“While institutions have become more adept at integrating emerging technologies, our survey data revealed that there is still a lot of work to be done around improving digital literacy for students and faculty,”
The FutureLearn Academic Network event at the University of Leicester provided a chance to catch up with Futurelearn developments, including:
- Intended audiences for courses: Several institutions are aiming FutureLearn courses at their own students and/or wanting to track impact of publically available courses on their students. Professional CPD is another growth area. There are debates to be had about the relative merits of CPD courses being closed or open to a wider audience.
- Course evaluation and analytics: There were some wonderful presentations on how data extracted from courses can be used to understand learning taking place in FutureLearn courses. Sylvia Gallagher’s research at Trinity College Dublin uses visualisations of FutureLearn discussion to identify discursive themes and analyse whether comments are ‘on task’ (related to the intended learning outcomes). Sylvia is also evaluating the impact of infographics summarising each week of the course. Ben Fields from FutureLearn is exploring time on task; the amount of time that elapses between a learner first starting a step and marking it as complete. This could appear as a report in the platform to aid educator in the future. Southampton University are using data to try to predict dropouts and comparing stated weekly learning time with the actual time learners spend on platform.
- Futurelearn and relevant external tools: Futurelearn are ready for a further roll out the long awaited group tools. Early indications are they can work for courses where the design is heavily structured towards group work – food for thought for Bristol Futures course design. An external tool called Georama may also have application for Bristol Futures. It is an Immersive technology that could give a learner some feeling of engagement with a live event from a distance, for example a field trip. As with the group function, the purpose would need to be clearly thought through. Would a live experience be of enough benefit to enough learners to make using this worthwhile?
- Methods of accrediting and verifying learning: Professor Mike Sharples (Open University) outlined some future looking research using ‘Blockchain’ technology. Blockchain was developed to verify bitcoins, but is now being piloted to verify learning achievement. Could this become a more mature version of Open badge technology? See The Blockchain and Kudos: A Distributed System for Educational Record, Reputation and Reward. OU experiments include using within an ePortfolio.
I attended October’s lunchtime talk at Pervasive Media Studio by Simon Johnson of Free Ice Cream and igfest – about working in real world games. His big hit was the city-based zombie chase game, 2.8 Hours Later (these were heavier with social commentary than I had realised at the time – second version was about becoming an asylum seeker).
I loved his thought that playing a game is like running on a different operating system. And that it can help you see features of the existing operating system – say of a city – that would not otherwise be apparent. Creating a game was also described not as storytelling, but as creating a context in which people build their own stories.
This seems very relevant to thinking about teaching in the digital era, where dissemination of information is no longer such a key concern. We should be designing experiences which shake people out of their set patterns of thinking and allow them to explore new ones, helping them to try out new operating systems, creating rich environments in which they build their own stories.
- Simon emphasised the idea of fun – not “serious gaming”. Similar to Nic Whitton’s emphasis on playfulness?
- His Cargo game, a city escape game focussed on how to build/undermine trust in a group, was designed to create a chaotic environment to test disaster relief principles.
- igfest – a festival of interesting games that ran for several years. I think there were more frequent meet ups too. This gave game developers a play-testing community by regular events and some regular participants even became game designers.
- Hat game – gps tracked bowler hat, whoever kept it longest would win (but there were unintended consequences… the hat-wearer ran away – the prize was too big)
- theTweeture – such an advanced bot that people thought it was a puppet
- A couple of the games were intended to help people conceptualise complex ideas: a hoop-rolling game set in a quantum computer; Calibration which puts the scale of the solar system in human terms.
- He’s developing a conference-based game for the ODI to be played at the UN conference in March.
Chris read #53ideas 27 – Making feedback work involves more than giving feedback – Part 1 the assessment context. A great little paper full of epithets that perfectly describe the situation I find myself in. ‘You can write perfect feedback and it still be an almost complete waste of time’. ‘University policies to ensure all feedback is provided within three weeks seem feeble’.’On many courses no thought has been given to the purpose of the learning other than that there is some subject matter that the teacher knows about’. ‘Part time teachers are seldom briefed properly about the course and its aims and rationale, and often ignore criteria’. The take home message, for me, was that the OU is an exemplar in the area of giving good, useful, consistent feedback even when the marking load is spread over a number of people: ‘If a course is going to hire part-time markers then it had better adopt some of the Open University’s practices or suffer the consequences.’
Jane recommended: Sea monsters& whirlpools: Navigating between examination and reflection in medical education. Hodges, D. (2015). Medical Teacher 37: 3, 261-266. Interesting paper around how diverse forms of reflective practice employed by medical educators are compatible with assessment. She also mentioned “They liked it if you said you cried”: how medical students perceive the teaching of professionalism
This 2016 paper is based on a systematic literature review of the use of online portfolios, with most of the studies taking place in an HE context. They looked at what was required for portfolio use to foster self-directed learning. Their conclusions were that students need the time and motivation to use them, and also that portfolios must:
- Be seamlessly-integrated into teaching
- Use appropriate technology
- Be supported by coaching from staff (this is “important if not essential”)
Useful classification: purpose (selection vs learning) and volition (voluntary vs mandated) from Smith and Tillema (2003). Useful “Practical implications” section towards the end.
A nice example of a hypothetical (but well thought-through) Instagram assignment for a history of art course, using hashtags and light gamification. Included good instructions and motivation for students.
Has some provocative claims about the use of social media:
“It’s inevitable if we want to make learning relevant, practical and effective.”
“social media, by the behaviours it generates, lends itself to involving students in learning”
Also an interesting further reading section.
Feeling a sense of control over learning leads to higher levels of engagement and persistence. If possible this would be the what, how, where and when. But “taking responsibility for judgements about their own learning” – so good self & peer assessment – may be enough. Goes through an example of self & peer assessment at Oxford Polytechnic. Challenging to our context, as this was highly scaffolded, with the students practicing structured self-assessment for a year before engaging in peer assessment. Draws on Carl Rogers principles for significant learning. Interesting wrt the need to create a nurturing, emotionally supportive space for learning.
Engagement and motivation
- #53ideas 42 – ‘Student engagement’ is a slippery concept
- #53ideas 40 – Self assessment is central to intrinsic motivation
- E-portfolios enhancing students’ self-directed learning: a systematic review of influencing factors
Social media and online communities
- ‘A lovely way of spending time, growing and learning’.The Higher education and nurturing of informal learning communities project. A report for the Society for Research into Higher Education
- Participant association and emergent curriculum in a mooc: can the community be the curriculum?
- Using social media to engage and develop the online learner in self-determined learning
- How & Why to Use Social Media to Create Meaningful Learning Assignments
- Facebook for MOOCs: A Bridge for Student Learning (Mike)
Assessment and feedback
- #53ideas 32 – Students don’t always learn from experience
- #53ideas 27 – Making feedback work involves more than giving feedback – Part 1 the assessment context and Part 2 The students
- CrashEd – a live immersive, learning experience embedding stem subjects in a realistic, interactive crime scene
- E-assessment for learning and performativity in higher education: a case for existential learning (assessment for learning)
More general, learning at scale
- How should we measure online learning activity?
- The Life Between Big Data Log Events: Learners’ Strategies to Overcome Challenges in MOOCs (plus YouTube video)
- How-to Integrate Collaboration Tools to Support Online Learning
- Can “Hooked: How to Build Habit-Forming Products” Help Make Learning a Habit?