[KimLesley]

Don’t worry Imogen.  I think for a course that relies on good asynchronous communication they’ve chosen a pretty primitive forum style.  It’s already getting very difficult to follow discussions.

[KimLesley]

I also agree.  Machine assessment has limited effectivesnees.  Feedback can only be generic and cannot guide a student well.  I would argue that comparing to model answers does not develop critical skills or independent thinking.  Self assessment skills need to be developed in students so we can’t assume they understand how to self assess.  My issue with large online courses such as MOOCs is that the important elements of learning, assessment and feedback, are sidelined.

[KimLesley]

sorry  – three levels.  Oops.  Then go back to the previous level.  This does make it quite difficult to follow a discussion doesn’t it.

[KimLesley]

Hi Andy- I think how these forums work is that there’s only two levels – parent and child so you can’t reply to a reply in other words.  You have to add you reply to the parent and it will come at the end of that string.  It’s a very basic forum format.

[KimLesley]

Hi Andy

I think the group will get as large as those that feel they have a home here.  Over time it will develop into a more cohesive community.  I think this a one way of coping wiht the sheer scale of MOOCs, by joining a couple of smaller groups of interest and sticking with them.  We can still discuss the course material but hopefully we will develop a group identity as well. There seems to be a wide range of experiences here for us to draw upon.

[KimLesley]

I thought you made a very good point about reluctancy as being seen as something to be overcome.  It’s also true that there are many reasons not to get involved with TEL and so there won’t be a single solution.  Perhaps we should take more time investigating why teachers or students are reluctant to use technology and then address those barriers.  Lack of training and fear of giving up what are seen as tried and tested teaching methods are a couple of reasons.

However, as you say, technology does get taken up in time but not fast enough for those at the front end.  By the time it’s taken up at the rear it’s seen as old and outdated at the front!

 

 

[KimLesley]

In answer to the questions with an FE focus:

What can we tell about the range of experiences and preferences among ocTEL participants? Is FE similar?  There seem to be a huge range of experience amongst the participants, including teachers and trainers and we all face the similar challenges. There are challenges that both sectors face such as encouraging staff  (and student) engagement with TEL and getting support from senior management and budget holders. HE are probably better financed and resourced though. Both levels need to find ways of using technology effectively to increase retention and achievement and both are facing financial cuts so need to deliver more cost effectively and technology provides one way to do this.
Can we transfer lessons to FE from HE – does this challenge the course?  I don’t see why it would challenge the course – pedagogy remains the same.  How technology is changing teaching and learning theory is the same and at FE we are also preparing students for HE, so we need to know what it is they need to prepared for.
How is the MOOC suited to the challenge? Would FE participants engage? Not sure yet.  I’m certainly not new to distance learning and I’m currently doing an MA totally online with the, but at the moment I’m waiting to see how social learning in the MOOC gains more structure.  Seems a bit chaotic at the moment. But I don’t see why FE participants should feel in any way excluded

[KimLesley]

Hi James

Can I join this group?  I’m at New College, Swindon.  I visited you a couple of times during the days of MoleNet. I’m doing this MOOC in both my roles, as learning technologist in FE and as an Associate Lecturer with the OU.  New College are still quite behind with TEL, despite the efforts of the elearning team, though we are gradually developing online courses and getting staff trained in using education technologies.  I’m interested in this course to see what it’s like to be part of a MOOC.  I put my big question on my blog (http://learn.open.ac.uk/mod/oublog/view.php?user=105699), which was essentially how is learning being enhanced by technology?

[KimLesley]

Hi Trish

I’m a fellow AL with the OU tutoring on social sciences and environment modules.  I use Elluminate all the time and am also a trainer – it’s worth persevering as it can be a great tool.  We are moving to Collaborate soon and it’s probably even more straighforward

[KimLesley]

Hi Tom,

Yes, I’m doing an MA in Online and Distance Education with the OU and all the modules so far have been completely online.  We work through course materials on the web page, do activites such as research or developing an artefact and then there are forum discussions, blogs to write and respond to, wikis for collaborative work and online meetings via Elluminate.  It’s been a great way to learn and I’ve learned a lot.  The main difference with a MOOC though is that we are arranged into tutor groups of about 12 and so we very quickly build a good group relationship.  We also have a tutor we can contact via the forum or email.  The tutor also marks the assignments and provides feedback and learning points.  One things they do to get groups to gel quickly is an early collaborative activity and then a group discussion on the forum to reflect on the experience.  My aim with this MOOC is to join a couple of groups and really stick to them as much as possible.

 

[KimLesley]

Hi there

though I am doing this through my FE job I have been an OU tutor for 12 years and tutor on first and third level courses.  I am also a the end of an MA in Online and Distance Education.  My interest in MOOCs is to see how they compare to distance learning of the OU model.  I tutor through a combination of online tutorials, forums, emails and some f2f based around the module printed and online materials. The role of the tutor is quite important to help orientate the students and build the group relationship as well as helping them through the trickier parts of the modules and deepening understanding.  I’m interested to see how students on MOOCs cope without this and how well motivation is maintained.  MOOCs are an exciting development in education and I wanted to see first hand how they worked.

[KimLesley]

I would like to join this group.  Though I’m doing this course as part of my FE job I also work for the OU tutoring on three courses via online tutorials (Elluminate and soon to be Collaborate), forums, email, and some f2f.

Kim

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