Thursday afternoon: MOOCs

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


Wilfred Rubens


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

Thursday noon: Toward a creator-oriented learning environment

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)