Week 1: Initiate (Lindsay Jordan)
A Cloud for the first week's activities
Cloud created by:
11 January 2013
My name's Lindsay and I'm a Senior Lecturer in Learning & Teaching at the University of the Arts London. I have a fledgling research profile in online, collaborative learning, so MOOCs are very much up my street. I'm more accustomed to the Blog-plus-RSS model than a portfolio model, but I can already see how this style is more appropriate for a project-based course.
I am: open, conscientious, extrovert, agreeable and a little neurotic. According to Tschofen & Mackness (2012) I should therefore find this a breeze...
10:39 on 11 January 2013 (Edited 10:46 on 11 January 2013)
Objectives for the week:
- Post a response to the Learning Design presentation (see below)
- Summarise my learning design project and upload the course documents in their current state (I may use a separate Cloud for this).
- Try to find a couple of similar projects and connect with them
- Do the Learning Design brainstorm activity (although I haven't checked this out yet)
- Attend Tuesday's Google Hangout
- Post reflections on the first week
10:46 on 11 January 2013 (Edited 13:05 on 11 January 2013)
Initial thoughts in response to the Learning Design presentation:
We all know by now that, in a world flooded with information, the role of the University is not to simply feed people content. But maybe it never was. Perhaps it was for the correspondence courses that were so fashionable from 1970-2000, and maybe on some face-to-face courses during the 'massification' period, but before then - when university was reserved for the intellectual elite - university was about discussing what you'd read in the library. Yes, you got the books from the university library, but it wasn't the university's content; you could walk into the British Library and access any of it if you were so inclined. The point of university was to teach students how to find, select and criticise information in the pursuit of knowledge. So, no change there then.
Any move away from 'traditional', face to face education and online distance education depends largely on the market; on what learners want. And while undergraduates still desire the boarding school type experience - and are willing to get into massive amounts of debt in order to get it - online distance education will remain at the margins; only desired by those who can't afford the time and expense of going to 'proper' university; often mid-career adults in full-time employment.
A different set of skills are needed to succeed with this cheaper product; to learn without someone holding your hand, without sitting in a room having someone ask you the right questions and tell you exactly what to do. Having to motivate yourself, find your way through new materials, information and environments, and make the 'right' decisions with no external input is incredibly difficult. Things were easier in some ways with the old correspondence courses because there were fewer options and distractions; just a linear path through a book, or a series of webpages. The learning environment - although solitary and lacking in stimulation - was familiar. Distance learning was far simpler with the old content-based model. In contrast, distance learning today is getting incredibly complex, and in this sense it could be argued that it is getting less accessible. If curricula are built on connecting with people and collaborating with them on projects, there are massive technical challenges to overcome for both designers and learners. How do learners find each other, choose who to connect with, and work together? These, I think, are the key challenges for online and blended learning designers today.
NB In my experience, designing for online collaborative learning is actually a situation where too many cooks can spoil the broth. The best online collaboration experience I have had is on the cMOOCs initied by George Siemens, which utilised Stephen Downes' gRSShopper programme. This produced a daily newsletter of participants' tagged blog posts. It was incredibly simple, allowed participants to use whatever platform they were comfortable with, and effectively aggregated all the dispersed activity on the course. So it will be interesting to see how the discussion around collaborative learning design (as opposed to designing for collaborative learning!) progresses.
11:54 on 11 January 2013 (Edited 11:55 on 11 January 2013)