engaging students through social learning

of 33 /33
Engaging students through social learning: inspiring curriculum innovation in HE Lisa Harris Web Science Institute @lisaharris

Author: lisa-harris

Post on 16-Jul-2015

378 views

Category:

Education


2 download

Embed Size (px)

TRANSCRIPT

A connected University

Engaging students through social learning: inspiring curriculum innovation in HE

Lisa HarrisWeb Science [email protected] learningUK leader in flexible degrees where students can shape their own experiencesStudents have the option to take modules outside their area of studyFirst UK university to offer Major/Minor degrees Students can access many learning resources on the moveFounding member of the FutureLearn Consortium and member of FutureLearns MOOCsHow the Web is Changing the World and the World is changing the Web. Connect with us on our:

WebsiteBlogYouTubeTwitter

Web Science InstituteThe Web is the largest information system ever constructed; a social and technical phenomenon that is transforming our world in innovative and unexpected ways.

A deep understanding of the Web's technologies and social construction is enabling Southampton to develop new forms of economic, social, political, technological and cultural capital.

The WSI is staffed by a multi-disciplinary team drawn from across the Faculties, led by Professor Dame Wendy Hall and Professor Sir Nigel Shadbolt.

Focuses on interdisciplinary collaborations and partnershipsLeverages staff and student expertise across the University Provides a platform for public, private and third sector collaborationShowcases unique and creative education

Web Science Institute

http://retro-futurism.livejournal.com/578905.html

The PlanThe evolving role of University education in the digital ageMassive open social learningMOOCs as catalysts for innovation and change within proactive institutions. Adding value to on-campus studentsThe MOOC Observatory learning analytics

Early steps towards openness

Gutenbergs Printing PressManutius - printed and bound booksGutenberg: In the Beginning Was the Printer

And even today, in spite of the digital revolution, Gutenbergs invention still dominates the way we organise our thoughts. Using our tablets and eReaders we use bookmarks, and when sending emails we select our font.

In a world of advanced IT we remain unashamedly, irrecoverably the children of Gutenberg. (Neil MacGregor)http://www.bbc.co.uk/programmes/b04k6sjj

Lessons from history: social context is key to opennessIts not just about technology. Openness is made possible because society comes to regard it as important (Peter and Diemann, 2013)

The printing press and early books17th century coffee-houses provided books, networking, discussions, news, pre-published materials (Penny Universities)The growth of the railways led to postal services and development of correspondence coursesOpen UniversityiTunesUMOOCs

Changing learner behaviourRising expectationsUbiquitous ownership of smartphones and tabletsalways onBut its just about how to use the tools. Many studies have shown that students understanding of the digital world is superficial:

living in an increasingly digital society requires an appreciation of participation, social justice, personal safety, ethical behaviours and the management of identity and reputation in both online and offline spaces, as the boundaries between them become increasingly blurred (Carey et al, 2009).

Innovating Pedagogy Report (Sharples et al, 2014)Identifys massive open social learning as the innovation most likely to impact upon education in the short term:

Network effectsGamificationDiscussionsQuizzesActivitiesFollowing key contributorsPeer review MOOCs as catalysts for changeGeorge Siemens emphasises the growing importance of the social element of MOOCs:

And, what learners really need has diversified over the past several decades as the knowledge economy has expanded. Universities have not kept pace with learner needs and MOOCs have caused a much needed stir a period of reflection and self-assessment. To date, higher education has largely failed to learn the lessons of participatory culture, distributed and fragmented value systems and networked learning. (Siemens, 2014)

End of the lecture?

The flipped MOOC / flipped classroom

http://www.washington.edu/teaching/teaching-resources/engaging-students-in-learning/flipping-the-classroom/ via @hughdavis Patterns for social learning

Social constructivist learning approachBased on small on-the-fly groupsStudents remain in those groups for that activityCarousel LearningLots of ideas for patterns of social learning

Slide by @hughdavis; Post University cartoon/Dave Blazek, licensed under a Creative Commons Attribution-NoDerivs 3.0

An example social learning pattern

Slide by @hughdavisMOOCs?Massive Open Online Courses

Futurelearn MOOC structure18Learning Unit1Learning Unit2Learning Unit3Learning Unit4Learning Unit5Learning Unit6Up to 10Learning Unit1Learning Unit2Up to 3Learning UnitnWeekly Learning Units: , 2- 6 hours study timeMeaningful title, clear learning goals, end-of-unit assessment 1 23Each with 2 or 3 self-contained Learning Blocks Learning BlockVideoTextDiscussQuizLearning BlocksSequence of elements(This is just one example)miniMOOCs have 2 or 3 Learning UnitsIn 12 months, 118,531 sign-ups to 12 runs of 7 MOOCs42% of learners are from UK, 58% international5 MOOCs already being used with UoS studentsOver 95% recommendationMore information about existing Southampton MOOCs

Try to insert an image of 25.4cm by 8.7cm (approx. 3:1) on this layout to avoid distortion.

Please ensure, the image has a simple background to display the logo and text overlapping.To insert image in the picture placeholder, please follow the below instructions:

Click the icon in the grey placeholderBrowse to the folder where the required image is saved.Click to select the image and insert the image.Once the image is placed, go to Drawing Tools | Send Backward | Send to Back (or right mouse click Send to Back)Showcasing research:13 PhD students created content2 PhD students conducted research with learnersOver 50% of current MSc cohort had already done MOOC Quality control:Real time changes to content in response to learner feedbackWeb Science: PhD student inputKate Dickens, University of Southampton FutureLearn Project Lead

Portus: bridging research & education

Use MOOCs as a way in to open access research publications and research dataMOOCs learning from Citizen Science approaches to support new research communitiesKate Dickens, University of Southampton FutureLearn Project LeadEncouraging BBC documentary viewers to study more, first via second screening

10/02/15Connect with usView the University of Southampton filmsearch we are connected#we are connectedDigital Marketing: eating the dog food

Pushing the boundaries of social media engagement: Storify Active learning highlights limitations of traditional F2F approach PhD students integrate education with their researchCollaborative cross faculty and industry projects are highlighted & progressedKate Dickens, University of Southampton FutureLearn Project LeadMOOCs in campus-based learningExternal non-paying MOOCersMOOCactivityPaying Students The Embedded MOOCSlide by @hughdavisBerkeley Scratch Course

Shows F2F and MOOC version of course

http://inst.eecs.berkeley.edu/~cs10/fa12

25Articulated Degrees

Slide by @hughdavisF2F ModuleSPOC at StanfordOUModuleMOOC at SotonCapstoneProjectDegree Programme

Brand and recruitment materials

Slide by @hughdavis

Learner locationsIn our Understanding Language MOOC, there was a step that received more than 10000 comments. Learners would post where they come from and that was reflected in this map. We can identify popular steps with our analytics tools.

RECRUIT STUDENTS ONTO EXISTING COURSESPiloting some product features to enable recruitment of students to paid courses

CourseSign upPageStep Pages: Week 1 andfinal weekRegisterInterestPages

Paidonline short coursesFulluniversity qualificationShort online courses runin-house on FutureLearnCredit-bearingunder orpost-graduate modules orfull courses,run online oron campusBig DataThe massive cohorts give us new opportunities for experimenting in and understanding learning and assessmentAdaptive feedbackAdaptive learning pathsAdaptive ContentGamificationPeer ReviewSelf ReviewSlide by @hughdavis; image Mike Wheatley http://siliconangle.com

74 MOOC datasets

FOR EACH OF OUR MOOC RUNS:CommentsEnrolmentsPeer Review AssignmentsPeer Review ReviewsQuestion Response (quizzes)Step ActivityTotal Figures

24 Survey datasetsFOR EACH OF OUR MOOC RUNS:Entry SurveyExit Survey

MOOCRunsDatasets214 + 4 surveys321 + 6 surveys214 + 4 surveys214 + 4 surveys17 + 2 surveys17 + 2 surveysThe University of Southampton has run 7 MOOCs in topics such as Oceanography, Web Science, Roman Archaeology, Maritime Archaeology, Digital Marketing, and Language Learning. Many of them have already run more than once. All of them are hosted in the Futurelearn MOOC PlatformThrough Futurelearn, each MOOC run automatically generates a set of datasets: A full comments log (similar to a twitter feed with anonymised user ID, comment ID, parent ID if it is a reply, timestamp, number of likes, and comment).Enrolment data: A dataset that records user enrolments and un-enrolments by date (user IDs anonymised)Peer Review assignments: A dataset that records learner assignments for being peer reviewedPeer Review Reviews: A dataset that records the reviews that learners make to their colleagues assignmentsQuestion Response: A dataset that records how well learners have done in the assessment quizzes (to be reminded that learner IDs are anonymised, but are unique and can be cross-analysed across different datasets)Step Activity: A dataset that records when a learner has first visited a step (a piece of content) and when they have completed it. Total figures of enrolments, comments, and types of learners (social, active, lurkers), both weekly and over the whole MOOC term.

Futurelearn also provides a voluntary survey completed by learners in which they share data, among other aspects about:AgeEducation levelAims, motivations, and expectations. Learners complete an entry survey and an exit survey.Twitter interactions for #FLdigital

ReferencesBarber, M., Donnelly, K. and Rizv, S. (2013) An avalanche is coming: Higher education and the revolution ahead. The Institute of Public Policy Research. http://www.insidehighered.com/sites/default/server_files/files/FINAL%20Embargoed%20Avalanche%20Paper%20130306%20%281%29.pdfCarey, C., Harris, L.J., Smith, K. and Warren, L. (2009) Using Web 2.0 in education: privacy and integrity in the virtual campus. In, Network Ethics: The New Challenge in Business, ICT and Education; Track 3: Higher Education and Virtual Learning: Ethical Issues and Perspectives, Lisbon, Portugal, 23 - 25 Jun 2009. Peter, S. and Deimann, M. (2013) Open Praxis, vol. 5 issue 1, Jan Mar pp. 18)Sharples, M., Adams, A., Ferguson, R., Gaved, M., McAndrew, P., Rienties, B., Weller, M., & Whitelock, D. (2014) Innovating Pedagogy 2014: Open University Innovation Report 3 Milton Keynes: The Open University. http://www.openuniversity.edu/sites/www.openuniversity.edu/files/The_Open_University_Innovating_Pedagogy_2014_0.pdfSiemens, G. (2014) The attack on our higher education system and why we should welcome it. TED blog http://ideas.ted.com/2014/01/31/the-attack-on-our-higher-education-system-and-why-we-should-welcome-it/