Friday noon: Managing the shift to e-learning

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)


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

Friday morning: Education’s Reality Check

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 -> 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

Platform Connector

Dan Peters


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

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)

Workshop notes – Wednesday afternoon: Transferring face-to-face courses to online courses

Assessment criteria -> Learning outcomes -> Storyboard

Question: Specific problems with assessment in fields dominated by practical, situation-specific knowledge? (-> phronesis)

Storyboard – high-level structure of a course or process (differences between programmes with 3.5 year-arcs and 10-week modules? -> Technology, groups)

Two questions: Do our present distance programme have implicit sotrybords? And to what degree should the programme have module- or programme-wide storyboards (we do not have an answer on that)?

Gabi Witthaus

Shorter take-home: Storyboarding could be a strategy for handling the complexities of a multi-discipline course and it could help put learning objectives more in the centre of planning. It would, on the other hand, also highlight that a lot of resources would have to go into planning an maintaining such course modules.

Workshop notes Wednesday morning/noon – Transferring face-to-face courses to online courses

(Despite the headline, I’ll be covering all of Wednesday’s workshop here, it will be more of a messy notepad than a substantial post)

Not sure about the “magic” bit but two cases

1. Getting a student group to consider views on society based on a discussion between two teachers

2. Getting a group to reflect collectively on experiences from visiting a job centre

Themes here would be feedback, group discussion (peer-to-peer interaction, student-teacher interaction), collaboration, linking theory and practical observations in a professional programme.

How to transfer to a distance-learning environment?

-> the issue of discussion tools (we experience our students migrating from Fronter to Facebook, still the question of cooperation vs collaboration?)
-> peer assessment

Testing – adaptive tools (is that even possible in Fronter?)

Possible tools for interaction
– discussion forums
– mcq/assessment
– mindmap (-> it this possible in Fronter)
– live chat
– wiki (-> same? Steep learning curve)
– blog (-> )
– collaborative writing tools

Journal – private (how could we use this in a portfolio-based exam?)

Note: Specific services vs. aims/uses. One point here could be to argue how aware we could/should be of specific services?

LMS/Web: When do we use the (open) web
– spontaneously: Students leave the LMS when it is too cumbersome or lacks functionality for them, user-friendliness and flexibility
– teacher driven (same)
– social interaction (which the LMS doesn’t facilitate)

(Consideration: Relationship between teachers/educators and IT-departments -> “Free” services)

Problems with using the web
– Technical challenges (access, future overkill)
– Safety/copyright
– Loss of control

Using LMS
– private space
– possibilities for customisation
– grading purposes, feedback
– limit access for competitors

Consideration on experiences: Students opt out of LMC because of the ability to create closed groups plus familiarity with Facebook and Skype. Do we know what they do there and how it can be put to work in campus and online programmes?

Discussion forums – question: Teacher presence during courses? How, when, which subjects?

Cosideration on tools: The problem isn’t so much lack of tools – but a) our knowledge of the available tools and b) differences between tools provided by the institution and tools used by the students (eg UC Lillebælt has Adobe Connect, students and teachers use Skype)

If we assume that internet access (broadband) isn’t a problem, teacher and student skills (technical and didacticL) may be more of a hindrance,

Gilly SalmondBloom’s taxonomy

– Which tools would be relevant, and why? (This also has to fit with the specific aims of the course/module)

Online Educa – Preconference


Transforming campus courses into online courses

My interest is mainly didactic – how do we create an environment which increases contact and interaction between students and teachers during an online course.

The ICT perspective is secondary – my interest is less about specific tools than about approaches to tools.