Anthea's OLDS MOOC learning journal

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Anthea Wilson
10 January 2013

I'm a lecturer in the Faculty of Health & Social Care at The Open University. I've been working here for a number of years now, designing and authoring modules and chairing modules in presentation. I'm interested in how to continually improve our educational designs and how best to use the technologies available to us. I hope the course will allow me to explore different ways of thinking about my work.

This is where I'll keep a record of my learning.

To set out my learning objectives, this is what I hope to achieve:

  1. A better understanding of what a MOOC is, how they work, and how other people see them
  2. A broader appreciation of learning design, to include some lateral thinking around my own practice.It's so easy to get stuck in habitual ways of thinking and working, especially when constantly working to tight timescales and multitasking.
  3. Some practical achievements related to ongoing projects I'm currently engaged with

Extra content

Reflection on Week 1 of the OLDSMOOC

 It has felt like a whirlwind of activity. I've found it difficult to work across a range of different platforms and connect effectively with people. At the time when it was most crucial to be onine interacting and developing networks, it was inconvenient for me to spend time on this. It has been gratifying to see others visting my dreamscape and seeing links.

I came to the mindmap a little late, and added my reflection on what learing design means to me to the discussion. I was unable to open the mindmap though.Similarly to many others, I like the idea of learning design, because I feel it gives scope for creativity as well as the application of design principles. It means that whatever it is you are delivering has been thought out according to its purpose and its audience and the learning context. There is probably an infinite variety of learning designs when you consider the infinite variations in purpose, learners and contexts. You can design for individuals and groups large and small. The larger the group, the more the design needs to cater for a range of needs. In designing distance education at the OU, I am sometimes aware of designing for an imaginary audience, before they even materialise.

I have connected with a few people who I think I could work with on a project, on the lines of developing academic literacy for inexperienced learners, particularly in health and social care.

Anthea Wilson
19:40 on 17 January 2013 (Edited 09:52 on 18 January 2013)

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