End of MOOC week 1; reflection

Sue Watling / / Teaching and Learning in a Digital Age (TELEDA), Uncategorized

At the end of week 1 I’ve tried to follow the activities http://www.olds.ac.uk/the-course/week-1 It hasn’t been easy to find a way through the different technologies. This in itself has been an interesting experience. It’s good to step outside your comfort zone and one way to engage with new ways of working is to have a definite task in mind. My proposal is the development of DIY approach to Multimedia. This aligns with an on going project, so OLD with audio and video is relevant to me. My work role is to find ways to support people to use technology for education and I worry that here on OLDsMOOC  I’ve been unable to translate the initial interest in my proposal into a working team. Cloudworks seems unnecessarily complex with too many ways of doing things resulting in information being scattered with no obvious mechanism for pulling it all together and establishing a single communication channel. I’ve tried to understand Cloudworks. My cloud profile and links to my clouds and cloudscape is here http://cloudworks.ac.uk/user/view/4427 

I set up an alternative area for DIY Multimedia on Google Groups, this is here https://groups.google.com/forum/?fromgroups#!forum/olds-mooc-diy-multimedia 

Open education is part of my role at Lincoln. Having just completed a 12 month JISC/HEA OER Change Academy programme, I’d suggest engagement with the philosophy and practice of OER comes before MOOCS.  With OER you can have a more gentle and less public introduction but OER practice requires a sophisticated use of the internet and attention to specific digital literacies and MOOCs even more so. A key issue for me after this first week of OLDsMOOC is how many people may have tried and been defeated by the barrier of the technology. Rather than celebrating the affordances of online learning, this MOOC may have confirmed individual techno-fears and widened existing digital divides rather than helped bridge them. The spectrum of engagement with digital practices is wide. Many late adopters on the far side benefit from scaffolded approaches to increasing their digital confidence. Too often the technology is presented and users left to get on with it; reminiscent of early days of the VLE when attention was paid to the embedding of the technology and systems rather than the changes in practice necessary to shift from face to face to digital ways of working. OLDsMOOC has been a bit like these.

This is my OLDsMOOC story so far. I’ve been trying out MOOCs for some time and blogging about it herehttps://suewatling.blogs.lincoln.ac.uk where there are also OLDsMOOC musings and reflections. I’m looking forward to Week2 and to working with colleagues who have found there way onto the DIY Multimedia Google Group. Those who made initial contact and are still out there – I hope our paths cross again in one way or another.

Having posted this on yet another cloud http://cloudworks.ac.uk/cloud/view/7459 and added it to the Refelction Cloudscape http://cloudworks.ac.uk/cloudscape/view/2787, I’ve applied for my first ever MOOC badge – and am waiting for approval…

Working with teams of staff developing OER for the past year http://oer.lincoln.ac.uk) I find engagement with openess demands a sophisticated understanding of the internet so is useful for developing digital literacies, but also making work freely available under a creative commons licence encourages the revisiting of learning design principles and practices. The smaller scale of OER reduces the massiveness of the MOOC so can be a useful starting point with online design..  

 Afterthoughts

Working with teams of staff developing OER for the past year http://oer.lincoln.ac.uk) I find engagement with openess demands a sophisticated understanding of the internet so is useful for developing digital literacies, but also making work freely available under a creative commons licence encourages the revisiting of learning design principles and practices. The smaller scale of OER reduces the massiveness of the MOOC so can be a useful starting point with online design..
Learning design with multimedia must include attention to accessibility and inclusion. Making sure content is provided in alternative formats is something to be considered at the beginning of the process, e.g. transcripts, captions, subtitles etc, and not bolted on as an after thought at the end (see TechDis for advice and guidance). This process needs to be meaningful otherwise the result becomes tokenistic. See https://suewatling.blogs.lincoln.ac.uk/2013/01/16/tokenistic-captions-on-nss-official-video-2013/ for an example of careless attention to these things!
When designing online learning environments  build in time for induction, finding your way around and making sure everyone in familiar with the channels of communication. This can help people disappearing before the fun begins 🙂
Oh and the ethics of using multimedia – permissions, consent, copyright, health and safety etc…. more on this to follow

Tokenistic captions on NSS Official Video 2013

Sue Watling / / digital divide, digital inclusion, digital literacies, Teaching and Learning in a Digital Age (TELEDA)

Dire captions on NSS Official video

 

More and more people are using the YouTube caption tool in the belief it offers information in an alternative format but it doesn’t. If it wasn’t so serious, you could say it offers a laugh – like the example above which shows the caption for all Student’s Unions, Associations and Guilds – and there are many other examples in this video alone which demonstrate just how much the caption tool is tokenism.

Multimedia has great potential for teaching and learning. It suits a range of learning preferences and offers variety and interaction with content. However, to be inclusive it needs to be provided in alternative formats and this is the step most people miss.  If you use YouTube captions take the time to check them out; the chances are they’ll be to poor to be of any real value.

Guide to Getting started with YouTube captions and transcripts  YouTube http://support.google.com/youtube/bin/static.py?hl=en&topic=2734696&guide=2734661&page=guide.cs 

MOOC the MOOC – day 6

Sue Watling / / Teaching and Learning in a Digital Age (TELEDA)

Today I set up a DIY Multimedia Google Group at https://groups.google.com/forum/?fromgroups=#!forum/olds-mooc-diy-multimedia  My challenge has been bringing together everyone who has expressed interest in my proposal.  The cloud profile template has space for name, homepage, department, institution and twitter hashtag but no email address. Contacts came through google groups, various clouds, email and blog comments with no obvious simple way of getting back in touch. I could post comments on some clouds but not others; some had discussion threads but no comment options and some users had a profile but not cloud! In the end I posted information on those clouds I could, on the OLDSMOOC Google Groups and on #OLDSMOOC Twitter. I’m finding the organisational functionality of the technology frustrating. Those familiar with the tools are at a distinct advantage and I wonder how many who have not used Cloudworks or Google Groups/Hangups are struggling. I appreciate the opportunity to explore their affordances but it’s at the expense of valuable opportunities for OLD collaborative working.

I don’t want to sound negative and am genuinely interested in the experience of being lost in new ways of working. It’s empowering to have this range of tools to choose from and make personal choices about forging a structure in which to work – very much an example of a Personal Learning Environment (PLE) in action. I’m hoping everyone who expressed interest in my proposal to support staff engaging with audio and video will find their way into the Google Group or maybe someone will suggest an alternative more workable option. This is flexible learning after all.

My main concern is how technology overload creates potential barriers. OLD is important but so is encouraging and supporting staff to come online in the first place. I’ve worked with VLEs for over a decade but there have been occasions these past few days where I’ve wanted to run screaming from my laptop and mooc the mooc once and for all. It would be easy to stick with what I know and do something different – like put the laptop to one side and go and do something different instead – but I’m genuinely excited by the networking and opportunities to share expertise. Digital literacies are so important and the best way to develop them is to get in there. Don’t be afraid of making mistakes, posting in the wrong place, or posting the same thing too many times, all of which I’ve done in the past few days! We’re all in this together and for all it might not sound like it – I’m having a lot of fun.

MOOC-ing about: Day 5

Sue Watling / / digital literacy, digital scholarship, Teaching and Learning in a Digital Age (TELEDA)

No weekend break on a MOOC. Activities were scheduled throughout Week 1 and by Day 5 (today) I should have a team, a study circle and be ready to brainstorm. (For anyone cringing at the use of the word brainstorm look here for the latest thinking).

So far I have:

Are you keeping up?  Over on Google Groups I’ve posted a new thread on my proposal https://groups.google.com/forum/#!topic/olds-mooc-open/xy_0GS1is74; I’ve also tweeted via #OLDSMOOC. I’ve tried to create a Google Hangout and failed so far.

My problem is linking interested people. Already I’ve had an gentle email suggesting some of my responses have been in the wrong place! I’m not sure on MOOC-ing protocols – should I chase people or wait for them to contact me? Up to now I’ve been proactive but have concerns about the time needed to keep on top; as this week goes on there will be even less time available. Actually getting started with the Online Learning Design seems a long way off. I’m still trying to get familiar with the clouds, groups and hangups. It seems unless everyone is in the same place it’s hard to make connections.

For me, the broad range of technology on OLDSMOOC is a barrier. Good learning curve but it replicates what often happens when technically competent people lead those further across on the spectrum of technical confidence. I’m not exiting the MOOC building yet; I think once the group is established with agreed lines of communication then contact with will be quicker and easier – but I haven’t got there yet!

If anyone would like to join my group, I’ve proposed developing a user guide to staff adopting  a DIY approach to using audio and video in their teaching; this will cover the media capture and production and be aimed at the beginner – and my preferred mode of contact remains my work email swatling@lincoln.ac.uk 🙂

 

Every MOOC I take….learning design with multimedia

Sue Watling / / digital literacy, digital scholarship, Teaching and Learning in a Digital Age (TELEDA)

Having a primary interest in the social effect of the internet, in particular on higher education, I’m running to stand still with the MOOC experience. Every MOOC I take – currently the JISC/OU OLDsMOOC on Online Learning Design and the soon to start Coursera MOOC on E-learning and Digital Cultures – is another step towards the future. The affordances of MOOCs are overwhelming in terms of building networks of shared expertise and interest across all boundaries of time and geography. MOOCs do what the internet does best. All the old clichés about harnessing  the power of technology come to mind.

MOOCs are also providing opportunities to revisit the way virtual learning is constructed. I’m using the OLDSMOOC to explore online learning design with multimedia. This has now shifted from the professional studio and become a real possibility for everyone with the means of access. Yes, it takes time and there is a learning curve, but that curve has decreased significantly over the past few years. I want to build on the DIY approach at Lincoln where staff do their own media production to enhance their teaching and learning resources. I hope to produce a collaboratively formed set of guidance on DIY audio and video. Key to successful multimedia is inclusive practice where alternative formats are seen as an integral stage of pre-production rather than a bolt on post-production afterthought.

PBS Newshour examines the MOOC phenomena suggesting the current boom in online learning could change higher education.  The video, ‘How Free Online Courses Are Changing the Traditional Liberal Arts Education’  is a perfect example of how learning online could look. It can be watched, downloaded and listened too. Best of all there is a full and complete transcript, provided as though it were totally natural. Which it should be. Yet it’s unusual enough for me to pick it up and write this blog post.

Multimedia should look like this. As MOOCs stimulate attention to online learning design, they offer a valuable opportunity to revisit our digitally inclusive practice.

OLDSMOOC: a learning curve in massiveness

Sue Watling / / MOOCs, Teaching and Learning in a Digital Age (TELEDA), Uncategorized

MOOCs are great on so many levels. It’s hard to know where to start but already its’ clear that prioritising and organisation are key to MOOC success. How the tutors are managing to keep up with all the postings I don’t know; possibly lots of caffeine and late nights/early mornings lie ahead.

A key challenge is the proliferation of places to work in. It’s early days on the OLDs MOOC but already there is additional email traffic to manage and multiple new online places to explore (Cloudworks, Google Groups, Bibsomony etc). The summary of all the blog posts which mention MOOCs is a neat example of how the internet draws together shared interest. But is it all too much?  Digital confidence directly relates to existing experience – in particular with finding your way around social networking platforms –  for participants new to working online this in itself may pose a barrier.

When it comes to online presence, I prefer less to more – like single sign-on in reverse – one post appears in multiple places. I would be interested to know how other people manage their online lives and have posted this question in google groups – or was it my cloud in cloudworks?  I’ve had so many MOOC windows I was getting confused. Friday activities included View and discuss the presentation introducing learning design for the OLDS MOOC. Somewhere I saw an instruction not to start a new thread but couldn’t find where I’d read it.. There didn’t seem to be one which fitted the instruction. It all got a bit messy.

Is OLDs MOOC is using reverse psychology where having a proliferation of places to post is showing less is best? Or an example of technology dominating the pedagogy and/or the user experience. OLD is open ended – there are always new tools and new ways of using them so by definition OLD can never be finished – but in terms of learning design there is a risk the practice gets lost in the process. For me, learning design has to focus on the affordances of the software and keep the interface simple. As tweeted on #oldsmooc this is a learning curve on massiveness.

My response to Friday’s activity was to comment on the use of automatic captions on the YouTube presentation at http://www.youtube.com/watch?v=Gc9u91y0RJ0&list=PLmkRbbm6LeNWQl3AgFP2eKE1akOeN1jfB They are inaccurate and difficult to read.

You Tube captions are inaccurate and difficult to read

The use of Multimedia in learning design offers powerful opportunities for meeting a range of learning preferences but all too often the provision of that information is limited to single or inadequate formats. It would be good to see OLDs MOOC following JISC TechDis advice on inclusive practice and setting an exemplary example with audio and video for others to follow.

My cloud – probably invisible in the cumulus mass – is here http://cloudworks.ac.uk/cloud/view/6837

More MOOCs

Sue Watling / / MOOCs, Teaching and Learning in a Digital Age (TELEDA)

MOOCs ended last year and MOOCs begin this year. MOOCs are currently here there and everywhere, but under the surface the hype is being mixed with words of caution. This is welcome. So far I’ve been happy to promote the potential of MOOCs and post links to the different places where MOOCs can be found. It’s another rung in the affordances of the internet for the life long learning agenda. However, MOOCS should be seen for what they are – access to educational resources rather than access to equivalent university experiences.  Sir John Daniel, previously VC for the OU, has written a perspective on MOOCs at http://jime.open.ac.uk/jime/issue/view/Perspective-MOOCs which offers an account of their sort history and appraises their usefulness.

‘This essay has taken a critical stance because the discourse about MOOCs is overloaded with hype and myth while the reality is shot through with paradoxes and contradictions.’ 2012: 18

Not a bad place to start. Meeting your critics is one way to success. The poor quality of MOOCs and the fragility of their free access is covered and attention drawn to their frequent reliance on old out of date behaviourist pedagogies based on models of information transmission. Where in the 21st century the internet enables interaction and networks, it is acknowledged how these rarely happen in isolation. Instead, the potential for collaborative communities of practice built around subject specialisms needs online intervention and presence; this can only come from a tutor experienced in this sort of distance online interaction between a group of eclectic strangers.

This reinforces the necessity for online learning to have a number of off line prerequisites in place. These include support for learning design and content development, in particular accessible, inclusive multimedia, and appropriate digital literacies for engaging with and operating effectively within online environments. MOOCs offer the incentive for universities to revisit how they already teach and learn on campus and re-examine their mechanisms for transferring this knowledge and skill to virtual platforms and for this reason alone their potential should not be dismissed.

Do a MOOC this Christmas.

Sue Watling / / Teaching and Learning in a Digital Age (TELEDA)

Do a MOOC. The experience of the loneliness of the long distance learner is one of the best staff development activities for teaching and learning in a digital age.  There are multiple options to choose from (see previous blog posts) and Udacity have five useful tips for getting the best out of any online learning experience. http://blog.udacity.com/2012/12/5-tips-to-be-motivated-learner-in-2013.html There are no surprises here but they do reinforce the need for strategic approaches to virtual learning and how social networks really can offer viable alternatives to face to face collegial support on campus.

Inevitably MOOCs are bringing with them a new language for learning. In Five Steps to Success in a MOOC http://www.youtube.com/watch?v=r8avYQ5ZqM0 David Cormier recommends participants Orient, Declare, Network, Focus and Cluster.  Again, this emphasises the value of using social networking tools to find and engage with like minded people and create online communities of practice. Here is the power of the internet in action with real potential for offering alternative access to teaching and learning opportunities.

Where enthusiasm can be a disguise….

Sue Watling / / open education, Teaching and Learning in a Digital Age (TELEDA), Uncategorized

FutureLearn Ltd is the brand name for the twelve UK universities getting together with the The Open University to provide free online learning opportunities – now commonly referred to as MOOCs. The MOOC twelve are Birmingham, Bristol, Cardiff, East Anglia, Exeter, King’s College London, Lancaster, Leeds,  Southampton, St Andrews and Warwick. It’s early days with little information about business models or other structural essentials but FutureLearn Ltd will be majority owned by the OU who are providing initial funding and technology. With their long standing experience in delivering education at a distance, the OU are in a good position to make this happen and exert influence over the processes of design and delivery of materials. UK universities in online launch to challenge US from the BBC tells us courses will be offered on the FutureLearn online platform next year with the twelve universities being responsible for their own content, quality, accreditation and cost of courses. Cost? Not truly open then?  The article goes on to say there will also be social networking-style communities for students and materials will be designed for portable devices, such as iPads or mobile phones.

All of this represents a huge shift from traditional HE with massive implications for curriculum design, content production, teacher education, learning development and ICT support. Not to say this shift isn’t already happening, but those universities taking the lead will be those who already have already taken steps to ensure support is in place. Online distance education is so much more than filming a 50 minute lecture and uploading a powerpoint presentation. It requires a different approach to constructing content and social networking-style communities don’t just happen, they require shaping and supporting if they are to have relevant form and function. If open education is to work it needs appropriate support and resources around digital scholarship and digital literacies. MOOCs are the word of the moment and care needs to be taken so initial enthusiasm for the affordances of online learning are not disguising some of the potential problems underneath.