#digped

MOOC pedagogy: the challenges of developing for Coursera

Implications of the article for secondary school?

innovation through online approaches, multimodality

...MOOC platforms appear to justify their status by promoting curricula that are equivalent to campus-based courses, with a strong focus on content delivery and an emphasis on the rigor and formality of their assessment methods.   However, some of the most interesting and innovative practices in online education have emerged by challenging these very ideas; loosening institutional control of learning outcomes and assessment criteria, shifting from a focus on content delivery to a foregrounding of process, community and learning networks, and working with more exploratory assessment methods – digital and multimodal assignments, peer assessment and group assignments...

hybrid approach?

whether MOOC teaching might take place in conjunction with established teaching practices. 

participation and assessment, less trad/formal/rigid, text-based reading, critical viewing of films and structured discussion as the primary pedagogical activities.  Visual artefacts will be generated, and ...a means of building dialogue and debate ... encourage the kinds of spaces that participants can both contribute to and, crucially, take ownership of.  Participatory practices and customs in the wider social web are integral to this approach... how pedagogical modes can be extended to create more open learning spaces

visual practices foregrounded in digital media use might challenge the dominance of text, and its associated forms of knowledge, in established academic traditions ...assessing participation - we will take a creative and visual approach, focusing on peer-assessment techniques over the automated MCQ strategies that are most-used in Coursera MOOCs.  One of the real challenges with the MOOC format is the extent to which it can be sensitive towards the kinds of assessment methods that underpin many humanities and social science disciplines

role of teacher, where fits in at scale or automation, for MOOC (HE)

while blended/hybrid brings opps for new(er) diglit and dig ciz - inc having a guide to navigate at least some net use, develop models

costs to trad academic literacies - e.g. formal writing, or

-plagiarism, citing sources

Very slick! Greg McVerry, a professor, can post all of the readings, assignments, etc. for his EDU522 online course on his own website, and I can indicate that I’ve read the pieces, watched the videos, or post my responses to assignments and other classwork (as well as to fellow classmates’ work and questions) on my own website while sending notifications via Webmention of all of the above to the original posts on their sites.

When I’m done with the course I’ll have my own archive of everything I did for the entire course (as well as copies on the Internet Archive, since I ping it as I go). His class website and my responses there could be used for the purposes of grading.

I can subscribe to his feed of posts for the class (or an aggregated one he’s made–sometimes known as a planet) and use the feed reader of choice to consume the content (and that of my peers’) at my own pace to work my way through the course.

This is a lot closer to what I think online pedagogy or even the use of a Domain of One’s Own in an educational could and should be. I hope other educators might follow suit based on our examples. As an added bonus, if you’d like to try it out, Greg’s three week course is, in fact, an open course for using IndieWeb and DoOO technologies for teaching. It’s just started, so I hope more will join us.

This past weekend I attended Digital Pedagogy Lab - Vancouver (I was on the Digital Literacies track).  While I’m regularly thinking about Digital Literacy in my work as the Blended Learning Librarian, I’m also currently preparing my secondment that begins in September as the Digital Media Librarian, where I will be increasingly focused on the creation of media through our Digital Media Lab (currently under construction). 

I’ve been continuing to take visual notes/sketchnotes to actively engage with the content I’m learning. I’ve shared my notes from #DigPed below.

My visual notes are licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Keynotes

Jesse Stommel, Executive Director, Division of Teaching and Learning Technologies, University of Mary Washington

Rusul Alrubail, Partner, Ci.Strategy+ Design

Workshops

Day 1 - Digital Literacies Track (Bonnie Stewart and Dave White)

Day 2 - Digital Literacies Track  (Bonnie Stewart)

Day 3 - Digital Literacies Track  (Bonnie Stewart and Kris Shaffer)

Lightning Talks

Interdisciplinary Solutions—Michelle Clement

New Media and Pedagogy—Hannah McGregor

Open Pop Ups—Verena Roberts

Daagu—Carolyn Steele

Overcoming Digital Obstacles—Christina Chavez-Reyes

Net Neutrality—Brian Weston 

Readings

Rheingold, Howard. Attention & Other 21st Century Social Media Literacies

Bali, Maha. Knowing the Difference Between Digital Skills and Digital Literacies, and Teaching Both

Shaffer, Kris. Truthy Lies & Surreal Truths

Additional Readings:

Harford, Tim. The Problem with Facts

Streitfeld, David. The Internet is Broken: @ev is Trying to Salvage It

McMillan Cottom, Tressie. Academic Outrage: When The Culture Wars Go Digital

White, David S. and Alison Le Cornu. Visitors & Residents: A New Typology for Online Engagement

Skallerup Bessette, Lee. Arrested Professional Development