Another three years … what’s next? #CMALT

In November 2013 I finally completed my CMALT portfolio and achieved the much lauded CMALT accreditation. Three (and quite a bit) years later I have successfully completed the required three year review to keep my status as CMALT certified valid. So, what’s happened?

Firstly, for those interested, here are some links to previous posts I’ve written about both the process of gaining CMALT accreditation with the Association for Learning Technology (ALT) and what it means to me:

From my submitted review, here is the 500 word summary that is required (but not part of the assessment). Bear in mind the 500 word limit … you try and condense three and a bit years into an effective and appropriate summary for the portfolio!

My current role is so vastly different to the work I was doing when I gained my CMALT back in November, 2013, that it’s quite difficult to ‘update’. This will be a good exercise in understanding how I have changed, within myself, as well as my work and professional outlook.

I joined Warwick Business School (WBS) in May, 2014, as a Teaching and Learning Consultant, a world away from the role I held at Leicester. The main differences are in the line management of a team and the level of responsibility for core Business School activity.

Since first obtaining my CMALT I have

  • developed MOOCs for Warwick University and managed the partnership with FutureLearn,
  • taken an increasingly active role in WBS for aspects of teaching and learning on the world’s no. 1 Distance Learning MBA and on internally developed and run SPOCs, and
  • written two further books on the subjects of educational technology.

For the Warwick MOOCs I have:

These MOOCs have taken me, and my skills, further than I ever could have managed. Not only have I managed the development of these MOOCs (both technically and pedagogically) but I have developed my skills and responsible, across different faculties, for various aspects of the developing online courses, internally for WBS and externally on behalf of Warwick, including:

  • Line managing a team of four excellent videographers who have filmed, edited, rendered, tested and maintained consistently high quality of materials for the Warwick MBA and Warwick MOOCs, including audio manipulation, studio green-screen, on- and off-campus filming duties (author Stephen Fry, on-location filming at John Lewis Partnership and the House of Commons, and the wonderful Sir Ian McKellen).
  • Designing and implementing materials and activities for the Warwick online MBA, to match the course objectives, learning journey, and ensuring the intended outcome and assessment criteria are met.
  • Self- and team-management skills to enable multiple courses to run multiple times each year, as well as planning and maintaining the team’s ability to film and edit materials from multiple sources and for multiple courses.
  • Multi-discipline negotiations on course design and development.
  • Managing facilitator engagement in the run up to new course presentations as well as their engagement and input during each presentation and the differing experiences each cohort of learners bring.

Internally at WBS I work closely with academic groups, module leaders and tutors to develop new modules, redevelop existing ones (based on changes to the subject area and student feedback), engage with the academic groups to share and collaborate across the MBA disciplines and report on developments to the School’s senior management team.

As promised I’ve updated my Google sites CMALT portfolio with a new page for my (first) 3 year review.

So, what will the next three years bring … ? Exciting stuff, cant’ wait!

What’s next for MOOCs?

I’m not going to get in to the detail of whether MOOCs have been the disruptive element for learning as many opined four or five years ago, many have written much more eloquently on this than I ever could. For more just search for related terms or read this and this and this and this.

I will, however, pass a few words and a little judgement on one aspect of some of the developments I’ve been following for ‘online learning’ – accreditation. 

Firstly, has anyone else noticed that the original MOOC platforms don’t refer to the courses that are offered through them as MOOCs anymore? Even the platform that pushed ‘free online learning’ at every opportunity has dropped the ‘free’ from nearly all pages and courses. Obviously the ‘free’ business model was never going last long once the platforms realised that they had massive overheads to cover (staff, hosting, support, development, etc.), and that doesn’t cover the costs incurred by partners to develop the courses either.

For me online learning, whether it’s an degree awarded from an established College or University or a ‘free’ MOOC-esque course, has always been about the value the course is able to offer the student taking it. That value is both about the actual content and subject as well as the value the new knowledge has to the individual who has taken (and presumably passed) the course.

This value could be the

  1. personal satisfaction in gaining new or further knowledge,
  2. learning about a new skill or subject that has semi-professional interest (a subject at the periphery of the individual’s profession, but is not essential to it) or
  3. something that is specifically relevant to the individual’s immediate role or career progression.

Learning is but one side of the reason someone will invest time and effort into learning. The learning needs a purpose – undertake a course on Shakespeare because you’ve always like his plays and want to know more about the plays and playwright. A family member is diagnosed with dementia and you want to know and understand more about the condition, etc. This is all well and good, but people who take courses for these reasons are unlikely to buy any kind of certificate or further learning opportunity from it. They are likely to go on and take other related courses, again to further their understanding.

People who take online courses who are doing it for a professional purpose (changing job or role, career progression, professional interest, etc.) are more likely to purchase some form of certificate, but it’s still not guaranteed. I’ve taken (well, started!) a few MOOCs related to my job and interests, and finished one (the #EDCMOOC)! 

For me, the future of this kind of learning is what the course can really offer those people who complete it. A certificate is not enough – being able to show I completed 75% or 95% or another arbitrary number of the steps and all test questions means next to nothing. The certificate does not give any indication to whoever I show it to about what I had to do to get those steps completed or whether the test were 5 questions or 50. Did the course have an active educator or was it facilitated by an academic (not the course creator) or student from the partner institution? Was it facilitated at all, or just a click-next learning journey with a few tests or discussion points?. No, for me, if I’m going to pay for the course ‘certificate’ it needs to show something much much more. It needs to show how valuable it is to the industry I work in. Sometimes even the institution that created course isn’t enough pull for the certificate to mean anything.

A medical MOOC certificate would mean so much more if it was accredited by the International Council of Nurses, a marketing course accredited by the Chartered Institute of Marketing, etc. Not only could / should the course offer the opportunity to earn valuable CPD points but the accredited course outcome should be something a current or future employer would look at and immediately see the value to them; that this candidate is coming to work here with a good resumé, has shown initiative by taking further learning opportunities and is showing the skills to find and evaluate the courses that will offer them the best opportunity to further themselves.

I don’t think the way forward for MOOCs is for degree-credits either but it’s a popular route, probably as it’s easier to sell to the University partners than anything else. Only time will tell. 

Reading: Lurkers as invisible learners

I’ve always been annoyed at being called a ‘lurker’, it’s a term that has a different meaning for me when talking about the engagement, or not, of students in an online class – read my post ‘Listener or Lurker?’ from 2013. In this instance the paper ‘Learners on the Periphery: Lurkers as Invisible Learners‘, by Sarah Honeychurch and colleagues, defines as a ‘lurker’ or ‘silent learner’ or ‘legitimate peripheral participant’ as.

“… hard to track in a course because of their near invisibility. We decided to address this issue and to examine the perceptions that lurkers have of their behaviour by looking at one specific online learning course: CLMOOC. In order to do this, we used a mixed methods approach and collected our data via social network analysis, online questionnaires, and observations, including definitions from the lurkers of what they thought lurking was … [our] research findings revealed that lurking is a complex behaviour, or set of behaviours, and there isn’t one sole reason why lurkers act the ways that they do in their respective communities. We concluded that for a more participatory community the more active, experienced or visible community members could develop strategies to encourage lurkers to become more active and to make the journey from the periphery to the core of the community.”

I’m far more comfortable with the terms used here, and reasons why students don’t engage perhaps how we’d like them to, or indeed in the way we design the course. We need to accept and address that not everyone taking online learning, whether it’s a free MOOC, paid-for CPD course or fully online degree, wants to be social, vocal, or indeed visible in the online environment. We can provide the base materials and ask the students to go off and read around the subjects, we can offer opportunities to engage and ‘test’ themselves on different types of course activities. The only way we know the students are engaging in the subject and materials is usually if we assign marks or grades to the activities, especially if those marks carry weight on the course’s final grade.

Reference

Honeychurch, S., Bozkurt, A., Singh, L, and Koutropoulos, A. (2017). Learners on the Periphery: Lurkers as Invisible Learners. European Journal of Open, Distance and E-Learning. [online] Available at: http://www.eurodl.org/?p=current&sp=full&article=752 [Accessed 21 Jun. 2017].

Auftaktwoche (cl2025)

Am Montag startet unser Corporate Learning 2025 MOOC. Wir haben wieder acht Unternehmen - Merck, Continental, Ottobock, DNV GL Oil & Gas, Viessmann, Aareal Bank, Bosch und Audi - gewinnen können, jeweils eine Woche zu gestalten. Das heißt, ein Thema auszusuchen, Aufgaben und Aktivitäten zu gestalten und die Woche selbst auf den verschiedenen Netzwerken und Plattformen zu moderieren. Viele Abstimmungen laufen derzeit noch im Hintergrund. Bevor Merck dann am 15. Mai loslegt, soll es in der ersten Woche noch einmal um die Idee und die Ziele des MOOCs sowie um die Tools gehen, auf die wir setzen. Ach ja, und die Anmeldung ist selbstverständlich auch noch offen!

“Die Auftaktwoche dient dem effizienten Einstieg in den Corporate Learning 2025 MOOCathon. In zwei Livesessions wird der gesamte Ansatz nochmal vorgestellt und es wird auf Eure konkreten Fragen eingegangen. Außerdem startet eine öffentlich einsehbare Lerngruppe nach der Working-Out-Loud-Methode.”
Corporate Learning Community, 5. Mai 2017

Corporate Learning 2025 – MOOCathon: Vorstellung des Konzepts

Auf dem VhU-Berufsbildungsausschuss in Frankfurt habe ich diese Woche das Konzept unseres Corporate Learning 2025 MOOCathons vorstellen dürfen. “MOOCathon”, weil wir die acht Wochen MOOC noch, etwas zeitlich versetzt, mit einem Hackathon vor Ort verbinden wollen, auf dem wir mit einer Gruppe von Interessierten die Ergebnisse und Erfahrungen des MOOCs verdichten wollen. Herauskommen, so der Plan, soll eine Blaupause für “Learning & Development in the Digital Age”.

Ansonsten lohnt jetzt schon der Blick auf die Kursseite, auf der sich bereits die Liste der gastgebenden Unternehmen findet: Merck, Continental, ottobock, DNV GL, Viessmann, Aareal Bank, Bosch, Audi. Der MOOC startet Anfang Mai. Die Anmeldung ist bereits offen.
Jochen Robes, SlideShare, 9. März 2017

Infrastruktur für den Corporate Learning 2025 MOOCathon #cl2025

Der Corporate Learning 2.0 MOOC, der/die eine oder andere mag sich erinnern, wurde mit Unterstützung von mooin, der MOOC-Plattform der FH Lübeck, realisiert. Für den Corporate Learning 2025 MOOCathon, der Anfang Mai starten soll, wollen wir einen anderen Weg gehen. Wie schreibt Simon Dückert: “Daher soll die Infrastruktur-Strategie für den Corporate 2025 MOOCathon sein, komplett auf offenen Webplattformen aufzusetzen.” Was das im Einzelnen bedeutet, von der Beschreibung des Kursablaufs bis zur Diskussion in Lerngruppen, stellt er in diesem Beitrag vor. Und fragt abschließend: “Was haltet Ihr davon? Wo gibt es Bedenken? Welche weiteren Ideen habt Ihr?”
Simon Dückert, Corporate Learning Community, 19. Februar 2017

Adapting a MOOC for Research

Written by my colleague, Rachael Hodge, this article is a summary of our experience in identifying and developing research activities within the University of Warwick’s MOOC Literature and Mental Health.

The University of Warwick’s FutureLearn MOOC Literature and Mental Health: Reading for Wellbeing, which began its first presentation February 2016, was identified as an opportunity to conduct some research into the course subject area, ‘reading for wellbeing’ or ‘bibliotherapy’. Since 2013, a substantial body of literature has emerged in the field of MOOC-related research, with the MOOC becoming both the subject of and vehicle for research. The research approach adopted in Literature and Mental Health was influenced by other, recent research studies conducted within MOOCs, and particularly by the first presentation of Monash University’s Mindfulness for Wellbeing and Peak Performance FutureLearn MOOC, which distributed a stress survey to its learners in the first and final weeks of the course, to assess the efficacy of the course’s mindfulness practices. 

A number of reasons for trialling the use of this MOOC as a research tool were identified at the project’s outset. MOOCs give researchers access to large numbers of possible research participants, making MOOC research an attractive prospect, while the opportunity to gather valuable, potentially publishable data from free online courses may help to justify the time and resources expended during the production of new MOOCs. Several additional benefits of in-MOOC research were discovered during the process, including the potential for research activities to enrich the learner experience. However, a number of challenges and limitations were also encountered during the development of the study; the inevitable self-selection bias among MOOC learners, and the difficulty of establishing a control group within the MOOC activities, posed impediments to the gathering of useful, publishable data. 

Although we were aware of other MOOCs which had been used as vehicles for research, the process of adapting Literature and Mental Health for this research study was nonetheless an illuminating and instructive experience. The purpose of this paper is to reflect on that experience, and to consider the lessons learned during the process which may be useful in informing future research studies conducted via Massive Open Online Courses.

Reference
Hodge, R., (2016). Adapting a MOOC for Research: Lessons Learned from the First Presentation of Literature and Mental Health: Reading for Wellbeing. Journal of Interactive Media in Education. 2016(1), p.19. DOI:http://doi.org/10.5334/jime.428

Image source: Judy Dean (CC BY 2.0)

L&D in the Digital Age – CL2025 MOOCathon

Am 15. Mai ist es so weit. Dann startet unser neuer MOOCathon, in dem sich alles um die Zukunft von “Learning & Development” drehen soll. Denn: Wie sieht eigentlich das Geschäftsmodell von L&D im Zeichen der digitalen Transformation aus? Welche Leistungen wird es anbieten? Welche Kompetenzen benötigen L&D Mitarbeiter? Und nicht zuletzt: Was wollen eigentlich Kunden und Mitarbeiter, die sich heute schon einen Großteil ihrer Antworten aus dem Netz holen?

Im Moment stecken wir noch in der Planung. Wie schon beim CL20-MOOC sind wieder Unternehmen eingeladen, eine Woche des Online-Kurses selbst zu gestalten (Wer Interesse hat, bitte melden!). Aber wir wollen dieses Mal etwas ergebnisorientierter arbeiten und planen deshalb, die Erfahrungen und Erkenntnisse der MOOC-Wochen an einem dichten Wochenende kreativ zu verarbeiten. Aus MOOC und Hackathon ist deshalb der CL2025 MOOCathon geworden. Karlheinz Pape hat weitere Details beschrieben. Save the date!
Karlheinz Pape, Corporate Learning Community, 19. Januar 2017

Heuristic Learning & Shakespeare

I used to write about apps I used or liked as part of my work, or at least I recognised could aid me in my work, but have been remiss on this front for a while. So, with the urging of a few peeps on Twitter (thank you) I’ll start it up again.

This new app I’ve installed actually covers two loves – learning/reading and technology. In my role as eLearning Consultant at Warwick Business School I am responsible for the University of Warwick’s Shakespeare and His World MOOC. My involvement with this course and Professor Jonathan Bate has kick started my love of reading – I studied English Literature A-level. So here we have an app that’ll help me understand the use of technology (and see a fantastic new approach to tech that can aid learning) as well as the understand the Bard’s language.

Back in 2011 I wrote this post about how ebooks, even apps, could be used to greatly enhance the learning experience beyond just the basic text-and-note features the early e-readers offered. It seems it’s coming true (I wish the images in that post had survived a server & hosting service migration)?

Heuristic Shakespeare - The TempestHeuristic Shakespeare – The Tempest (iPad): Like many I find Shakespeare difficult to understand, sometimes just plain obscure. Through the MOOC mentioned above I have learned a lot more about Shakespeare’s influences in the time he wrote the plays (literary, cultural, personal, etc.) as well as the subtleties of his jokes and digs(and careful similarities) to the establishment. This app, therefore brings everything together and makes this one play, The Tempest, so much easier to understand, read, watch, and like.

“The Tempest from Heuristic Shakespeare is the first in a collection of thirty-seven separate apps. Each app is a tool for demystifying one of Shakespeare’s plays and making it more accessible to a modern audience. Sir Ian McKellen and Professor Sir Jonathan Bate take us on journey of discovery using the world-famous Arden Shakespeare texts and their extensive essays and notes. The apps function is to provide an essential aid to understanding and enjoying the plays in the theatre or on the screen.”

Heuristic Shakespeare – The Tempest $5.99 / £4.49
https://itunes.apple.com/us/app/heuristic-shakespeare-tempest/id1099176816

From the outset it is clear this app brings the very best of the internet (small ‘i’ these days) and learning. Not least the range of names and successful Shakespearean actors and scholars like Sir Ian McKellen and Prof Sir Jonathan Bate (both of who I worked with on another MOOC), but the way in which multimedia has been used to enhance the text, not replace it.

For those studying Shakespeare for any level of exam or are just an avid reader or Shakespeare lover this App is as good as any book or cheat-sheet note … if not better! If you ignore the videos where the actors read/act the play for you (a massive boost to my understanding – let the actors handle the difficulty of getting the pace, language and emphasis right, I can concentrate on the words and their meanings) the rest of the features are worth getting the app on their own – Shakespeare’s timeline, productions of the play, a copy of the First Folio pages, etc.

Note: I wont review each of the subsequent 36 apps, if indeed they do get round to them all, but suffice to say this approach is a quality one, offering everything I could ever have wanted when I was 16-18 and studying Shakespeare myself.

Heuristic Shakespeare The Tempest 1  Heuristic Shakespeare The Tempest 4

Heuristic Shakespeare The Tempest 5

Heuristic Shakespeare The Tempest 2  Heuristic Shakespeare The Tempest 3

Now on to the actually purpose of the App .. and it being called ‘heuristic’. For me a ‘heuristic’ learning experience is all about having the freedom or opportunity to use my experiences to discover or solve something myself. I may be led to the subject, question, or the problem, but the process of learning and solving or answering the question is for me to work out. I wont use, or even know, the best or most efficient process to use to do this, I’ll no doubt flounder around while i figure out what I need to be doing, but it’ll be my decision, my design process, and my skills that’ll take me through this and towards a solution.

And this is exactly what this App offers … the ability to use/choose what version of the play I want: either the text of the play, the pages from the First Folio, actors performing the words, understanding where the play. This is amazing and there should be more opportunities for people to learn like this, Shakespeare or not.

If you’re an English Literature teacher, or a student who’s used the App please let me know what you think of it? Did it help? What aspect of the App you found most useful, interesting, distracting, good for comprehension, good for revision, etc.?