more support and training as often a diverse range of colleagues come together without having the appropriate support and resources.

It is really helpful to see it here as a subject

FieryRed1

Sandra

[fieryred1]

HI loving this discussion.

I think often social network can be about reacting rather than actually thinking. For example the girl who recently was sacked as a youth representative because she ‘reacted’ to other comments on Twitter. If students are used to using social media in this fashion it does not necessarily mean when the context is changed to a learning interaction this will change their reaction and learning style.

Sandra

Fiery Red

[fieryred1]

Hi James
 
I can relate to the master/aspect of your post. I have learnt something from your explanation. I can certainly see how that relates to my role at work particularly when related to the situated and also the just-in-time elements. I hadn’t really thought of my work in that context before. I hadn’t thought of the academics and colleagues I support as ‘apprentices’ and I’m not sure if they’d like being described as such but they are that none the less 🙂
 
Thanks for an interesting insight makes me feel that my work has more educational value. It is so automatic sometimes (my helping people do something) that I lose sight of the skills and techniques I’m actually using.
 
Sandra (Fiery Red)

[fieryred1]

Hi Elizabeth

thanks for the pointers and advice.

I’m just reviewing McVay

Are there any more studies in this area that you are aware of?

The pre study surveys I’ve been involved with setting before students study online have been more subject specific and also involved students completing a free discussion board and trying a ‘taster’ area before starting a course. The questionnaires seem odd in isolation.

Sandra (fieryred1)

[fieryred1]

 

Hi Jo and the group discussing this

I thought I’d ask you to tell me more about the issues surrounding using flipped classrooms and different levels. Why do you think there are issues with engagement at different levels?

I chose the ARG example ( Helen Keegan) as what I considered to be powerful and relevant as it addresses ethical and engagement issues but I realise there are limitations in this example such as the ‘level’ of the students involved.

Do you think adding in different types of engaging techniques such as the haptics used by Margaret Cox or some of the techniques of ‘mystery’ used by Helen Keegan may engage the different levels more? Or is there something else’s that needs addressing before students are involved in this process to prepare and inform the students?

Look forward to hearing any thoughts and further issues surrounding this

Sandra (fieryred1)

[fieryred1]

Hi Rachel

I am interested in your experience in previous MOOCs I’d be interested in your expectations going into each one and what subject matters they were on? Would it be possible to give some details on this? The 44,000 one sounds overwhelming. What subject was that on and what do you think you were able to learn from this?

Sandra (fieryred1)

[fieryred1]

What can we tell about the range of experiences and preferences among ocTEL participants?
I don’t think there is much difference between this cohort and any other cohort attending either a conference or a course that is face to face. The subject matter and the actual ‘experience’ of this course have brought this group together. In terms of preference it is difficult I think to get an overall view of who is using what on what participants are using to post and interact or the actually subject matter they prefer to actually discuss in this arena.
What challenges does this present for the course?
I’m actually interested to see what the groups that are facilitating the course have learned in terms of challenges as well as the participants. This cohort is potentially by their very nature (as interested in learning experience and technology) very demanding and may have preferences they may not voice here due to their awareness of the arena in which the course is being run. Personally I don’t understand why there isn’t more being produced within the forums? A forum to submit introduction and a forums for each activity would have been easier to manage and read from the point of view of participants. This course feels a little too experimental so far and I am personally worried it has put people off participating by using so many channels for participation, may that is the point? Feel free to give an opposing view to this one I’m interested in what others have to say on this.
In what ways is a MOOC well or poorly suited to these challenges?
I think jimjamyahauk is right to say that there is ‘information overload’. I think a MOOC is what you make it. I’m sure it is possible to limit the numbers on a MOOC but whether this would then still be a MOOC is debatable. It would I assume also be possible to subdivide the cohort into group with a defined area of interest, this would make it all easier to digest. Smaller discussions may however limit the learning and knowledge that is facilitated. However, if the MOOC is too large then as we can see with this course some people will be put off and just vote with their feet. I suppose it comes down to what is expected of the experience by the student. So what is this MOOC and what do people what to gain from this? Goes back to all the intros and big questions. Sandra (fieryred1)

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