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Forum | Paul is looking for participants: Activity 0.2: Small group reflection | | ocTEL 2014
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Activity 0.2: Small group reflection

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This topic contains 3 replies, has 3 voices, and was last updated by  glenn 6 years, 3 months ago.


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  • Author
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  • #1330

    Paul Rettey
    Participant

    Hi,

    I decided to just ‘grab it and go’ and see where it takes me. I’ve created this public group and added the text from the Small Group Reflection exercise.

    Activity 0.2: Small group reflection

    (60 mins)

    With one or more fellow participants, organise a period of reflection and discussion over two or three days and see if you can arrive at a shared view of

    What can we tell about the range of experiences and preferences among ocTEL participants?
    What challenges does this present for the course?
    In what ways is a MOOC like this one well or poorly suited to these challenges?

    Checklist

    Explore the ocTEL site and course discussions.
    Get familiar with the Handbook.
    Make sure you can login and edit your profile if you wish.
    Check out the webinar or its recording.
    Make some contact with other participants.

  • #1792

    cwrycraft
    Participant

    I have just started to browse the course members’ profiles, there seem to be a lot of technology experts, but it is quite hard to tell at this early stage. I expect that as we feel our way around the course this will become clearer.
    Any online course is likely to struggle to keep the same level of motivation and engagement with a wide range of different participants, at the moment this course looks as thought the complexity might be an inhibitor for some people?

    Hopefully Wednesday’s webinar will start to pull things together and get us moving ahead.

  • #3128

    Paul Rettey
    Participant

    Hello everyone, throwing myself into this even I don’t really know who anyone is and what background you all have.

    On that observation I think that’s part of the challenge in MOOC’s where face to face  is replaced with online. We miss the facial expressions, jokes can be taken the wrong way, relationships build differently and online netiquette is something very real.

    Once that submit button is pressed you’ve published your inner most thoughts without any visual cues or feedback. This is a reflective communication medium.

    There is some bed time reading: http://www.benthamscience.com/open/tocsj/articles/V002/68TOCSJ.pdf

    I just found it now, but this exerpt should pique your interest:

    ‘As confirmed by numerous studies, the majority of forum users are rather passive. Indeed, 44% consult but never post, while 17% post, but only in response, without initiating dis-cussion threads. Only 30% are leaders, initiating discussion threads, but for less than 10% of their messages, while 8% initiate threads with more than 10% of their messages. Users familiar with instant communication (31%) are more likely to post than others. The post length is rather of moderate size, in the order of 7 lines (45% between 5 and 10 lines, 25% less than 5 lines and 12% more than 10 lines).’

    My experience within the field of Learning technology is growing, but my views are mixed about what the industry is and why since PLATO are we still experiencing difficulties in the adoption of e-learning within UK education. I’m with Jonathan Kettleborough on this one.

    In my experience of being part of a private sector firm that successfully delivered distance learning course, the key to success is in the clarity of instruction given. It’s a simple thing to say but unusually difficult to deliver as it takes a number of key stakeholder to make it work. There also has to be a clear division of responsibility based on expertise.

    I find it odd that teachers are expected to become expert in something they may never have studied for, or indeed if their discipline is in an entirely different area. What explanation could there be for this behavior?  If this assertion is correct then it may be part of the answer as to why teachers are reluctant to engage or simply don’t know how to engage.

    Where I worked before, we found that collaboration provided the best results, because everyone respected and trusted each others expertise.

    Not an expert on MOOC’s but they have problems and I’m a bit more cautious, I don’t think there is a clear path through that explains the situations in which MOOCs demonstrate success.

    There is some good information here: http://www.babson.edu/News-Events/babson-news/Pages/130107-2012-survey-of-online-learning-results.aspx

    And here

    http://blogs.kqed.org/mindshift/2014/04/taking-stock-do-moocs-only-work-for-educated-people/

    To me Technology in Learning needs the Teacher, Tools and Environment.

  • #6106

    glenn
    Participant

    I think one of the challenges that “always” appears and I feel did do today during the live webinar, was that although we are advocates of new technology, the technology is quite often not reliable, leading to those who are new to online learning or more frequent users, frantically searching their own machines for the slightest thing that they/we could have caused to fail, this in itself can put people off using the technology due to the bad experience that is caused and so often remembered.
    During my time as a learning technologist, I too have ran a week “0” to allow users to check the systems work correctly and to iron out glitches. This has been well received, but on every other session that followed I still spent a lot of time at the start of the session helping users to “get started”. So long as you approach this with a smile and are flexible within the set time limits things normally settle down and by week 10 of 10 things are running like clockwork! 😉

    • This reply was modified 6 years, 3 months ago by  glenn.

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