Click here to access our wakelet story of this brilliant event:
Click here to access our wakelet story of this brilliant event:
FLAN at Exeter
The University of Exeter hosted the FutureLearn Academic Network (FLAN) event last week in glorious sunshine (thankfully before all the snow arrived).
FLAN connects academics and research students based at FutureLearn partner institutions to share research and explore shared research opportunities. These include joint research bids and publications, comparative studies using shared FutureLearn data, course designs, and methods to evaluate courses. Topics such as learning analytics, social learning, course mentoring and research ethics have been covered at past events.
This time the theme was the integration of MOOCs within university programmes. Recordings of the livestream and presenter slides are available here .
Nigel Smith, FutureLearn’s Head of Content, began the day with a review of the upcoming General Data Protection Regulation (GDPR) and its implications on partners’ research. The guidelines for research using FutureLearn data have already been updated with GDPR requirements in mind, and full details of the process for approving projects are available on the FL Partner Site.
Nic Fair and Manuel Leon from the Web Science Institute, University of Southampton then spoke about their experience of integrating MOOCs into on-campus modules. Perhaps surprisingly, some students had little or no prior experience of MOOCs. Providing incentives by stating the relevance of MOOC topics to exam questions helped to encourage more participation.
David Smith and Suzanne Collins from the University of Bristol introduced the Bristol Futures project which uses open courses to provide extra curricular activities for students. They also noted the degree of effort required to encourage student participation when the work was not linked to assessment.
Damien Mansell and his team of student facilitators from the University of Exeter ran an engaging workshop focused on the unique student/staff partnership developed to support the Climate Change MOOCs at Exeter. Their Student Facilitator model engages taught and research students to become co-creators of learning experiences, facilitate discussion, share stories, answer questions and monitor engagement.
Next up was Reka Budai, Strategy & Insights Analyst at FutureLearn who ran an interactive session to share and obtain feedback on FutureLearn’s survey vision – “what, when and how we would like to ask from learners to get better insights and make course evaluation more efficient.”
Colin Calder from the University of Aberdeen presented his work with Sarah Cornelius and Peter Mtika which considered how MOOCs impact on campus student engagement. They found that students were more likely to engage on the MOOC elements of their module than they were to speak out in class.
Vicki Dale then reported on her findings at the University of Glasgow with Jeremy Singer which investigated a similar area – they noted some resistance from campus students but they did value the videos and flexibility of study time that the MOOC elements offered.
Finally, Ahmed Al-Imarah from the University of Bath presented his PhD research which investigated
the relationship between organisational culture, quality assurance and technological innovation in
Looking forward to giving this presentation to the FutureLearn Academic Network meeting in Barcelona on the 27th Jan 2017 with Lisa Harris.
Here’s a useful review of the event by Manuel Leon
All relevant feedback and comments greatly appreciated as always.
After the EDULEARN conference earlier this month, the graphic below has been developed to try to represent the principles concerning a socio-technical approach to module design. This approach has been manifest in the ‘Living and Working on the Web’ module outlined in some of our earlier posts, graphics and videos.
You can find a graphical summary of this approach here.
Please let us know what you think about this and how the approach can be developed and improved.
The ‘Living and Working on the Web’ module, its socio-technical design principles and the analysis of module feedback will be presented at the EDULEARN16 conference on Tuesday 5th July at 10.30am in Barcelona by Nic Fair.
Here is the Pecha Kucha, 20 slides at 20 seconds each!
All comments are welcome.
Please enjoy watching our interactive video which explains how the module works.
Whenever a hotspot appears on screen feel free to click it. The video will automatically pause and you’ll see lots of additional information about the module structure.
All comments very welcome.
A preliminary analysis, using content and sentiment analysis methods, of student feedback statements can be found in the latest of our interactive graphics below.
The feedback was given in the official end-of-module online feedback forms for 3 courses run during 2014-15 and 2015-16 (not just 2014-15 as shown in the graphic). It is likely that these comments may be a more reliable assessment of the course than using statements from the reflective writing which forms a significant part of the course as it does not form part of the summative assessment process.
The analysis indicates that students were positive towards key module aspects such as digital literacy development, student engagement, the pedagogical approach (especially Authenticity) and the feedback process.
On the other hand, the neutral and negative statements were mainly concerned with the module structure, in particular the weighting between the blog topics and the final reflective post, and the desire for help/training with IT tools.
This is the second of our interactive graphics, this time explaining more about Personal Learning Networks and the activities, interactions and network purposes that occur on them.
It is best viewed on full screen, then by clicking hotspots (the + signs) from top to bottom.
As always, comments are appreciated.
This is an interactive version of the graphic contained in the poster in the previous post. Click on the hotspots (the + signs) for fuller explanations of the theories and digital literacies which have underpinned the design of the ‘Living and Working on the Web’ module – there are links to all the source papers there too.
It is best viewed on full screen, and by clicking hotspots from the centre outwards.
Please feel free to leave any questions or comments which occur to you
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