Summary of #GCUGamesOn Evalution Findings

As promised this post shares the summary findings from our recent online event, GCU Games On. As I’ve written about before we developed this very quickly (in a month from idea to online) so we were very aware of some of the pedagogic shortcomings of our overall design. However given the rapid development time during the start of summer holidays when most of our subject experts were on holiday we had to make some very pragmatic design decisions.

Overall the feedback was pretty positive and the whole experience is helping to shape our developing strategy to open, online courses. (Nb the text below has been adapted from an internal report).

Background

GCU Games On was an open online event designed to celebrate, explore and share experiences during the Glasgow 2014 Commonwealth Games. It ran between 16 July and 8 August 2014.

Instigated by the PVC Learning and Student Experience, it was developed in little over a month. Due to the time constraints (one month from idea to being available openly online) a simple design was developed which included: background and contextual information with relevant links, making a wish on our digital wishing trees, at least one twitter based activity and a medal quiz challenge each week. Sharing experiences of Glasgow 2014 via twitter was encouraged each week. Daily email updates were sent to all registered participants.

The event was delivered via the new Blackboard Open Education platform.

Participation

  • Registrations: 211
  • Countries: 12 excluding the UK
  • Digital Badges issued: 174
  • Tweets: 424
  • Digital wishes: 107

Evaluation

Of the 211 registrations, 22 completed the survey giving a 10.4% response rate. In addition, due to the use of social media (and in particular, twitter) a number of informal responses to the event were shared.

Summary Findings

The majority of respondents to the survey were female, aged between 25 to 65, based in the UK with no connection to GCU. The majority of participants were based in the UK, with 36% based in both Glasgow and Scotland respectively. 18% of respondents were from the rest of the UK, and there were equal numbers (4.5%) of respondents from other Commonwealth countries and non Commonwealth countries. From registration information we know we had registrations from Australia, India, Trinidad & Tobago, Ireland, Israel, Denmark, Canada Italy, Israel, New Zealand, Spain and South Korea.

59% of respondents had no connection with GCU and 45% of respondents cited wanting to experience online learning at GCU as their main reason for participating. The vast majority of respondents had some form of formal educational qualification, 45% up to Masters level.  This correlates to general trends in open online courses, but may also reflect a network effect from the Blended Learning Team’s network and promotion of the event. 95% of respondents found the site easy or partially easy to use.  54% of respondents completed all of the activities.

Open feedback was generally positive about the experience.

“I really enjoyed this as a bit of fun.  What I got out of it most was seeing new blackboard system in operation and it looks and feels very impressive.”

“I think looking at the Twitter feed this was spot on for what it was trying to achieve. Much fun was had by all it seems and the course gave a great scaffold to talk about their experiences at the games.”

“I do know it is hard to pull together a learning experience around an event like this and I guess that was weakness of this approach.  At times I think really perhaps due to lack of substance or clear learning outcomes – the learning design was a bit hit or miss – but I think you did achieve outcome of getting folks to engage with learning platform which was I think what it was about rather than the content”

 

GCU Games On Gold Medal

GCU Games On Gold Medal

Where Sheila’s been this week: APT Conference, University of Greenwich #uogapt

I’ve been quite busy over the last few weeks, but I did manage to get back to the day job earlier this week and attend the  APT Conference at the University of Greenwich. There was a really great programme and I found every session I went to really informative. Unlike keynote speaker Stephen Downes, I don’t record every presentation I do, and despite his best efforts to convince us all to do so, I’m not going to start anytime soon. However,  I do try and reflect on every conference presentation I make, and every event I go to, and at the very least share my slides openly.

The theme of the conference was Connected Learning in an Open World, and Stephen got the day off to a great start with his keynote, where he challenged the traditional role of HE institutions, the cost of education, how current business drivers /models are trying their best to make us pay for open.  This is my sketchnote of the talk. As ever a larger, CC version is available by clicking on the image.

 

#uogapt 2014

visual notes from Stephen Downes Keynote,

 

 

 

 

 

 

 

 

 

 

My colleague Evelyn McElhinney and I presented our work on mapping student’s online residency.  Since my last post we have conducted another workshop and some more issues, particularly around the use of online spaces are emerging.  As we work with students getting them to map their use of online spaces, it is becoming apparent that there is currently a lack of useful utility type services in terms in access to our educational spaces compared with other “real life” utility type services.  This is raising questions for us in terms of thinking about what kinds of services we need to develop. We need to make sure access to what Mark Stubbs calls the “hygiene  factors” i.e. timetables, reading lists and our course material is easy, but that the learning activities themselves are still challenging. I’ll elaborate more on this in another post

Space and place was something that came up in the final panel session, which I was roped into. I firmly believe that traditional campus based institutions do have a future. People want to go to University, there is more to the HE experience, and indeed any kind of learning than content and courses.  Successful interactions (and not just educational ones) require confidence and social skills. In an online context these are even more crucial.  As anyone who has been on any kind of online course, never mind a massive one, online education can be a lonely experience.

I had to leave the panel a bit early to catch my flight home, and of course it was just as things were starting to get interesting. One particular set of questions from the floor centred on the perceived “best of breed” approach of the Oxbridge tutorial system. We can’t replicate that everywhere, and like many I don’t think we should be. I’m not sure if that type of experience really does much more than continue the power of the old boy network, which given the current state of the world isn’t doing that well unless you are part of that club or rich enough not to need to care.  Along with everyone else who went to the session on Digital Dissidence and CVs (creative visionary spaces), I was really impressed by Anthea, a recent Greenwich graduate, as she showed us via music, video and images how she had been encouraged to express her professional knowledge and herself in a truly multimedia and meaningful way.  Mark Webb’s innovative program exploring cultural diversity in relating to professional development is something I can see working in so many contexts, but I doubt that there would be such richness in an Oxbridge class, and it is more the poorer for that.

Thanks to everyone involved in organising the conference and to all the presenters.  I really hope I can get back to Greenwich for next’s years conference.

Here are the slides from our presentation.

GCU Games On – open and online, and not an “M” word in sight

A couple of years ago at a Cetis Conference Professor Patrick McAndrew said that perhaps we needed to concentrate more on the open and online and less on massive and courses. Wise man, that Patrick. That notion has stayed with me and today I am very excited as we are doing exactly that.

Over the last month (yes that’s right, 1 month) we have developed an open, online event around the Glasgow 2014 Commonwealth Games called GCU Games On. Let me be very clear, this is not a course and most definitely not a MOOC. Rather it is about bringing people together to in an open online event to celebrate, explore and share experiences during the Glasgow 2014 Commonwealth Games. Many of our students and staff are (and have been) involved in various aspects of the development of the Games, and will be very active over the Games themselves. Instead of just creating something for our GCU community we thought why not open it out to anyone and everyone who is interested?

So we have developed a 3 week event, which will hopefully provide a fun way of bringing people together share their experiences during Glasgow 2014,  enable participants to experience a little bit of online learning. Each week we have a number of simple activities including a digital wishing trees. And because it was just too good an opportunity to miss we’re also doing the badge thang and giving people the opportunity to win bronze, silver and gold digital medals (aka badges).

In some ways we have broken every rule in the design book. We have developed (and are still developing) this in a very short timescale, at a time when most of our University colleagues with specialist knowledge have been on leave; we haven’t got a target learner in mind; we’re taking a very broad brush let’s just try and get some participation approach; we’re in the middle of our VLE upgrade; and oh yes, I forgot to mention we’re using Blackboard’s new open education platform which will be officially launched in on July 16th at BbWorld. It has quite possibly been the most exhilarating and scary thing that I and my colleagues Jim and Linda have ever done. But it has also been really good fun.

Until last week we really just thought it might be a proof of concept project which would have been really useful in itself. The colleagues we have been working with have reacted really positively and we couldn’t have got to this stage without them.  We’ve also had great support from Blackboard. We couldn’t even have thought about doing this without the knowledge that we had an open platform that we could use. Originally we were planning to use Course Sites.

In many ways this is an experiment for us. We aren’t ready to develop one of those “m” things. But this model of very agile, light touch activities, tapping into social media around a major event could possibly be more useful for us.  Our event starts next Wednesday, 16th July but you can enroll here from today.

As ever I will be sharing our experiences on the blog, but I would love it, dear reader, if you would sign up and join us for #GCUGamesOn too.

Here’s our teaser video (no Professor videos in our event!)

 

Jisc Digital Student Consultation Event

This week we hosted the latest in the Jisc Digital Student Consultation events. Nearly 40 colleagues from across the Scottish HE and FE sector came here to GCU LEAD to share and discuss current and future developments around students changing expectations of their digital learning environments.   There are some really useful findings coming through from the consultations so far, which were summarized by Helen Beetham and Sarah Knight over the course of the day. Helen’s recent post gives a very comprehensive overview too.  Being part of the Blended Learning team here at GCU,  I was particularly struck by the use of “branding and blending’ of institutional provided digital services and resources and ones students either bring with them or start using during their studies. The idea of core learning and teaching provision is one I’ve been an advocate of for a long time, like many others I’ve been inspired by the work Mark Stubbs and his team have been doing at MMU around this.

We also streamed the talks from the day and the recording is available online if you would like to catch up with the presentations.

As well as joining in some thought provoking discussions I took some sketchnotes during the day too.

(Click on the image to see larger version)

 

Jisc Digital Student Consultation Event, 10 June 2014

 

 

 

In a galaxy far, far, far away . . .

Do you ever get the feeling that you are living in a parallel universe? I do. Particularly this week when the “Major players in the MOOC Universe” infographic was published by The Chronicle of Higher Education this week. It was retweeted, google+’ed everywhere almost instantly. But this wasn’t a view of the MOOC universe I know of, there were quite a few bits missing. A bit like the “World Series” this was an almost completely U.S centric view. The big bang MOOC moment certainly didn’t happen slightly north of this universe.

Despite the efforts of informed commentators such as Audrey Watters, to correct the new revisionism of the history of MOOCs, the U.S centric vision seems to be winning out. Martin Weller’s response to Donald Clark’s take on MOOC developments eloquently states a number of my concerns about revisionism and the development of MOOCs and the so called MOOC wars.

But I can sort of see myself in this universe, all be it, in a very small dark corner. I can see, and know who the “big shiny lights” are in the centre, and dream of being part of the rebel alliance, and becoming an apprentice of Obi Weller Kenobi . . .

Yesterday though I felt almost like I had crossed into the 13th dimension. I entered a place where no-one had heard of MOOCs. Yes that’s right – they hadn’t heard of MOOCs. My colleague Lorna Campbell and I had been invited to the Scottish eLearning Alliance Local Authority SIG meeting to give an overview of our work. Lorna spoke about open educational resources, and as is my want of late, I did a bit about MOOCs. Unsurprisingly for increasingly cash strapped local authorities the free part of open was very attractive. Those in charge of developing and running training programmes are always looking for new ways to enhance their offerings. However as the discussion progressed it became clear that there is still one key missing ingredient that all the open content and courses in universe(s) don’t include, and that is time. You need time to engage with learning. Although online provision of education/resources has fundamentally changed access points, it hasn’t meant that we need less time to engage.

As you know dear reader, I have done my fair share of MOOCing over the past few months. It’s probably been the best (well actually it’s been the only) PDP I’ve done in my eight years with Cetis. But I am in an incredibly privileged position where I have been able to combine professional and personal development. I have been able to legitimately use some work time to contribute to a number of courses, and in turn in my own small way contribute to some of the wider discourse and dialogue. So although I was delighted to read that Coursera are now going to be providing course for K12 teachers, I couldn’t help but have a slight sinking feeling of this being staff development on the cheap. Will teachers be given some legitimate study time and recognition to take part or will it just be the really motivated ones (who probably aren’t the ones who really need this time of development) that will just “find the time” to take part? Will there be state wide flipped classrooms for teacher staff development ? Wouldn’t it be great if there was?

There’s also a huge assumption that everyone has the (digital) literacies needed to engage successfully with any kind of online learning. This was a key concern for some of the people at yesterday’s meeting. There’s a reason distance learning providers such as the OU have developed extensive study skills resources for their students. A MOOC on MOOCing isn’t daft idea, it just sounds slightly daft when you say it out loud.

Anyway I guess to end this slightly rambling post, that we need to remember that despite the hype in “our” universe(s), there’s a whole set of parallel universes that haven’t heard about MOOCs yet. They could very well benefit from MOOCs and from open education in general, but education is more than resources and courses. It’s about human interaction and time. In our rush to create new universes let’s not forget these universal principles and cherish the time that a University degree gives to students and indeed the time that any educational experience deserves.

Why we need more Rhino's like Erica promoting digital literacy

I was delighted to take part in the University of Southampton’s 2nd digital literacies conference (#sotonmooc) event yesterday. I gave a presentation on my experiences of being a student on MOOCs. However, what really made the day for me was hearing from some “real” students about the range work they have been involved in as part of the University’s DigiChampions project. The project has been incredibly successful in getting students involved in the concept of digital literacy and getting them to provide support to their peers in a whole range of ways as this video rather neatly explains.

The development of digital literacies is increasingly been recognised as vital for the success of our student population both whilst they are studying and also when they move into the workplace.

“By digital literacy we mean those capabilities which fit an individual for living, learning and working in a digital society. “ (JISC)

It was fantastic to hear students share so eloquently their understanding of the importance of being able to use social networks effectively – not only for studying but also to improve their chances of getting a job. As we watched student created videos and a range of other presentations, it was clear just how much the students appreciated the innovative approaches of modules such as “living and working on the web”. Having time to develop skills and networks as part and parcel of undergraduate activities has certainly seemed to pay pretty significant dividends in terms of students developing contacts with potential employers and in several cases in terms of them securing a full time job. Watch the video to see for yourself.

But what about the Rhino I hear you ask? Well another one of the student driven projects is Erica the Rhino. Erica is a cyber rhino, who is being developed in a truly interdisciplinary way.

I thought this was just a fantastic project. I’m now following Erica on twitter and looking forward to hearing updates from when she is released into the wilds of Southampton. We need more projects like this.

Many thanks to Fiona Harvey and Hugh Davies (and everyone at Southampton involved in organising and running the event) for inviting me. It really was inspiring to hear from the students.

More information about the day is available from the event website. It will be being updated with presentations (and I think recordings) over the next few days. You can also catch up on the tweets and pictures from the event here.

Acting on Assessment Analytics – new case study

Despite the hype around it, getting started with learning analytics can be a challenge for most everyday lecturers. What can you actually do with data once you get it? As more “everyday” systems (in particular online assessment tools) are able to provide data and/or customised reports, it is getting easier to start applying and using analytics approaches in teaching and learning.  

The next case study in our Analytics series focuses on the work of Dr Cath Ellis and colleagues at the University of Huddersfield. It illustrates how they are acting on the data from their e-submission system, not only to enhance and refine their feedback to students, but also to help improve their approaches to assessment and overall curriculum design.  
 
At the analytics session at #cetis13 Ranjit Sidhu pointed out that local data can be much more interesting and useful than big data. This certainly rings true for teaching and learning.  Using very local data, Cath and her colleagues are developing a workshop approach to sharing generic assessment data with students in a controlled and emotionally secure environment. The case study also highlights issues around data handling skills and the need for more evidence of successful interventions through using analtyics. 

You can access the full case study here

We are always looking for potential case studies to add to our collection, so if you are doing some learning analtyics related work and would be willing to share your experiences in this way, then please get in touch.