"well organised eportfolio to manage an unruly mooc. skills required" by kirstie coolin
DESCRIPTION
Presentation of a paper for EPIC 2013 "This paper discusses a personal perspective on using a learner-centred ePortfolio to manage learning in a MOOC and reflects on the skills and literacies required to maximise the benefits of a MOOC experience. "TRANSCRIPT
1EPIC 2013, London
Wanted: Well organised ePortfolio to Manage an Unruly MOOC. Skills Required.
Kirstie CoolinCentre for International ePortfolio Development, (CIePD) Libraries, Research and Learning Resources
University of Nottingham
www.nottingham.ac.uk/ciepd/
MOOCS: Massive Open Online Courses
04/08/2023
http://www.legendsofamerica.com/ca-argonauts3.html
Image of Gold Panner http://www.educ.state.ak.us
http://www.technoduet.com/a-comprehensive-list-of-mooc-massive-open-online-courses-providers/
04/08/2023 Event Name and Venue 6
Scene from Westworld, with James Brolin and Richard Benjamin in the foreground. Photograph: Everett Collection/Rex Features
Education is
broken!!
NO IT’s
NOT!!
Where is the learner?
www.texastech.edu
Help!
A Personal Perspective
Why I enrolled
Interest in the subjects
Curiosity about the learner experience
Free and FlexibleLOW COST/LOW RISK
It didn’t ultimately matter if I didn’t complete it
Revisit academic learning
Worldwide, 40K+ participants
Social Media, networks
04/08/2023 Event Name and Venue 12
Padlet assignment wall (student created)
http://mashe.hawksey.info/2011/11/twitter-how-to-archive-event-hashtags-and-visualize-conversation/
04/08/2023 Event Name and Venue 15
16
What I used eportfolio for
04/08/2023 18
Structure the tasks, temporally and thematically
Placeholders for tasks and social media channels
Public and Private/reflective blogs Receiving comments/feedback
Aggregated external content
A trusted place to create, host and share the final assignment artefact
An archive to record learning
Display digital certificates for PDP
Private and Public
A note on public/private spaces
Public/private spaces supported flexible engagement with other participants alongside the social media spaces
Confidence about privacy meant entries were more reflective
Regular reflection meant that the final assessed artefact was easy to create and share
Ability to control public and private information after the course end = control of Digital Identity
Autodidactic, motivated and self-directed – know how to learn
Organisational, time and space for learning
Digital literacy, using software, web-based tools
Digital Identity, developing and engaging in online community, navigating networks, data privacy, and presentation of an online identity
Confidence within the connectivist model (CMOOC)
Skills required to get the most out of a Massive Online Course
OR…
For those who already have learned to learn?
MOOCs for all?
A low/no cost lifelong learning experience
“over a quarter of learning opportunities for older adults (have been) lost”
Alan Tuckett, NIACE, 2011NIACE Tough Times for Adult Learners
http://www.niace.org.uk/news/tough-times-for-adult-learners-survey-shows
Widening access?
Will Massification Occur?
YES?
Demographic normalisation of social media/web
Increases in Higher Education fees / a step change in
adult education delivery
NOT YET?
Digital literacy
Autonomy/self-directed learning
Managing public and private learning
MOOCs and Lifelong Learning
Increased participation into higher level learning?
Replace some of the lost adult learning opportunities?
Information, Advice & Guidance – so much choice!
How can the benefits of face to face be met within a MOOC?
Reward/credit those who teach themselves – modular Badges at
key stages
Globally Delivered, Locally Facilitated
e.g. Further Education colleges, Union Learn, educators
ePortfolios to add value…
“MOOCs are one manifestation of our era of openness
in which learning opportunities are almost infinite.
MOOCs need ePortfolios to improve their value.”
Batson, T. (2013) The Taming of the MOOC
http://campustechnology.com/articles/2013/01/16/the-t
aming-of-the-mooc.aspx
