There is an active conversation about teaching online, teaching teachers online and teaching about giving feedback online to people who teach online and face to face. I am attending an online conference: Giving Feedback to Writers Online. International and Virtual Conference 26th June 2014- 9.30am-2pm BST (now!). Content now available here. Teresa Guache of the … Continue reading Feedback online
Tag: Learning Technology
Creating active open online courses (OOCs)
My second stab at disseminating our thoughts about open online courses and the pedagogical implications of open courses is in this abstract submitted to the ALT-MOOC-SIG. The workshop addresses SIG themes: Growing your own Mooc Designing & planning for ‘massive’ In the workshops participants will Identify & share examples from experience of new learning designs … Continue reading Creating active open online courses (OOCs)
Implementing the new blended learning
Having written, "Where is the new blended learning? Whispering corners of the forum" with Richard Francis (Francis & Roberts 2014), I and colleagues are starting to develop underpinning frameworks for communication and dissemination and to suggest programme developments and tools for teaching. The following abstract for a 45 minute workshop session, submitted to a conference … Continue reading Implementing the new blended learning
FutureLearn Pedagogy Platform: does big matter
Went to a webinar yesterday: OWLET - Open Webinars for Learning and Enhancing Teaching from University Campus Ipswitch. First time using Hangouts. (does not afford "proper" chat). There were according to the G+ post 9 people who "watched" Mike Sharples, Professor of Education Technology speak on "Innovating Pedagogy". Very much a "presentation" with some interaction … Continue reading FutureLearn Pedagogy Platform: does big matter
Designing FSLT14 week 3 – a reflection
Week three is a fulcrum point in the #fslt14 open online course: First steps into learning and teaching in higher education. I have decided not to introduce a new tool, wiki or Google Doc at this point. I had briefly considered a doc-based exercise developing Kolb and Activity Theory. In addition to two short (4 … Continue reading Designing FSLT14 week 3 – a reflection
What you get? Tea Lab
What you test. You get what you inspect not what you expect. That said, tonight I tested my webcam and the podium computer in Brookes Boardroom 1 where we are hosting Tea Lab tomorrow. I was fully expecting it not to work on at least three fronts: the composite USB webcam/microphone, the room audio output … Continue reading What you get? Tea Lab
Musing on simultaneous remote presence for T-Lab
We (OK, I) made a bold (OK, foolish) assertion that T-Lab meetings would be live broadcast for those who wanted to participate remotely. This could be achieved with various solutions: a Wimba Classroom in a Moodle site as long as the kit in Boardroom 1 can handle it. AND as long as people could get … Continue reading Musing on simultaneous remote presence for T-Lab
A note on content, courses/curricula, and credentials
This note recounts a potted recent history of developments to do with online content and courses and speculates about the future of credentials in respect of the purpose of a university. When learning management systems (LMS) or virtual learning environments (VLEs) were in their infancy around the turn of the century, faculty opposition to their … Continue reading A note on content, courses/curricula, and credentials
Activity and interaction in #fslt13 open online course
The #fslt team sat down today and thrashed out the mid-level detail of how the four activities that are at the heart of this course will work this time and how badges will be awarded for completion of activities. We had some principles to work with. Learning is dialogic. Everyone has the opportunity for peer … Continue reading Activity and interaction in #fslt13 open online course
MOOCs and teaching: a reply to Stephen Downes
Stephen Downes is unfairly hard on teachers and teaching in this post (The Great Rebranding), or may have fallen into a (rare) category error. Yes, given the way the world is organised the 25:1 or 50:1 ratio of students to teachers can be seen as a luxury that few can afford. Downes says, "Having one … Continue reading MOOCs and teaching: a reply to Stephen Downes
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