Cornelie Crous

Academic management and governance -> conducive to development of e-learning?

Middle management facing cross-pressures (a bit different in the Danish system where management is a career) -> teachers, senior management, students

Accountability, transparency Autonomy

Specific dilemmas triggered by e-learning? Technology vs. institutions as defining factor?

Wilson Iramina

Distance courses in engineering, issue of on-site delivery
Supporting teams -> professor, converter, tutor, technological support, administrative support

Demands on online students: Work discipline (difference on-site, online), level of knowledge (differentiation of teaching)

Who are necessary for the course, what are their relationship with teachers, students?

Undergraduate courses as a specific field, decoupled from research?

Margaret Korosec

Emergent forces of change in education, “change facilitators”

How does an institution capture initiative? Cultural gap – reculturing, “being off-balance is/can be a learning moment”

Facilitators (can change culture) Tools (cannot change culture)

@mdkorosec

Maria Pannatier

Clash between formal/informal technological infrastructure. Formal structure used for assessment purposes, but not necessarily useful for communication

Nina Rung Hoch

Student-centric vs departemental frames? Specific strategies?

A bit too many presenters in this session. I would have preferred fewer cases in greater detail – the Brazilian case in particular

Patricia Manson European Commission

Contrast between people’s online life (proactive, creating, sharing) and behaviour in learning situations.

The idea of learners as citizens, consumers, producers of information.

Stephen Downs: Reclaiming Personal Learning

LMS parallel to Facebook: Students are not the customers but the product (should be education)

Interaction as the essential feature

Www.downes.ca -> The personal website as reclaiming ownership of information (I’ve had my own site since 2005)

LMS – as the giant silos of learning, students and teachers give away information

Personal (for and by me) Personalized (sold to me)

Learning as becoming rather than acquiring

This is on a high abstraction level but useful when we consider where our students are and how they develop their knowledge of the field of social work. Finally, consider how the connections between an institutional setting, students and future employers could and should be organised

Lpss.me

Platform Connector

Dan Peters

@danspeters

US – “talk about students as consumers” Point?

Selfie as image: Ease of production and sharing (also: Images vs text, context vs. universal) -> the desire to produce

Expectations and availability of technology (but technology vs functionality -> eg. the PowerPoint as overhead)

(Fellow) Students rather than materials as incentive to participate -> Students as change agents/co-creators Can this fit with our national curriculum

Ola Rosling, Gapminder

Unlearning – human intuition

Visualization as tool for communicating data
Open data – ability to track and assess the quality of data

Fact-based world view most things improve
“Rich and poor” -> Normal distribution
“First rich, then social” -> First social, then rich (eg girls’ education)
“Sharks are dangerous” -> poverty is dangerous

“How intuition fools us” as an issue in education

take-home coming later

Note: Anne-Sofie and Anders were at the “Less Talk, More Action” session

Jeremy Knox

Video -> from filmed lectures to open-domain films as starting-point for discussions

Blog aggregation

Teacher as “fellow node” – the power aspect of learning in groups
Broadcast pedagogy – Industrialised countries transferring education to developing countries

Not online version of existing courses
Teacher role not reduced to facilitation

Note the issue with enrollment and completion rates

Online teaching manifesto

“Mooc space” – marketed with traditional symbols of prestige universities vs the human element in the mooc (video as symbol for human)

Note the criticism of the “broadcast prestige institution” image of Moocs (popular w politicians)

Definition of “human interaction” – human/technology

Teacherbot

Wilfred Rubens

Presentation

Factors influencing completion rates

Note discussion about activities outside the Mooc, but also workload and structure of student work (group work/assignments) Remember we are talking moocs here – size of “classes”/groups

Justin Beck

Hidden (technological) benefits of Moocs

Adaptive learning focus -> personalized learning toolkits – no clear leader

Collaborative technologies – small group collaboration

Big data about learning processes (open courses more attractive for experiments?)

Definition of success rates of moocs – comparison with campus-based programmes/courses, moocs as content marketing This is less relevant to people in public higher education where we are paid per graduation

Take-home: The discussions about the teacher role and human interaction. Lecturer/facilitator/feedback. Students’ expectation of feedback/interaction

Philipp Höllermann

Open innovation – involving external stakeholders into the internal development processes (for free…) -> formats

Forum for students’ proposals – and comments by other students
Uni Bonn -> review, comments

Reward system for activities -> suggestions to implementation;

Student involvement into development processes, platforms for discussion, experiences with services and curriculum design

Question: When do students (or other stakeholders) know what they need <- Expertise vs. demand

Martin Riemer

Students’ use of LMS -> limited

App (voluntary base), courses creating virtual patients, MD theses, guide course for the practical year in medicine programme

Cases from the floor -> tasks demanding student creation (note Danish teacher education)

– platform
– resources: time and financing
– group dynamics -> in medicine very dependent on previous knowledge (groups of 6-7)

Lecturers controlling/evaluating case quality

We do use a lot of cases in modules during our BA programme: Input? Assessment? Unrelated to elearning but have we evaluated the usefulness of different cases?

Take-home consideration: Student development of projects and cases

Julian Swindell

(Point of departure is an elearning-based campus course)

Subject covered in jargon and acronyms -> students have to learn a new language.

Have students try and unravel jargon in scientific papers -> Each student has to indentify and define a number of technical expressions, tutor comments on quality of definitions

Case: Using Moodle’s glossary module (uploading and distribution reaching the group of students). Peer pressure main driver of action.

Translation into tasks for the social work programme. Platform?

Diana Andone

(Four presentations was a bit steep)

Aida Opoku-Mensah
Big data – talior-made elearning (relevant if we know our student base?)
Cloud computing (in-house, out-house services?)

Howard Rheingold
@hrheingold
“New culture of learning”
-> institution vs learner-centrered (access, obsolete knowledge)
-> collaborative learning
-> social media

Our experience that students use forums etc outside of the formal course structure, LMS technologies used to questions rather than debate. What do we actually know about our students’ use of traditional and social web resources?

Physical environment – circle structure
“Peeragogy”

Wikip/edia – learning curve for students in handling the platform? Documenting collaboration?

Self-learners vs. formal demands to professionals?

Financial constraints -> teachers are expensive, knowledge cheap

Demands on evidence in professions?

Student competences in handling web creation and publication (eg personal WordPress installations) -> as against Facebook or corporate servers

Connectedcourses

Realistic to expect that students have read the syllabus in advance?

Lisa Lewin
@lisalewinlive

“Big” as buzzword?
Learning games

Policy interventions in the 20th C -> expansion of access to HE
Technology -> In effect a tool to continue to expand access? (OECD, developing world)

Quality issues -> Technology doesn’t lift learning games/outcomes (completion, employability, skills training issues)

LMS and digital resources levelling out?

Analysis/Assessment of developments at the point of learning

Innovation: Can we have a role beyond scaling?

Mark Stevenson
@optimistontour

Interplay between technological delevopments and institutional frameworks