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Description: worldwide mLearning & MOOC research, implementations, thoughts and endeavors en-us
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2 Free &Amp; Useful #Telearning In Higher Ed Reports #Elearning #Education
@Ignatia Webs
These two reports give a status of TELearning in 2016: one analysing the Technology Enhanced Learning for Higher Education in the UK (233 pages, with appendixes starting at page 78) and case studies of Technology Enhanced Learning (48 pages, with nice examples). I give a brief summary below. The reports were produced by UCISA (Oxford univesity based network) representing many major UK universities and higher education colleges and it states to have a growing membership among further education colleges, other educational institutions and commercial organisations interested in information systems and technology in UK education. The used definition of TELearning is: "Any online facility or system that directly supports learning and teaching. This may include a formal VLE (virtual learning environment), e-assessment or e-portfolio software, or lecture capture system, mobile app or collaborative tool that supports student learning. This includes any system that has been developed in-house, as well as commercial or open source tools." Both reports provide an interesting (though UK-oriented) read. Here is a short overview of what you can find in them: The report focusing on the TELearning for HE in UK (based on the TELearning survey), I have put the main conclusions next to the main chapters: Top 5 challenges facing institutions: Staff Development is the most commonly cited challenge, Electronic Management of Assessment, lecture capture/recording continues to move up, technical infrastructure, legal/policy issues. Factors encouraging the development of TELearning: Enhancing the quality of learning and teaching, meeting student expectations, improving student satisfaction are most common driver for institutional TEL provision. Availability of TEL support staff, encourages the development of TEL, feedback from students, availability and access to tools, school/departmental senior management support. In terms of barriers for TELearning: lack of time, development & consolidating, culture continues to be a key barrier, with Departmental\school culture, and Institutional culture, internal funding, and lack of internal sources of funding to support development. Strategic questions to ask when considering or implementing TELearning: with Teaching, Learning and Assessment consolidating, the rise of the Student learning experience/student engagement strategy, corporate strategy and library and Learning Resources. TELearning currently in use: main institutional VLE remains Blackboard and Moodle. Moodle remains the most commonly used platform across the sector, but rising alternative systems such as Canvas by Instructure, and new platforms eg. Joule by Moodlerooms. SharePoint has rapidly declined. An increase in the number of institutions using open learning platforms such as FutureLearn and Blackboard’s Open Education system. Evaluation activity in reviewing VLE provision: conducting reviews over the last two years. TEL services such as lecture capture is the second most commonly reviewed service by all over the last two years. Support for TELearning tools: e-submission tools are the most common centrally supported software, ahead of text matching tools such as Turnitin, SafeAssign and Urkund. Formative and summative e-assessment tools both feature in the Top 5, along with asynchronous communication tools. Adoption of document sharing tools across the sector and the steady rise in the use of lecture capture tools. Podcasting tools continue to decline in popularity and the new response items electronic exams and learning analytics appear not to be well established at all as institutional services, with only a handful of institutions currently supporting services in these areas. Social networking, document sharing and blog tools are the common non-centrally supported tools. TEL tools are being used to support module delivery. Blended learning delivery based on the provision of supplementary learning resources remains the most common Tue, 21 Feb 2017 08:53:00 +0000

Recognising Fake News, The Need For Media Literacy #Digitalliteracy #Literacy #Education
@Ignatia Webs
I was working on a blogpost on books focusing on EdTech people (the woman, the tasks…), but then I opened up YouTube and I saw that president Trump had his first solo press conference. After watching it, I thought there was a clear need (for me as an avid supporter of education) to refer to initiatives on the topic of real and fake news, because honestly I do not mind if someone calls something fake or real, as long is that statement is followed by clear arguments describing what you think is fake about it, and why. Before doing that, I want to share the reason for this shift in attention. I love Amerika, for several reasons: where Europe stays divided, the United States have managed to get its nations to work together, while leaving enough federal freedom to adapt specific topics according to individual nation’s believes; I have worked and honestly like to work with Americans (of all backgrounds) and American organisations, truly I am in complete awe of the Bill of Rights, and the way the constitution is securing freedom for all. I know that a goal as ‘freedom for all’ is difficult to attain, but at least it is an openly set vision, put on paper. I mean, I truly respect such strong incentive to promote freedom for all citizens within a legal framework and the will to achieve that freedom. And due to this love for the United States, I felt that Trump is okay. In democratic freedom, the outcome might not be of anyone’s liking, but … history has shown that democratic freedom can swing in a lot of ways and that it this diversity nurtures new ideas and insights along the way. However, while watching the press conference I got more and more surprised by what was said and how: there were clear discriminatory references, which I do not think befit a President of all the American people. But okay, to each his own and rhetorical styles can differ (wow, can they differ), but the ongoing remark and reference on Fake News that kept coming up as an excuse and used as a non-sequitur at any point during the press conference just got to me. Manipulation has many faces, and only education can help built critical minds that will be able to judge for themselves, and as such be able to distinguish real from fake news. To me, even if you refer to ‘this is fake news’, I want to hear just exactly what you mean: which part of what news is fake and why. Enlighten me would be the general idea. Fake news and believing it: statusA Stanford study released in November 2016, concluded that 82% of middle-schoolers couldn’t distinguish between an ad labeled “sponsored content” and a real news story on a website. Which seems to indicate that somewhere we are not addressing media or digital literacy very well. On the reasons why this lack of media literacy is occuring, I like the viewpoint of Crystle Martin who looks at misinformation and warcraft in this article; saying:Teaching information literacy, the process of determining the quality and source of information, has been an emphasis of the American Association of School Librarians for decades. However, teaching of information literacy in school has declined as the number of librarians in schools has declined.Luckily, there are some opinions and initiatives on distinguishing between fake and real news. Danah Boyd had another look at the history of media literacy, focusing on the cultural context of information consumption that were created over the last 30 years. Danah shared her conclusions in a blogpost on 17 January 2017, entitled 'Did media literacy backfire?' She concluded that media literacy had backfired, in part as it was built upon assumptions (e.g. only media X, Y and Z deliver real news) which often does not relate to the thinking of groups of people that prefer other news sites A, B and C. Danah describes it very well:Think about how this might play out in communities where the “liberal media” is viewed with disdain as an untrustworthy source of information Fri, 17 Feb 2017 13:07:00 +0000

How Do Instructional Designers Support And Add To Teacher Knowledge
@Ignatia Webs
As online learning becomes more known, the quality of the delivered online materials become more essential, as learners can (partly) decide which courses they will follow based on the quality of the course material. One of the challenges is to give teachers and trainers an idea of how instructional designers can help (IDs are schooled in online learning options) and what instructional designers can bring to the interdisciplinary learning/teaching team (a broader online and blended learning knowledge, specifically aimed at online or blended interactions, this relies on specific theoretical frameworks that facilitate practical implementations). So, being asked by EIT InnoEnergyto provide an overview of why Instructional Designers are an important Human Resource profile to ensure high quality online or digital learning material, I put together this brief presentation. The slides are text rich so course partners (SELECT) can have another look after the presentation and an ongoing conversation with local Instructional Designers might be started.
In the meantime I am continuing the inspiring work on the Instructional Design Variation Matrix (a practical guide for Instructional Designers, a bit of an extended job aid). (picture: deeply thinking teachers from KTH Sweden, Polito Italy, UPC Spain, IST Portugal, Aalto Uni Finland listening to online learning experiences at InnoEnergy SELECT kick-off meeting) How can an Instructional Designer help? from Inge de Waard Wed, 15 Feb 2017 09:41:00 +0000

Academic Job Applications Lessons Learned... So Far #Phd #Job
@Ignatia Webs
Once a PhD is almost finalized (I am having my PhD defense on Thursday 12 January 2017), the next challenge is finding a new job. Finding a new profession is always a challenge, but... it turns out that I was not that well prepared and I did not know some of the basic steps towards becoming a serious researcher. So, I thought that I would add to the previous PhD posts and accompanying slides (on Life as a PhD student and Is there life post PhD?). Some elements are easily adaptable for future job applications, and other actions should have been undertaken early in the PhD journey. I learned to mention my experiences explicitly, to read the job applications 10 times over (as well as the information page of the related departments), to illustrate funding explicitly, and highlight teaching experiences. I did ask a Human Resource expert to have a look at my academic resume/CV from the HR point of view, and that improved the overall look of it. But admittedly, no one else but me knows what I actually did, so I had to learn to make my academic leadership/research/philosophy explicit, while staying true to myself (this last element can have a huge effect by the way). On the other hand, there are some facts that are unavoidably part of the process of becoming a serious researcher, and it seems that I have to find and accept those rules. Here is what I learned so far, all mixed with some personal reflections on each step (reflections of someone who still has to learn the ropes despite (or because of) her age. If you know other points of attention, feel free to share, I still have a lot to learn, I am sure. What accounts as scientific output: choose high impact journals to publish your research However much you might be critical of the self-sustaining closed research publishing cycle... it has no use to solely publish in open access journals if you want to be seen as a high class researcher. Publishing in what is called A1 (or high impact) journals is inevitable if you want to be seen as a strong researcher. Even if you have a high h-index and accompanying citations, it just is not valued as strongly as the sometimes less-cited A1 journals. There is a good, longstanding article on the debate of 'Why the impact factor of journals should not be used for evaluating research' comes from Per O Seglen which goes back to 1997, a more recent article published in Nature written by Ewen Callaway on some of the publishing elite turning its back on the impact factor. And there is of course the risk of being trapped by predatory open access publishers, which needs to be avoided by all of us. Research versus practice oriented work Another distinction is made between research articles and practice work and articles. To me writing practice oriented articles increases the public awareness of evidence-based research implementation. I also really like to put theory to practice (what works on paper and in life... is real evidence-based, right?). But, it can be used against you when your profile is compared to others who publish research articles solely, or only work on theoretical research. So, if you want to be considered as a serious researcher, collaborate with other high impact researchers and institutes to built your strong research profile. This also means to use highly visible (and generally accepted) theoretical frameworks or theoretical grounding for any application which involves research. Share ready-to-be-used research instruments, based on theoretical sound frameworks. This is part of making your assumptions and expertise visible, if you have theoretical knowledge and you are planning to use it, than make those theoretical groundings shine like really bright stars in order to look as serious as the serious investigator you are. On the other hand, look for practice oriented postdocs if you like putting theory to practice. Making research assumptions visible To me, it is very logical what I did professionally, but that is not the case with o Wed, 28 Dec 2016 15:51:00 +0000

Call For Papers: Mooc, Artificial Intelligence, Immersive Research... Disseminate Your Knowledge!
@Ignatia Webs
eMOOCs2017:
conference dates: 22nd to 26th May 2017 Location: Madrid, Spain Website: http://emoocs.eu/emoocs-2017-conference/ EMOOCs 2017, the 5th European MOOCs Stakeholders Summit, will take place from 22nd to 26th May at the Universidad Carlos III de Madrid (Spain). In addition and during the same week on 24th and 25th May, Open edX will hold its first European conference in the same location. Do not miss this great opportunity to learn first-hand about the best examples of MOOCs in the world. Organised by Universidad Carlos III de Madrid with the collaboration of P.A.U. Education, EMOOCs 2017 will bring together leading European actors in Massive Open Online Courses (MOOCs), which will range from policy makers to practitioners to researchers. The event will be organised in five tracks: • Experience Track, based on new learning and teaching models; • Research Track, to focus on research-based online methodologies; • Policy Track, a session that will assess the current potential and future challenges of MOOCs in European education institutions; • Business Track, that will look in depth at how businesses are taking advantage of new educational technology; • Spanish Track, a session dedicated to analysing the use of MOOCs in Spain and Latin America.Are you interested in submitting a paper? Your submissions are most welcome. The closing date for submissions for the Research and Experience Tracks and proposals for Workshops and Working groups is 16th January 2017. Paper submissions for the Spanish Track, Policy Track, Business Track and submissions for Work-in progress short papers must be received by 9 March 2017.Check submission procedures and important dates at http://emoocs.eu/important-dates/ For any additional information, please contact registration@emoocs.eu Dates: 16 Jan 2017: Submissions deadline for Research and Experience Tracks. Proposals for Workshops 24 Feb 2017: Notification of acceptance/rejection (Research and Experience Tracks, Workshops) 20 Mar 2017: Camera-ready versions for Springer LNCS Proceedings (Research and Experience Tracks)Submissions: https://easychair.org/conferences/?conf=emoocs2017 ECSM 4th European Conference on Social Media 2017 Hosted by Business and Media School of the Mykolas Romeris University (MRU), Vilnius, Lithuania Conference dates: 3-4 July 2017.Extended deadline: 9th January 2017. The European Conference on Social Media (ECSM) focuses on academic research and practical applications of Social Media in many areas. This includes topics within Business, Education and the analysis of society such as, Enterprise social network; Technology enhanced learning and social spaces– to mention only a few topics. The conference attracts a varied group of people with different perspectives on e-Learning and brings top research and proven best practices together into one location, for the purposes of finding ways to use Social Media. For more information and to submit papers, please go to: http://www.academic-conferences.org/conferences/ecsm/ecsm-call-for-papers/ECSM 2017 will also be hosting the final round of the Social Media in Practice Excellence Awards. We aim to showcase innovative social media applications in business and the public sector. We are keen to see how academe and business have worked together to identify, develop and implement innovative social media applications and to this end we encourage joint submissions with both academic and practitioner contributors. More details about the competition at: http://www.academic-conferences.org/conferences/ecsm/ecsm-excellence-awards/ Papers presented at the conference will be published in the conference proceedings which have an ISSN and an ISBN subject to author registration and payment and will be considered for further development and publication in a number of journals. AIED 2017 CALL FOR PAPERS Cebu, The Philippines - Conference dates: 26-30 June 2017 website: http://aied2017.ateneo.edu/ The 18th International Conference on Artificial Intelligence in Education (AIED 2017) is the next in a longstanding series of biennial international conferences for high quality research in intelligent systems and cognitive science for educational computing applications. SUBMISSION CATEGORIES - Full papers (10-12 pages) - submission: https://easychair.org/conferences/?conf=aied2017 - Posters (4 pages) - submission: - Industry Papers (up to 6 pages) - submission: - Workshop proposals (2-4 pages) - Tutorial proposals (2-4 pages) - Doctoral consortium (4 pages) - Interactive Events (2 pages) SUBMISSION DATES - Abstract for Full Papers Jan 17, 2017, 11:59pm HST - Full Papers & Posters: Jan 24, 2017, 11:59pm HST - Industry Papers: Jan 24, 2017, 11:59pm HST - Workshop & Tutorial Proposals: Jan 13, 2017, 11:59pm HST - Doctoral Consortium papers: Feb 26, 2017, 11:59pm HST - Interactive Events: April 7, 2017, 11:59pm HST For more information, visit the conference web page: http://aied2017.ateneo.edu/ General Chair: Benedict du Boulay, University of Sussex Program Committee Chairs: Ryan Baker, University of Pennsylvania Elisabeth Andre, Augsburg University Local Arrangements Chair: Ma. Mercedes T. Rodrigo, Ateneo de Manila University Jessica O. Sugay, Ateneo de Manila University iLRN2017 3rd Immersive Learning Research Network Conference conference dates: 26-29 June 2017 Location: Coimbra, Portugal, European Union Special Track on Immersive and Engaging Educational Experiences Overview ------------------------ Immersive and engaging experiences are powerful teaching tools and allow innovative forms of entertainment, learning, training, and other experiences. More and more virtual reality platforms, virtual world environments, augmented/alternate reality applications and game -based experiences, and various forms of interactive media are designed to create engaging and immersive experiences in an educational setting. This can be a traditional classroom, a virtual and remote classroom setting or activities that further the educational agenda. In this track, various forms of interactive media and “entertainment with purpose” are discussed to create different forms of engagement. In this special track we discuss how we can design, develop, and analyze educational environments to be both, immersive and engaging. The track does not only cover research on design, development, and analysis of such environments, we also invite submission describing non traditional and traditional design practice and development approaches to create different engaging experiences. Topics ------------------------ The topics of interest include, but are not limited to: - Learning: learning in immersive environments, augmented realities, virtual realities, virtual worlds, and games - Design: design techniques, practices, methods - Analysis: frameworks, exploration studies, user studies - Technology: platforms, devices, engines, environments, graphics, navigation, interactions, user analysis, data analysis, procedural content generation, artificial intelligence - Non- traditional, non -classroom and non- curricular learning environments - Development approaches to create different engaging experiences Author Info ------------------------ All papers (including papers selected for Springer publication, Online Proceedings and poster submissions) must follow Springer’s style guidelines. Contributions are welcome as work-in-progress, research results, technical development, and best practices. Research, development, and best practices contributions will be accepted according to their quality and relevance either as full or short papers. Selected papers from the main conference and special tracks will be published in the Springer Proceedings, and the rest of the accepted papers will be published in the online proceedings with a confirmed ISBN number/reference. Work-in-progress will only be accepted as short papers. Full papers accepted for Springer publication must not exceed of 14 pages. Long papers accepted for publication at Online Proceedings must not exceed of 10-12 pages. Short papers accepted for publication at Online Proceedings must not exceed of 6 – 8 pages. Submitted papers must follow the same guidelines as the main conference submissions. Please visit https://immersivelrn.org/ilrn2017/author_info/ for guidelines and templates. For submitting a paper to this special track, please use the submission system https://www.easychair.org/conferences/?conf=ilrn2017 , log in with an account or register, and select the track “Special Track 5: Immersive and Engaging Educational Experiences” to add your submission Special Track Chairs ------------------------ - Johanna Pirker, Graz University of Technology, Austria - Foaad Khosmood, California Polytechnic State University, USA Program Committee (to be confirmed and extended) ------------------------ Allan Fowler, Kennesaw State University Brian Mcdonald, Glasgow Caledonian University, UK Dominic Kao, Massachusetts Institute of Technology, USA Kai Erenli, UAS bfi Vienna, Austria Ryan Locke, Abertay University, UK Volker Settgast, Fraunhofer Austria, Austria Kai Erenli, University of Applied Sciences BFI Vienna, Austria Zoë J. Wood, California Polytechnic State University, USA Britte H. Cheng, SRI International, USA Helen Wauck, University of Illinois Urbana-Champaign, USA Guenter Wallner, University of Applied Arts Vienna, Austria Contact ------------------------ For more information, please contact Johanna Pirker (jpirker@iicm.edu). Mon, 19 Dec 2016 08:49:00 +0000

Free Report &Amp; Toolkit On Moocs For Development #Moocs4dev #Itcilo @Alessiames
@Ignatia Webs
The International Training Centre for International Labour Organisation (ITCILO) has always been a forerunner in innovation for development purposes. When I met Alessia Messuti two weeks ago, she mentioned that ITCILO just published a free report and toolkit on MOOCs for development. The report is 29 pages and gives a brief, yet well-founded description of the past 5 MOOCs which were implemented since 2015 in which the ITC was involved with (including a MOOC on 'Crowdsourcing for Development'), and the report also highlights the challenges (business model, quality assurance, access barriers, and facilitation & teaching support quality). The pedagogical MOOC design they used is also mentioned and what I really liked was their non-video approach, as this enabled much more learners in developing settings to engage with the MOOC material.
If you read the report and are interested in more information, Alessia also made a toolkit available for those who want to learn more than just the basics mentioned in the report. You can ask for a copy of the more expanded MOOCs4Dev toolkit by emailing delta@itcilo.org . It is a good read for all those in valuing the concept of education for all and what that means for MOOCs. Tue, 13 Dec 2016 14:32:00 +0000

Commenting &Amp; Sharing Free 5th Innovating Pedagogy Report #Pedagogy #Edtech #Ou
@Ignatia Webs
While I was reading the latest innovative pedagogies report, some comments came to mind, which I will gladly share a bit further down this blogpost after a quick description of the report itself. Researchers from the Instituteof Educational Technology located at The Open University (UK) together with academics from the Learning Sciences Lab at the National Institute of Education in Singapore recently published the fifth Innovative pedagogy report. A full-text PDF version of this 47 page report is available to download from www.open.ac.uk/innovating. In the report they provide an overview of emerging innovative pedagogies. This report covers: learning through social media, the concept of productive failure as a pedagogical option, teachback, design thinking, learning from the crowd, learning through video games, formative analytics, learning for the future, translanguaging, and the blockchain for learning. The aim of the report is to explore new forms of teaching, learning and assessment for an interactive world, to guide teachers and policy makers in productive innovation. This fifth report proposes ten innovations that are already in currency but have not yet had a profound influence on education.
This is definitely an interesting report, as it offers a quick overview of emerging pedagogies. There have been prior reports that I found inspiring as well (previous reports can be found here). The introduction situates the current learning science and puts it within the increasingly interdisciplinary realm of learning and teaching, both formal and informal. While most introductions are merely synthesis of what can be expected, the introduction of this report offers a truly rich – yet brief – background to the report, adding what went before it and providing a state of the art overview of EdTech. As an educational technologist, some of the innovative pedagogies seem familiar, e.g. learning through social media is a topic most of us are familiar with, but indeed, it is not always implemented as a recognised pedagogical policy. The report also emphasizes the need for educators/facilitators to be part of the learning process to allow truthful curation of content. The examples given of crowdsourced and facilitator driven social media accounts are really inspiring (@realtimeWOII and pepysdiary.com both using direct quotes from the past to bring it back to life). The productive failure option fits with the flipped classroom/lecture approach, as it allows learners to first try out finding a solution on their own, possible failing at it, after which a teacher/instructor steps in. Giving the students room to creatively work around a problem they cannot solve at first, and discussing it. I like this approach. I would also like to see deliberate flawed research presentations, I mean giving faulty presentations first, asking the audience to indicate where they thought a faulty research method/deduction… had taken place and then rectify it as a presenter. I guess that would make a conference audience more attentive and make the whole process more inspiring. … Yes, I will use this in an upcoming presentation. Maybe even a classroom or lecture option. The teachback approach is slightly related to the productive failure, in that it tries to limit failure in communicating. This approach comes from the medical world, and I remember doctors in training having to learn to listen to patients in order to really grasp the medical condition as it is portrayed by the patient. Teachback asks one person (usually an expert or teacher) to explain something they know about a topic to another person (usually someone new to the topic). Then the novice tries to teach their new understanding back to the expert. If the learner gives a good response, the expert goes on to explain some more about the topic. Massive peer learning, or learning from the crowd fits the next level of networked learning, in its nicest form is the citizen learning, where people share what they learn in their contexts/locations with others. This is used in http://www.NQuire-it.org Formative analytics, based on learning analytics but giving the learners tools to visualize their learning and possibly adjust their learning is an upcoming trend. But then again, I do wonder what are the chosen indicators for visualizing learning (is it the learner who decides or others that decides what matters in terms of learning?). The translanguaging is something that is in need for accepting. I mean the only regions that do not speak at least two languages are mostly white Anglo-Saxon’s (I know you cannot help it, but it is often true), all the rest of us speak, read, learn… in at least two languages. So mixing languages to deepen understanding is something most of us have been doing, but is now growing interest in formalized learning and I am truly happy to see that, ik ben er echt blij om, vraiment ça me donne de l’énergie! Or to use my native dialect: doar zenn’k na ne kier echt blaai oem! (the latter is not to very badly translated through automated translators by the way). Blockchain learning becomes interesting (a blockchain stores digital events securely on every user’s computer rather than in a central database). It is of interest, especially when we will be able to keep our learning trajectories openly accessible for personal use. Creating our own learning across formal and informal learning environments. Anyhow the report provides new ideas, and new ways of creating learning opportunities. But … pedagogy is only one part of the learning equation and recently, I wonder whether we as educational technologists are not loosing serious learning/teaching ground. Education for all is slipping through our fingers as we dig deeper into pedagogies, yet deny current filter bubbles as results of algorithms. For people do indeed learn from social media, but this learning increasingly happens in isolated information islands… only rehashing what you like. This means that what I get to see through social media is increasingly what fits my views… this means the learning is decreasingly Socratic, for I am not provided with discussion food the way I (or dare I include we) I used to. If we learn increasingly with the use of social media, we are increasingly learning from results that are filtered by non-transparent algorithms. Numerous algorithms that we are unaware off. Are we slowly being brainwashed, now more than ever before? Fri, 09 Dec 2016 13:13:00 +0000

Hybrid Presence An Emerging Format #Oeb16
@Ignatia Webs
Last week I had the pleasure of being part of a virtual connecting meeting at OnlineEducaBerlin. The initiative came from the VConnecting group. For this session, onsite buddies Christian Friedrich, Hoda Mostafa, and I spoke with guests Jeanine Reutemann (Jeanine researches the affordances of video and has great insights on it!). Ilona Buchem (Ilona has a long standing tech record, her latest research looks at open badges) and Aziza Ellozy (Aziza is a leader in faculty development, and making learning visible). The recording can be seen below (it was a hangout).
For those who are not familiar with the concept of Virtually Connecting through online buddies, have a look at the website. During Online Educa Berlin 2016 there were four virtual connecting meetings (I only could attend one, as I was chairing or speaking at the other moments), and it really provides an additional layer of interest to conferences. The format has a basic idea behind it: connecting people with similar interests across conference boundaries (so those who can attend a conference, share knowledge that is provided within the conference to others who are unable to attend the venue). Although the idea is simple enough, what is interesting is the emerging layer of knowledge that is transmitted. In some way those who attend get a meta layer going. Or at least that was what I felt when joining one of the virtual connecting sessions. When reflecting on why this extra - and to me meaningful layer of learning emerges - I had the idea that it might come from the available expertise in all who entered the conversation. The shared yet complementary expertise gave spice to the conversation, sparking new ideas and links to previous experiences on topic. And I think it was also related to similar interests that come together at that point, and drive the conversation forward. In the session that I was in, the conversation covered the plenary keynotes, some ideas coming from the keynote speakers and how we (participants in the virtual meeting) agreed or disagreed, the overall feeling of the conference, the formats and the consequent results of the sessions... Wed, 07 Dec 2016 07:25:00 +0000

#Oeb16 Results From Personalised Learning Session #Personallearning
@Ignatia Webs
This session, which I facilitated at OEB16, had one of the ‘slow cooking’ formats. It takes time for all the elements to come together, and you work with those elements you find in the room (so thank you to all the participants) and … somehow magic happened as you can see from the results shared below. Each of the participants got this synopsis sent to them. The participants had a background in volunteering (and supporting the volunteers across the country through offering online solutions to their questions), corporate environments (ranging from actual online developers, to medical support professionals, to management), and academics & teachers. All of us are faced with similar challenges as the world keeps coming up with technical solutions and keeps changing, where our task as educational technologists/trainers is to keep bridging the divides created by change and innovative technology.
The aim of this OEB session: enabling personalised learning by sharing experiences/knowledgeIn this blogpost, I will first share the list of challenges that we (all who participated) came up with (pictures), then share the actions that could lead to solutions (also 5 pictures from the flip papers), and finally the way I interpret those challenges and solutions. To all, feel free to add your interpretation, as many brains make stronger solutions. The list from the challenges we face: grouped as learning characteristics, technology and media, individual & collaborative learning, contexts, and organising learning. The list of solutions we started to think off: How can we enable personalised learning looking at what the participants shared. My interpretation of what we came up with: From trainer/teacher perspective:Try to cater to intrinsic motivation: solutions for the learner, adding to the interest of the learner, using tools the learner feels comfortable with.Provide options for just-in-time learning (the concept comes from mobile learning, but the reality is that we live in a constantly connected world where just-in-time is more broadly available, yet under-used).Deliver authentic learning opportunities. This includes selecting people in the field/workfloor to become trainers/teachers (eg. Offer action cam to record actual processes).Crowdsourcing the learners for needs and solutions. Start from learning goals the learners might have: start from their learning goals to direct them to solutions, or – if the solutions is not yet existing – allow them to share a solution once they found it. This means following up on problems put forward by the learner. Maybe built a channel or list with problems or needs voiced by the learners.The learner-generated products (movies, written problem solving options… all media) must be made retrievable afterwards in order for these materials to be found: meaningful meta tagging, offer strands of learning (see next point).Offer strands of learning: e.g. offer Continued Professional Development options per field, where learners can register for updates on particular fields (e.g. if they work on language learning, provide a push-solution that notifies them when a new bit of information is available (a push-solution is a messaging service that pushes news towards either a mobile or internet-connected device to which people are registered. For instance: registering for an online list which only shares new information in one particular field). Another strand of learning is a blockchain learning option that can be build: one learner finds a solution for learning how to draw in YouTube (and shares it on a central list), another learner begins advanced learning by following a MOOC on it (and shares it)… where at the end the learners have collaboratively set up an informal curriculum for learning how to draw and become really good at it. Use micro-learning as a way to solve small needs, yet be able to organise these micro-learning moments into a larger learning pathway.Stimulate informal as well as formal learning inside and outside the institute/company/organisation: if someone faces a problem, but they found a solution outside the company/university… then tell them where they can share that location or solutions.Increase literacy skills by a variety of ways: using fun games, and formal dry options, … when digital literacy skills increase, more tech solutions can come from the learner.Make learners aware of copyright options. From a manager perspective: We need to activate the experts: enabling durable sharing of expertise. Reach those who are willing to become champions for specific topics or skills.A sharing culture is something that needs to be visible and used at all levels: top managers sharing what they learn, as well as volunteers. Leadership in sharing and collaborating must happen at all levels.Make the outcomes of learning visible (indicators, productivity…) to show that investment in learning pays off.Provide socializing spaces and times: on many occasions people keep information to themselves, until they hear others are also facing the same problems. By creating more social spaces, more information exchange can take place.Allow learner-generated production time to take place (this is a way to compensate those learners who are willing to be champions in a specific field and allow them to deliver useful material).Set up a learning support task force (a new product is launched, or a new production line or workflow needs to be implemented; the support task force can help with building change enablers or customised content with the help of the learners/workers/volunteers): instructional designers, media savvy people that can help to make learner-generated media/products be disseminated across the group/department/peer experts.Provide a clear pathway from the moment a problem arises at the learner/worker/volunteer level: if something is a problem, to whom must they convey the problem and how. And once the problem is communicated, how will it be solved/acted upon (and by whom). Making these learning/teaching pathways transparent to all.Designate content curators: allow people with expertise to curate content for a group. Make the curated content available to the rest of the group, like digital newspapers that highlight potentially useful new insights. From developers perspective:Integrate self-evaluation or visible learning options inside learning apps/designs/hard-& software.Allow inside and outside information to be gathered or linked to: to enable learners to add additional information that might help others.Use more learning solutions from the mobile learning evidence-based theories: make learning seamingless, use augmented/alternate reality options, just-in-time learning, provide access to immediate sharing of knowledge opportunities (e.g. mobile movies streaming from a device, sharing descriptions to an easily retrievable specific field content area).Allow collaborative learning to take place: enable group formation to communicate more efficiently or intuitively to work on a problem.Allow integration of existing tools (that way the learner can come into your tool, while still using their own preferred media).Make the data that users produce secure, yet allowing them to share on other platforms (if it is allowed, and they want to).Provide a granular approach, that can be embedded into existing systems, yet adds easy micro-learning options.Create ways to indicate the usefulness of any part of the solution. From a learner perspective:Make learning visible for the learner: showing them the progress they have made (projects, building digital or real life artefacts), provide self-evaluation options (e.g. reflecting on the process, thus increasing meta learning skills).Learning how to describe an existing need: knowing how to isolate the problem, where to go to next, and describing it to others that might be able to help.Share with others (in corporate terms: Work Out Loud). Sharing can be quite scary at first, but sharing makes your own learning visible, it allows others to see you as a champion, and it increases your skills and knowledge as you automatically reflect deeper on any subject as you share with others.Daring to fail: learn that it is okay to fail at first, but simply keep doing something if you think it will be useful in the end.Built a network of people that are expert in your field of interest. When looking at the above, I think that in most cases information is available, but enabling people to be able to find (and distinguish) good quality information, and resharing that new knowledge is still a challenge. The thought that sharing is caring, and will help all of us, must be either reinforced or reignited. Tue, 06 Dec 2016 10:54:00 +0000

How Can We Be Safe In An Online Environment? #Oeb16 Workshop
@Ignatia Webs
Workshops tend to take at least half a day to come to a result. But at OnlineEduca I had the pleasure of meeting Christian Friedrich and it is amazing what this man can inspire people to do in just 60 minutes time!
To tackle the subject of 'how can we be safe in an online environment' and let people come up with ideas they did not know they had before in such a small period of time... is amazing. Admittedly, his material would enable a flipped workshop approach. Where - as an ideal participant - you would read up on all the material before coming to the workshop, but in this case, the participants simply did not have the time. OnlineEduca was packed with sessions, and this workshop was organised at the end of day 1, meaning that most of the participants were already slightly tired. But somehow this did not affect Christian, for he got us to come up with a short statement on how we could safeguard our own ideas and writings while sharing ideas online. If you can get Christian in your conference, I am sure that the resulting workshop will give the attending participants ideas, let them think about privacy, security, identity and contemporary digital traces. For this workshop, the participants need to identify with a specific target group, then think about potential online risks they might face, and how to counter these risks. So, in a way it was all about openness versus privacy & security. Some interesting links provided by Christian: the ethics of big data in higher education, an introduction to online privacy, and Lawrie Phipps with a great analysis on the effect of algorithms, and an audio recording with Audrey Waters and Kin Lane on Online Ownership. This was the result from the team effort of Jeanine Reuteman, Luca Morini, Christian Glahn and Marit from Denmark (sorry, I did not remember the full name) and myself. Wed, 07 Dec 2016 10:35:00 +0000

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