open, online course in professional ethics
TRANSCRIPT
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mOOCrunning a mini open, online course in professional ethics
michael Rowedepartment of physiotherapy
university of the western cape
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rationale
clinical practice is complex, teaching simplistic
knowledge is increasingly distributed, connected
digital information and interaction with technology changes how we negotiate understanding
wanted to explore networked, collaborative learning in an open, online course
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authentic learning
provide authentic contexts that reflect the way the knowledge will be used in real life
provide authentic tasks and activities
provide access to expert performances and the modelling of processes
provide multiple roles and perspectives
support collaborative construction of knowledge
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authentic learning (2)
promote reflection to enable abstractions to be formed
promote articulation to enable tacit knowledge to be made explicit
provide coaching and scaffolding by the teacher at critical times
provide for authentic assessment of learning within the tasks
Herrington, J., & Oliver, R. (2000). An instructional design framework for authentic learning environments. Educational Technology Research and Development, 48(3), 23-48.
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learning portfolios
A portfolio is a selection of work that you collect over a period of time, built around a particular topic or idea. It allows you to showcase a talent or skill in a way that is outside the boundaries of traditional assessment.
The purpose of the portfolio is to make a personal statement about what you are learning during this module and how it has impacted on your development as a thoughtful practitioner. You should use it to present evidence of your progress towards achieving the learning objectives of the module.
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developing the course
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inviting external participants
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participants
52 third year UWC students
28 “externals” (UK, Canada, USA, India, NZ, Estonia, Saudi Arabia, SA)
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providing support
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providing support (2)
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following each other
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process
read the weekly activity
reflect, question, research
write a draft blog post
review the posts of others, comment
reflect, question, research
refine own blog post, connect
publish
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connecting
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assessment
formative assessment
comments from peers and facilitators
peer feedback
summative assessment
final blog post overview
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Each student needed to assess 3 other students
Looked at: content format structure
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Used Likert scales and open-ended questions to give feedback to peers
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student feedback
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research opportunities
interviews with facilitators
group interviews with students
content analysis of student final blog posts
survey of students experiences, perceptions
“connections” e.g. liked, follows, favourites (social network analysis)
review / position paper on open, networked learning
6 publications
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conclusion
setting up and running an online course is hard
base your work on learning theory
providing support and guidance is essential
decide on your objectives, then choose your tools
peer feedback can take pressure off
write it up as a research project, plan your data collection before you even begin
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thank you@michael_rowe
mrowe.co.za/blog