[AK] EoR Phase 1

Phase 1: What help is potentially available in learner context?

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Apostolos Koutropoulos
18 January 2013

Phase 1: What help is potentially available in learner context?

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The project (on-going) is to develop an Introduction to mLearning course (graduate level) to be offered in a variety of modalities.  The modality that I am tackling (and slowly working on) for OLDS MOOC is the MOOC format for offering this course on mLearning.  This cloud is just an initial analysis (phase 1 of Ecology of Resources) of available resources, filters and potential More Able Partners (MAPs). 

 

Here is a quick summary of the initial insights gained through the EoR phase 1 process with respect to my focus on helping participants manage their MOOC learning experience. Obviously this does not contain everything, that could be included, but it’s only an initial pass :-)  Commenters are welcomed to provide feedback :-)

 

Knowledge and Skills

Throughout this course on mLearning there are a few skills and knowledge that learners ought to develop. Gaining a broad understanding on what mLearning is, and how mLearning can be facilitated is one of the core things. The second is all about mLearning design – learners should be able to sketch out basic design for mobile learning instances.  Finally, learners should be able to apply mLearning to a variety of environments, including ICT4D, and they should be able to dispel the myth of “mLearning is viable when everyone has an iPad.” To do this, the learners need to have some basic understanding of the application of instructional design and have the capacity for critical thinking and reasoning.

 

Tools & People

Tools:

Learners should have access to some type of mobile device in order for them to be users of mLearning as well. This device may be a phone, smartphone, PDA, tablet, MP3 player, or something that fits into the category of device for mLearning (pocketable or something that you always have with you).  Obviously access to the internet in order to access the course is a must :-)

 

People:

People that can help learners include fellow learners, practitioners and designers in mobile learning, any teaching assistants in the course, as well as contacts from institutions that have used mLearning in their teaching strategy that can explain to learners what they did, how they did it, and why.

 

Filters:

Learners may bring to the table they own experience of mLearning, and this is great because we can all share some initial experiences, hopefully diverse experiences, with mLearning. The only pitfall is that these initial experiences may predispose the learners to think of mLearning in certain predefined (and constrained) terms.

One of the constraints I see, in the MOOC format, is that there isn’t always a way to certify knowledge, and the MOOC format may lose students who also don’t get that “carrot” (badge, certificate, grade, credit, etc.) that enables them to continue to be motivated and see the course through, even in the face of competing deadlines in the rest of their life.

 

More Able Partners

I think it’s a bit hard to come up with a list or MAPs in a MOOC because the variables are so many :-) Ideas for MAPs are welcomed!

 The project (on-going) is to develop an Introduction to mLearning course (graduate level) to be offered in a variety of modalities.  The modality that I am tackling (and slowly working on) for OLDS MOOC is the MOOC format for offering this course on mLearning.  This cloud is just an initial analysis (phase 1 of Ecology of Resources) of available resources, filters and potential More Able Partners (MAPs). 
 
Here is a quick summary of the initial insights gained through the EoR phase 1 process with respect to my focus on helping participants manage their MOOC learning experience. Obviously this does not contain everything, that could be included, but it’s only an initial pass :-)  Commenters are welcomed to provide feedback :-)
 
Knowledge and Skills 
Throughout this course on mLearning there are a few skills and knowledge that learners ought to develop. Gaining a broad understanding on what mLearning is, and how mLearning can be facilitated is one of the core things. The second is all about mLearning design – learners should be able to sketch out basic design for mobile learning instances.  Finally, learners should be able to apply mLearning to a variety of environments, including ICT4D, and they should be able to dispel the myth of “mLearning is viable when everyone has an iPad.” To do this, the learners need to have some basic understanding of the application of instructional design and have the capacity for critical thinking and reasoning.
 
Tools & People
Tools:
Learners should have access to some type of mobile device in order for them to be users of mLearning as well. This device may be a phone, smartphone, PDA, tablet, MP3 player, or something that fits into the category of device for mLearning (pocketable or something that you always have with you).  Obviously access to the internet in order to access the course is a must :-) 
 
People:
People that can help learners include fellow learners, practitioners and designers in mobile learning, any teaching assistants in the course, as well as contacts from institutions that have used mLearning in their teaching strategy that can explain to learners what they did, how they did it, and why.
 
Filters:
Learners may bring to the table they own experience of mLearning, and this is great because we can all share some initial experiences, hopefully diverse experiences, with mLearning. The only pitfall is that these initial experiences may predispose the learners to think of mLearning in certain predefined (and constrained) terms. 
One of the constraints I see, in the MOOC format, is that there isn’t always a way to certify knowledge, and the MOOC format may lose students who also don’t get that “carrot” (badge, certificate, grade, credit, etc.) that enables them to continue to be motivated and see the course through, even in the face of competing deadlines in the rest of their life.
 
More Able Partners
I think it’s a bit hard to come up with a list or MAPs in a MOOC because the variables are so many :-) Ideas for MAPs are welcomed!
 

Apostolos Koutropoulos
21:13 on 18 January 2013 (Edited 21:14 on 18 January 2013)

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Joshua Underwood
9:23pm 19 January 2013


I think you already identified important potential MAPs in your scenario. The instructor particularly in the pre-MOOC expectations briefing and the members of the study circle. I would encourage you to think more about the kinds of help that these MAPs would offer...

You use the filters prompt to identify an important potential issue around how pre-conceptions mgiht constrain ideas about what mLearning is or might be. How could you adjust that constraint? It is an interesting challenge...

The constraint around being unable to certify knowledge is also interesting along with the carrot to keep up motivation. Again I'm not sure about how to address that but exposing that thinking here might get useful comments from others. My immediate thoughts are around helping them to produce something in the course (in do-able steps) that they are 'proud of' and that can be exhibited...

 

Apostolos Koutropoulos
4:22pm 20 January 2013


Thanks for the brainstorm :-)

This is quite rough and rudimentary, I admit, I gave myself a definite time limit for this activity. I think it would be interesting to undertake this activity with Inge de Waard who organized both MobiMOOCs and compare MobiMOOC 1, MobiMOOC 2 and this scenario and see what's the same and what's different.

Joshua Underwood
6:04pm 20 January 2013


Would be great to hear where you & Inge take it - obviously in a course like this we can only 'sew seeds' but hopefully you will see some potential value in the EoR approach, find some time, and come back to it. Keep us informed if you do - would love to see where it take you.

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