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Fostering a community of collaboration and discussion - Mark Andrews
- 1. Cambridge Judge Business School Fostering a community of collaboration and discussion Mark Andrews, Cambridge Judge Business School Executive MBA
- 2. Overview 1. Overview 2. Moodle developments 3. Course Design 4. Findings & Discussion • 6 month project • Technology, procedural and educational design developments • Aim to make the VLE offering more aligned with the programmes objectives
- 4. Background & Expectations Beijing Hong Kong Philippines Qatar Nigeria Sydney Brisbane Mexico Texas Los Angeles Toronto Moscow Tokyo • A globally located and diverse cohort • Very wide range of educational experiences and technical knowledge
- 5. Programme Ethos: ‘Transformative’ ‘Practical, Personal, Relevant’ Harnessing ‘Collective Intelligence’
- 6. The Goal A solution that underpins programme delivery and enforces educational ethos of the programme. “ ” A slice of Cambridge around the world Form a seamless link across all environments
- 7. A little about the Programme structure 18 courses + Electives Each course between 1‐4 cycles 20 month programme Each cycle broken into elements Pre‐study Visit Application
- 8. Moodle Developments 1. Overview 2. Moodle Developments 3. Course Design 4. Findings & Discussion • Using the tendering process to find collaborative partners • Prepared detailed specification: deliverables and ideas • Working as a partnership rather than commissioning • Teams across the school • Participants involvement – tough balance
- 9. Moodle Developments 1. Overview 2. Moodle Developments 3. Course Design 4. Findings & Discussion • Look, feel, homepage and course design • Programme sub-system • Announcements • Courses in progress • Bookmarking forum posts
- 10. Programme Sub-system “A local plugin that means moodle understands more about our programme and each participants place in the programme”
- 13. Homepage & theme
- 17. Announcements (Local Plugin) Clear separation between announcements and discussions • Visible on the homepage • Ability to target announcements • Read tracking • Not emailed out
- 20. Bookmarking forum posts • Discussions scattered throughout the site • Bookmarking tool, to store interesting form posts View video here: http://youtu.be/JUFooQUt81s
- 21. Bookmarking forum posts • Discussions scattered throughout the site Title search Filter categories
- 22. Course Design 1. Overview 2. Moodle Developments 3. Course Design 4. Findings & Discussion A framework for course development, training, monitoring and evaluation
- 23. Course Development Environment Supportive Communicative Quality led Equipped Safe Clear
- 24. Course Development Environment Supportive Communicative Quality led Equipped Safe Clear Feedback & Evaluation Clear points/ timing
- 25. Course Development Environment Supportive Communicative Quality led Equipped Safe Clear Feedback & Evaluation Community of good practice Continual Improvement Evidence Based Clear points/ timing
- 26. Course Design - Participants Concrete experience (doing/having an experience) Reflective Observation (Reviewing / reflecting on the experience) Abstract Conceptualisation (Concluding / learning from experience) Active Experimentation (Planning / trying out what you have learned) Sharing / Collaborating Feedback / Discussion Based on: Effective Practice with e‐Portfolio, JISC
- 27. Course Design - Participants Pre‐study Visit Application Scanning environment with course ‘lenses’ on Grasping core introductory concepts/ terminology Defining initial learning goals Potential applications of use Prior Experience Knowledge Context Previous Courses Go deeper Analyse & Evaluate ‘Own the learning’ - personalise
- 28. Findings & discussion 1. Overview 2. Moodle Development 3. Course Design 4. Findings & Discussion • Joined Educational & technological drivers and strategies important • Importance collaborative partners • Moodle has it’s limits – but these can be mitigated to some degree • T&L lessons – 5 points • Next steps
- 29. Moodle limitation – Communication & Collaboration • Moodle’s collaboration and commenting methods systems all work differently. • Messaging, Forums, Comments, Blogs • We selected to base all on forums, so as not to confuse workflows • Not all email out or have notifications • Different interfaces • Not cross searchable • Some can be graded some not • Try to use integrations where possible Should these mechanisms be joined together? ‐ Interaction style ‐ Notification ‐ searchability Ability to add widgets and activities
- 30. Communication & Collaboration • Moodle’s collaboration and commenting methods systems all work differently. • Messaging, Forums, Comments, Blogs • We selected to base all on forums, so as not to confuse workflows • Not all email out or have notifications • Different interfaces • Not cross searchable • Some can be graded some not • Try to use integrations where possible Should these mechanisms be joined together? ‐ Interaction style ‐ Notification ‐ Searchability Ability to add widgets and activitiesView video here: http://youtu.be/_W0WD‐jHD‐A
- 31. Communication & Collaboration • Moodle’s collaboration and commenting methods systems all work differently. • Messaging • Forums • Comments • Blogs • We selected to base all on forums, so as not to confuse workflows • Not all email out or have notifications • Different interfaces • Not cross searchable • Some can be graded some not Should these mechanisms be joined together? ‐ Interaction style ‐ Notification ‐ Searchability Ability to add widgets and activities View video here: http://youtu.be/erghEKH0q2U
- 32. Participant Perception • It’s an improvement, but • The platform feels dated, to some • Particularly on forums • Not the way we interact online now • Issues with editor and some mobile display • Too many clicks not enough search tools • Still getting lost in discussions – a feeling of disconnection • Like activity locking and completion Could the forum tools learn more from other platforms and techniques?
- 33. Participant Perception - Response • Lack of instruction and clarity of function, assumed SN paradigm • The VLE’s role within the programme • Setting participant learning expectations • Linking activities and discussions more explicitly • Clearer signposting of activities More re‐enforcement of applications of use and direction
- 34. Participant Perception - Response Modifying course layouts, additional internal linking
- 35. Participant Perception - Response Discussions based on artefacts
- 36. Participant Perception - Response Forums that look & act like blog posts
- 37. Lessons Learned – 5 Points 1. Discussions need to be framed 2. All parties need inducting and constant guidance across programme 3. Build discussion into course design (like other online interactions) 4. Student initiated discussions with facilitation work best 5. Technology can’t make up for course design/strategy (technology push)
- 38. Next Steps • Using the VLE the ‘tell the story’ – programme narrative • Capturing and recording experiences outside and between formal courses • More of a focus on activity design and less on technology • Increased ‘in‐line debate’ ‐ Moving debate into course activities • More interactive resources • E‐book delivery • Possibly extending the uses of developed modules • Using more gamification techniques Keen to collaborate and share