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University of Sheffield, March 2015
Futurelearning! Reflections on teaching
in the Futurelearn Play MOOC
Sheila Webber
Information School,
University of Sheffield
Using 3 frameworks to reflect on the
MOOC vs non-MOOC experience
• Teaching-Learning Environment (Entwistle et al,
2004)
• Conole’s (2014) 12 MOOC dimensions
• Sharpe et al.’s (2006) 8 dimensions of blended
learning
Sheila Webber, 2015
MOOC
• Massive i.e many learners (often, thousands)
• Open i.e. (freely) available to anyone (although
many MOOCs only accessible to those who
register): also open-access issue
• Online
• Course i.e. some aim and structure to the learning
Sheila Webber, 2015
Exploring Play MOOC, Sep-Nov 14
• 17,000 learners registered, 8,000 did at least one step, over 1,000 completed
• Cross faculty team: I led week 6 of 7 on “virtual play”
• Each week has steps; with videos, articles, comment-based discussion and a quiz
• Use of a few tools outside the platform, but mostly interactions inside
• Learners asked to remember, reflect, carry out observations and activities
Contrasting example of non-MOOC
module
• 15 credit core module in MA Librarianship
• “Information Literacy” (IL): 18 students 2014/5
• 3 hour f2f weeks 1-11
• Assignments: (1) Bibliography + reflection on IL;
(2) Reflection on intervention teaching IL
The Teaching-
Learning
Environment
Entwistle et al.
(2004: 3)
These elements still apply with MOOCs, with potentially great diversity in student characteristics and expectations
Sheila Webber, 2015
The Teaching-
Learning
Environment
Entwistle et al.
(2004: 3)
A further key influence in specifying design & quality is the MOOC platform provider
Sheila Webber, 2015
Conole’s (2014) MOOC dimensions (to be rated as low, medium and high)
• (How) Open
• (How) Massive
• Diversity (of participants)
• Use of (varied) multimedia
• Degree of (forms of) communication
• Degree of collaboration
• Amount of reflection
• (Nature of) Learning pathway
• (Form of) Quality assurance
• Certification
• (Link to) Formal Learning
• (Degree of learner) Autonomy Sheila Webber, 2015
Sharpe et al’s (2006) Dimensions of
blended learning
• Delivery: different modes (face-to-face and distance education)
• Technology: mixtures of (web based) technologies
• Chronology: synchronous and a-synchronous interventions
• Locus: practice-based vs. class-room based learning
• Roles: multi-disciplinary or professional groupings
• Pedagogy: different pedagogical approaches
• Focus: acknowledging different aims
• Direction: instructor-directed vs. autonomous or learner-directed learning.
Sheila Webber, 2015
Differences MOOC/non-MOOC?
• Delivery: MOOC - could be just online; non-MOOC required blended approach; both involved interactions outside “class” time
• Technology: Both mixed technologies; different emphases
• Chronology: MOOC a-synchronous, non-M strong emphasis (value?) on synchronous
• Locus: for both, class-room based learning but with strong link to life/practice (both non-M assignments involved practice)
• Roles: Wider range of people involved in MOOC design (learning technologists, film production, central MOOC team)
• Pedagogy: Perhaps more difficult for those in non-M to “avoid” the teacher’s pedagogic approach (e.g. class activities, assessment requirements)
• Focus: MOOC acknowledging wider range of aims?
• Direction: more autonomy required of MOOC learner
Sheila Webber, 2015
Teaching via my Second Life avatar • Reactions to SL
– detached from reality ... escapism ... struggle to see the appeal ... lost ... don’t get it ... don’t see the relevance ... a sad depraved place ...
– challenging ... out of my comfort zone ...
– though also ... interested ... intrigued ... fascinating ... beautiful ...
• Some people talked about my avatar as being cold, having odd lip movements, commented on my appearance etc.
• Draws attention to the identity and position of the educator
Sheila Webber, 2015
Reflections on pedagogic development
• MOOC teaching had notable differences in terms of my role and responsibilities: both constraining & liberating
• Would have liked even more discussion & observation re other educators’ pedagogy
• Teaching in a new environment leads to (incremental) growth and rethinking
• How can use of MOOCs be incorporated into other modes (f2f, blended, distance)
Sheila Webber, 2015
Sheila Webber
http://information-literacy.blogspot.com/
http://www.slideshare.net/sheilawebber
Twitter: @sheilayoshikawa
Pictures by Sheila Webber, taken in Second Life
References • Conole, G. (2014). A 12-Dimensional classification schema for MOOCs.
http://e4innovation.com/?p=799
• Entwistle, N., Nisbet, J. and Bromage, A. (2004). Teaching-learning
environments and student learning in electronic engineering: paper
presented at Third Workshop of the European Network on Powerful
Learning Environments, in Brugge, September 30 – October 2, 2004.
http://www.ed.ac.uk/etl/docs/Brugge2004.pdf
• Sharpe, R. et al. (2006). The undergraduate experience of blended e-
learning: a review of UK literature and practice. York: HEA.
Sheila Webber, 2015