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joshuau: eor 2
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30 November 2012
Summary EoR phase 2 analysis
Because the course objectives are around Learning Design and not about regulating your own learning in a MOOC (my chosen focus is helping learners' self-regulate MOOC based learning - see EoR phase 1) the component skills and knowledge for self-regulation are likely not explicit in the course structure and content. Also, course tutors & designers may not see supporting or facilitating participants self-regulation as part of their role.
There may be some conflict between course designers objectives and participants goals and objectives. Course structure may or may not invite participants to adapt objectives, schedules, course work to match their own goals, circumstances and schedules.
Tools (conceptual and software) offered in the course are likely organised in terms of aspects/categories of learning design recognised as part of the course content. Design for end-user adaptation of content, goals, schedules, assessment may not be part of content. Participants are likely to have as much knowledge or tools and techniques useful for this kind of adaptation and self-regulation. Spaces for sharing these may or may not be available/created.
My scenario envisages a learner who does make use of the course to his own ends but this mainly appears to be through his own endeavour and luck! I don't really explore what tools enable him to do this and/or how the course design facilitates this. So, these are questions to address in the next iteration.
A challenge for me to take forward to EoR phase 3 is:
How to design a course with set objectives, activities, assignments, schedules and recommend tools so as to invite and facilitate adaption to individual learners' goals, objectives, schedules?
In summary the relationships I would look to change are those between designers, users and the course structure as 'fixed' through objectives, activities, content, assignments and assessment.
1) Analysis of relationships within EoR model elements (model embedded below).
Knowledge & Skill relationships: There may be several component skills in self-regulation. There may be dependencies between these and sequencing relationships, e.g. set goals necessarily comes before evaluating whether goals have been met.
Tools relationships: tools that can help with components of regulation might be grouped in categories according to which components they can help with.
People relationships: social relationships likely to affect how easy it is for people to help each other manage the learning tasks. Different social relationships within project groups and between project groups and between participants and tutors.
Environment: maybe different interaction spaces corresponding to different social groups. Possibly types of environment that are better suited for different types of task/activity (e.g. listening/watching, reading, brainstorming, writing) and sized chunks of content.
Relationship between filters and other elements: Sharing of useful tools and strategies for managing learning impacted by the extent knowledge about these is integrated into the course structure and content as communicated through web pages and/or the extent this knowledge can be generated and shared by users within this structure. Course structure and content types similarly likely to constrain when and where participants can engage and with who and how they can collaborate unless the structure is end-user adaptable.
09:32 on 30 November 2012