Transcript NOOCing Nottingham

Innovation at the margins: the
Nottingham open online course
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HEA Green
Academy 2011-12
Grand Challenge
2011-2013
PARiS 2012-13
NOOC and
NAA 2013 MOOC
2014 UG
elective
NOOC
7/21/2015
2014-15
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Mini-NOOC training course
• Day 1 What is a NOOC?
and what is the student
experience like?
• Day 2 What can we learn
from our first NOOC?
• Day 3 Teaching Online
• Day 4 Possible Models for
NOOC facilitation
• Day 5 Getting Practical:
collaboratively authoring
advice and guidance
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We modelled a process whereby we could move students
from the edge of the NOOC towards its centre
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Reflective Blog
reflection
Opinion Polls
choose, learn, reflect, choose again
Image Bank
select, explain, contextualise, peer review
Waste Audit
act, assess, report
Formal discussion
read, reflect, respond, discuss
Film critique
View, reflect, respond, discuss
SWOT Analysis
Choose, research, assess, analyse, report,
respond, peer review
Finding out what we think sustainability is about
Evaluation of Open Educational Resources
Construct criteria, choose, evaluate, report
Poster Planning
Select, research, plan, peer feedback
Judging how useful online information is
Poster Presentation
Take action: produce, advise/inform, share,
inspire, peer review
Capturing our learning in one story, producing a
tool to use with others
Moving from gut reaction to informed view
Building a visual history of sustainability
Seeing how sustainable we are
Starting to think critically about sustainability
Further critical thinking about sustainability
Assessing Nottingham – how sustainable is our
university?
Supporting each other to tell a story about
sustainability
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NOOC 1 SWOT Analysis
• 128 people completed this and there were 1,594
postings in the SWOT analysis discussion forum
Quiz the VC live
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Analysis of NOOC 1
Students’ perceptions of useful and challenging
characteristics of the online nature of the NOOC
Analysis of Student Presentation of self
Analysis of Student and Staff interaction, student
cognitive engagement and staff levels of mentoring
during two asynchronous discussions
Changes in Students‘ Conceptualizations of the term
Sustainability
Analysis of Students’ Visual Representations of
Sustainability - The Posters Task
Analysis of Students’ Visual Representations of the
history of Sustainability- The Photos Task
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Useful/Challenging elements of NOOC
(52 evaluations)
Useful
• Flexibility
• Opportunity to meet
peers
• Interactive online
activities
• More willing now to
take further online
courses
Challenging
• Moodle clutter
• Too much info
• Too many students
• want more social
media
• Want face to face
interaction
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Learner presentation of self
(131 blog entries)
• learners style of presentation influenced by that
adopted by facilitators/tutors who post first – same
informality and length
• Informal salutations, short declarations of context and
purpose, use of acronyms familiar within the institution
• Postgrad and staff less informal than UGs, UK UGs
less informal than China/Malaysia UGs (Chinese
students offering Anglicized versions of their names).
• PGs tend to mention their research areas, staff the
connection of sustainability to their professional
roles/interests
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Cognitive engagement
(207 postings)
• 55% comments
respond direct to tutor
• 27% comments
analytical/evaluative
• 10% comments
mentioned changes in
thinking/behaviour
• Cognitive
engagement fairly
consistent, but
engagement levels
greater if task
assessed
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Conceptualisations of ‘S’
(analysis of postings of 40 students active
in weeks 1 & 10)
• Using 5-tiered
taxonomy:
1. Pre-structural
2. Uni-structural
3. Multi-structural
4. Relational
5.Extended abstract
• Students starting at
1/2 move to 3/4
• Students starting at
4/5 stay at 4/5
• 77% said they would
change their
behaviour
Carew, A. L. & Mitchell, C. A. (2002). Characterising undergraduate engineering students‘
understanding of sustainability. European Journal of Engineering Education, 27(4), 349–361.
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Visual Representations – 61 posters
Do they –
1. Present info
2. Offer arguments
3. Encourage behaviour
change?
Most do 1 or 2
Waste the most
common topic
Business students focus
on economic angles
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Food for thought
Did you know?
Why?
Globally, 1/3 of food is wasted.
7.2million tonnes of food waste is
thrown away from UK homes
alone.
This costs an average household
£480 a month!
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Cooking/preparing too much.
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Don't consume it in time.
What can I do?
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Prepare a shopping list
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Don't shop when you're hungry
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Create a compost heap for fruit and
veg
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Utilise leftovers
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Put new food at the back, and old
food at the front.
References:
Http://thedailygreen.com
Visual Representations – 123
images + captions
Focus on problems &
solutions:
• Pollution
• Deforestation
• Recycling
• Renewables
• 11% on politics/policy
• Small number on
personal + daily
issues
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Soundbites from Students
I liked that you were
able to choose
which assessments
to do and not do.
I have a new
approach of
learning things by
online classes and I
have the chance
share my ideas with
other students from
other countries.
Although I did not finish all the
homework, I nearly read all the
materials the course offered. The
course is great, because it let
me know I can do something for
sustainability.
I am more interested in
the news about
sustainability and enjoy
communicating with other
students from other
campus on line.
The poster activity
also provides an
extremely useful
technique that was
nice to learn with me
being on a science
course.
Perhaps the best thing of this course is
its flexibility available for students of
different specialties and backgrounds.
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Disruptive effect on staff?
I have not engaged in depth with
forums before, and it was a useful
way of having a debate. I hope to
encourage my … students next year
to engage in debate with each other
about some key issues. …. It has been
very worthwhile following what's
been going on, and I hope it will be
repeated next year and subsequently.
I hope you'll be able to archive the
files including debates, as I'm still
mining these resources.
I did gain a lot from reading others'
perspectives. I did learn more about
what the university is doing. I did
identify some more resources from
which to enhance my own work. For
example, there was an interesting
debate about rubbish cultures which
has enhanced my understanding of how
localism shapes resources use
solutions; I've incorporated that into
some work I'm doing … I've also
adapted some of the debate on how
best to wash up in a task for secondary
school students.
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Learning from NOOC1
• Power relations (UG/PG/Staff)
• Status of activities (assessed,
non-assessed)
• Clarity of guidance (history tasks)
• Impact of facilitation style
• More interaction – feedback
videos, webinars, wordles,
Delicious, face to face tutorial
support
• Linking to other events – Films,
conferences, surveys – across all
campuses
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Moving inwards from the margins
Multiple
Outcomes model
Core learning
repurposed
for different groups
MOOC
NAA
For
UGs
Sustainability
NOOC
UG
Elective
NAA for
PGs
Thank you
[email protected]
Academic Director for Online Learning
The University of Nottingham
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