students as agents of change: experiences of co-producing a mini ooc
TRANSCRIPT
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Students as agents of change: Experiences of co-‐producing a mOOC
Natalie Lafferty & Annalisa Manca University of Dundee
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The tale of our evolving journey supporFng students to develop open online learning
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Dundee School of Medicine -‐ strong tradiFon of supporFng peer-‐led learning approaches & peer tutoring
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Learning resources developed as part of student self-‐proposed student selected component (SSC) projects … Integrated into teaching
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Peer learning in Web 2.0 World DundeePRN – Developed by students supported by staff
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“Issues of professionalism, responsibility for content, interprofessional working and effecFve collaboraFon have all come to the fore for the group. Overall, we firmly believe that developing student-‐led e-‐learning and online professionalism can provide an avenue through which young professionals can develop lifelong learning skills, experience conFnuing professional development and learn and work in a professional community.”
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Community of pracFce in learning began to develop Students – Teachers – EducaFonalists – Ed Technologists
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Success can lead to problems and frustraFons …
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Student interest and enthusiasm can come in waves
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Time … reinvenFng wheels
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How could we develop a sustainable approach to supporFng students as producers of learning?
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HEA Project – Students as partners in the curriculum
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JISC 2009 … Students should play a role in working with teachers to develop teaching and learning delivery by working in partnership with them.
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Concept: co-‐create a series of mini open online courselets to develop the skills of a digital teacher supported by open badges
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Copyright IntroducFon to copyright issues, CreaFve Commons, paFent consent etc
Managing resources
Presenta3ons/ Learning design
Developing online activities
Formative assessment
Feedback
Accessibility, usability – fonts, colour schemes CogniFve load, mulFmedia design principles
Running a Twi]er chat, using a blog to support learning acFviFes
How to write a good assessment quesFons, eg MCQs
IncorporaFng feedback into your learning resource/acFvity and different forms of feedback
Searching for resources, managing & curaFng resources
Proposed mini OOC topics
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Content for each OOC co-‐created with students and alpha tested with students
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Beta version hosted on WordPress
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ITERATIVE CYCLES: tesFng and refining
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DEVELOPMENT OF EDUCATIONAL STRATEGIES
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SSC – The doctor as a digital teacher Opportunity to test and evaluate mini OOC topics
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ExploraFon and discussion of general educaFonal principles, which serve as a basis for the development of any digital teaching acFvity
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Developing online activities
Formative assessment
Feedback
Running a Twi]er chat, using a blog to support learning acFviFes
How to write a good assessment quesFons, eg MCQs
IncorporaFng feedback into your learning resource/acFvity and different forms of feedback
TESTING mini OOC topics
Copyright IntroducFon to copyright issues, CreaFve Commons, paFent consent etc
Managing resources
Presenta3ons/ Learning design
Accessibility, usability – fonts, colour schemes CogniFve load, mulFmedia design principles
Searching for resources, managing & curaFng resources
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OBSERVATION AND ANALYSIS
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ITERATIVE CYCLES: tesFng and refining
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2015
TesFng with staff: mini OOC topics as part of an online CPD course
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Things we’ve learned on this latest leg of our journey
REFLECTION
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AssumpFons … Students are not all digital maestros
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Need to run sessions on how to set up a blog before we run the mini OOCs with students and staff in the open
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Encouraging reflecFve pracFce …
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EMPLOYABILITY SKILLS h]p://www.flickr.com/photos/naturewise/6219571665/
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(Siemens 2005; Sandars 2009)
Image by nlafferty
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All 5 students asked to conFnue the experience by developing 4th Year Projects and keen to contribute to further development of the mini OOCs and be mentors
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@nlafferty [email protected]
@annalisamanca [email protected]