[Rachel Temple]

Thank you to James for posting the link to the Keith Devlin blog on his Mathematical Thinking MOOC. It’s a really thought-provoking piece and well worth the read. Keith Devlin’s comments on using a slowly-slowly approach to experimentation and erring on the side of caution when innovating on live courses is something that I’m sure many of us will relate to. As David points out, the course seems highly rated and sounds so interesting it makes me want to sign up!

From the point of view of the Saylor model, I found that the concept of looking for existing, available resources first and only then considering producing your own content to be thought provoking. I imagine that many start the other way around, so for me maybe I will think more actively about what is already there.
It also struck me that at one stage, one of the professors interviewed mentioned that he produces a 15-20 minute guide on interpreting and analysing the resources in order to guide / induct students. This for me is still a key area, that of the teacher’s induction into the subject area.

[Rachel Temple]

Hi All,

I think it is a really interesting question as to why some people really take to posting online and why others find it more challenging. I liked Nancy’s metaphor in her webinar ( which I watched on recorded version, couldn’t join live, alas) where she said that some people love it and some find it like being in a fog. I would be interested in reading some more research on this, if anyone has anything to share?
I agree with Elizabeth’s point that there are probably several things going on all at once. I like writing and always have done, so I don’t think that this is the cause of the problem for me, although I can see if you don’t like writing, it would be hard.
I wonder if it is because this type of activity simply didn’t exist when I was at school / a student. This means that I am having to get used to it. I wonder if I equate study with reading, reflection and essay writing. Forum dicussions are much more quick-fire, and perhaps I am not so good at thinking quickly in this way.
With regards to the question: so, what helps? I do find it helpful to sit and read first -preferably a book that I can sink my teeth into. Gilly Salmon’s ‘E-Moderating’ book has helped me this week. I also find that I must write it out first offline, only then can I proceed to posting. If this sounds long-winded – it is!
Rachel

[Rachel Temple]

Hi All,

I’ve found this thread very interesting, so thank you to all.

With regards to good support, I’ve found the sharing of resources by other participants to be really helpful e.g. last week’s discussions on feedback and video feedback. Also, the open sharing of experiences has been very helful to support my understanding of the weekly topics.

I would echo Sandra @fieryred1’s posting that one of the downsides has to be finding the time to do this. As an adult working full-time, I don’t consider myself to be disorganised, but doing a fully online course seems to require a lot of time and effort. I find the webinars act as a welcome ‘prop’ to keep me in touch with the week’s content and a welcome addition to the blend.

Equally interesting was Sandra’s comment that discussion-based online learning can be challenging. I find this to be the case, too, and am glad that someone has brought this up! I know that people say that posting online is ‘liberating’ for the reticent, but I haven’t found this to be the case, yet. I am not sure whether this is because of the online part of the equation, or because of the fact that the discursive element is more free-flowing than writing an essay, which is what existed when I was a student. Any thoughts on this?

Rachel

[Rachel Temple]

Hi All,

Thank you Sancha for the excellent description of your assessment process using blogs and the pros and cons involved.  Somehow it is more interesting reading these descriptions and discussions than formal texts on assessment.

The link provided by Peter to the James McDowell project on video feedback is amazing, so thank you for sharing this.  The clip is about 15 minutes long, and shows clearly how a revised format of feedback and dialogue was embedded into a whole process of curriculum re-design.  It’s also great fun to watch because it’s about computer game design!

I also agree with Elizabeth’s point about the necessity to be Discipline specific and going with what fits in with that Discipline.

Rachel

[Rachel Temple]

Graham,

Thanks for your posting.  I have a sneaking suspicion that you are spot on with your analysis of search habits being informed by Google.  I did feel a strange sense of relief when I used Google to continue my search for Piwik Analytics- back on familiar territory!

Your point about reusability and editing of OERs really made me think through the whole concept of OERs.  I hadn’t previously thought enough about the re-purposing side, just the resource as a resource and the correct licence.

But of course!  An hour long podcast is quite long in the first place. It’s a long time to sit and listen attentively and I haven’t yet listened to all of the one I just downloaded and I downloaded enthusiatically.

[Rachel Temple]

Hi All,

Thank you for your posting on iTunesU, Imogen, it inspired me to try again!

It’s a resource that everyone knows about, but which I rarely visit.  I used the search function and searched for ‘Moodle’ and found loads of free content which I will be exploring.  Even though the Search button is right there in front of you, the tendency is to browse by category, so using the Search function is the way forward.

I also used Jorum and applied the same search term ‘Moodle’.  I found lots of the excellent York St John’s Moodle 2 resources, which I was already aware of.  New to me was the use of Piwik, an open-source web analytics software as an alternative to Google Analytics.  I chose to look at this for my own interest, but also because the project was JISC funded.

I hadn’t used Jorum before and would use it again.  Yesterday’s webinar pointed me in the direction of Jorum Beta, and I have to say that I felt much more comfortable and in control using the beta search engine.

My final thought on all of this is that you have to allow yourself time to explore and experiment with the different platforms.  I expected to just  jump in and do a quick search and it was only when I slowed down and started playing with the environments and their searches that I got good results.

 

[Rachel Temple]

Hi All,

The areas these questionnaires cover seem to me to fall into the following categories:

Goal setting and motivation
Learning styles
Study skills
Computer skills
Internet skills

I liked Elizabeth’s point (above) that the questionnaires are all quite light-touch, rather than acting as an in depth learning needs analysis for a potential student.

I’m not sure how different the skills listed are from those needed for on campus learning  – you need motivation, IT skills, focus and discipline to engage successfully with any form of study. Having now read the Michael Hall article on the McVay study, maybe I am agreeing with the recommendation that these questionnaires need to include a greater element of measuring ‘comfort with e-learning’ as Hall terms it.

What I got out of completing the questionnaires is that I am still underestimating the amount of time online learning takes.  Online learning gives me the ‘freedom to complete at the pace of my choosing’ to quote one of the questionnaires. But this means that I may never complete at all, as my online learning stuggles to compete with all the other demands of my time.

Rachel

 

[Rachel Temple]

Hi Everyone,
I’ve really enjoyed reading everyone’s postings on this thread about MOOCs old and new!
I agree with James’ comments on keeping up this thread, I’m enjoying reading everyone’s thoughts.
It’s good to hear James say ‘I intend to complete this MOOC!’ as it’s  reminded me to keep on going.
It was interesting to see Alison Christie’s posting with the stats on the EDC MOOC.  This was the  40, 000 + MOOC I started, but didn’t manage to complete, which was a shame I think.
Part of the reason was that I’d signed up for two MOOCs at the same time (yes, I didn’t have a clue!).
Doing one MOOC is challenging enough, let alone two at the same time.
Ultimately, I carried on with the Equine Nutrition MOOC (also on Coursera) and had to drop out of the EDC one, I just couldn’t find the time.
I found Imogen Bertin’s postings interesting as I found that the Equine Nutrition MOOC did have the weekly lectures to watch, hand outs and then a weekly Quiz ( a practice one and a real one).  I’m wondering now if the structured approach made it more do-able – whilst still trying to squeeze it into lunch times and Sunday morning.
Anyway, off now to start week 1 core reading or is that viewing? Wish me luck!
Rachel

[Rachel Temple]

Hi,
 
Thanks for your posting.  It’s nice to meet a fellow learning technologist!
 
I agree with your description of the LT role that we work at the interface between teachers, students and technology.  I would add that the interface also includes administrators and we need to tailor support for administrators who increasingly are involved in all aspects of learning technology.
 
I liked your comment that the challenges of the MOOC are the challenges that we face in our day-to-day lives – how do I keep up with this?  Which parts are worth keeping up with and can I learn to invest my time wisely so that what I am contributing is meaningful?
 
Having participated in 3 MOOCS I think that from the point of view of professional practice, it is ‘good for me’ to feel a bit lost and a bit confused.  If I never have these feelings, how can I understand where my users are coming from when something changes, or doesn’t work as they would like it to?
 
I also agree that it would be interesting to consider the different types of MOOC platform and course design.  My personal feeling is that giving me some home comforts whilst stretching me is the best way forward.  For example, I’m enjoying the fact that we have a 10-day window to get used to this course.  I also like the fact that this is relatively small.  The EDC MOOC I was on had 44,000 people, so this one at around 1,000 feels very pleasant!
 

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