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CAS/CADE presentation 2013

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Something Old. Something New: Supporting Lecture Delivery with Digital Tools. Expanding Communities of Practice with Social Media. How can we use new technologies of distribution and social support to create effective and pedagogically useful online teaching environments? This paper offers an in depth analysis of the experience of online learning offered by Harvard University, Penn State University and MIT. It asks what lessons we should consider when adapting new technologies to old teaching methodologies, and more importantly, how these environments may change the way we teach. Slideset to accompany the 2013 CAS/CADE conference presentationby Daniel Buzzo at the Computer Arts Society, Computers in Art and Design Education conference Bristol 2013.

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Something Old. Something New: Supporting Lecture Delivery with Digital Tools. Expanding Communities of Practice with Social Media.
In other words: How can we use new technologies of distribution and social support to create effective and pedagogically useful online teaching environments?
The investigation centers on analysis of the online learning offered by Harvard University, Penn State University and MIT
what lessons should we consider when adapting new technologies to old teaching methodologies ? How may these environments change the way we teach ?
The three study programmesrepresent three different approaches to online learning:
Lecture based [CS50: Harvard &EdX]
Community based [Learning Creative Learning: MIT & P2PU]
Practice based [Design- Artifacts in Society: Penn State &Coursera]
CAS/CADE presentation 2013
Scale ? • 74 + MOOCs from Universities • 300+ courses • 3.5m+ users • 30% Science, 30% Arts & Humanities, 25%IT rest – Business & Mathematics M. Mitchell Waldrop and Nature magazine
CAS/CADE presentation 2013
MIT: learning creative learning • Mitch ResnikProgramme leader • Discursive rather than technical. • Strong use ofSCRATCH and online remix community • Very small group onsite - 15 students • Strong emphasis on social activity and online remix of others work, • Xxperimental, using commons tools and mixed technologies. • Using available tools, Google+ Communities, Google Docs, YouTube, Google Hangouts, Chat • Andragogyfocused with hi level motivation, low incentive to keep engaged. • High technology barriers and mixed results from presentation • High level of disengagement. Swamped Google+ community.No credits for online: • 11 sessions , 5– 8 hours per week • Not assessed
MIT / P2Pu • Programme trying to organise sub groups of social activity and discussion on course work, tryingtospawn micro communities of practice, mooc • Very experimental approach, participatory activity, side channel extends chat.Presenters invited to participate in online chat. • Different approaches to online learning • Highlights issues of Goal orientation and justification and motivation, Versus personal discovery and exploration • http://www.youtube.com/watch?v=QrsIICQ1eg8
CAS/CADE presentation 2013
CAS/CADE presentation 2013
CAS/CADE presentation 2013
CAS/CADE presentation 2013
Learning Creative Learning - Session 5 - Open Learning • http://www.youtube.com/watch?v=l9HM80cv 160&feature=c4-feed
CAS/CADE presentation 2013
EdX / Harvard CS50 • David J Malan programme leader • Organised,Excellent onsite resources, • Clear pedagogy and Internal organisation BEFORE open access and online, • Clear scope &interfaces, less emphasis on community, community is physically based on campus, clear courseware through standard interface, technical proficiency. • Standard directed delivery lecture , workshop example, project, test etc • Standard work environment provided – preconfigured linux appliance • Graded & Assignments/time based • Time orientated course materials. • Credits awarded • 11 weeks structured, 8 hours per week
CAS/CADE presentation 2013
CAS/CADE presentation 2013
CAS/CADE presentation 2013
CAS/CADE presentation 2013
CAS/CADE presentation 2013
CAS/CADE presentation 2013
Coursera/ Penn State • Karl T Ulrich Programme Leader • The content delivered via short videos created for the course • The videos are explanations of ideas, and use artifacts from many different sources • The videos are supplemented by readings from free digital textbook • Each week includes a design challenge focused on a design problem of.The work for the course is DOING design. • Centered on sequence of challenges that result in creation of new artifact. • Free • Statement of accomplishment • No formal credits • 8 weeks 5-10 hrs per week
CAS/CADE presentation 2013
• https://d396qusza40orc.cloudfront.net/design /recoded_videos%2F1a.%20What%20is%20De sign- sep2012%20%5B3e88bfde%5D%20.webm
These courses are offered by universities that should be expected to be delivering both first class content and state of the art technology.
Each programme uses different methods of dealing with key issues: scale, temporality, support systems synchronous/asynchronous delivery.
In UK Higher Education we work with a lecture- oriented pedagogy: fixed student cohort fixed academic team fixed location specific duration fixed outcomes and success criteria
Evaluating them it becomes clear that the balance in effective delivery may lie between having a clear pedagogic process to indicate appropriate technology directions and reflecting on how technology reframes pedagogic discourse.
These two issues are considered against the makeup and ongoing needs of UK educational institutions.
As Andrew Delbanco raises in his recent article. Education is an industry that has seen almost no productivity gains in the last hundred years
What lessons and practices can we gain from these examples as we proceed to design our own online teaching environments?
CAS/CADE presentation 2013
CAS/CADE presentation 2013
MIT P2PU, Coursera and EdX work in the context of andragogy, the teaching of adults, This allows for a broader range of academic approaches, motivations and goals.
these courses incorporate digital tools to disseminate lecture material in a time-shifted pattern and use tools to facilitate online communities of practice.
Motivation is optional
estimates suggest that less than 10% of enrolled learners complete
What each approach shares is what we have come to understand about software development and unfocussed applications of technology.
Pedagogic process is being challenged by the beginnings of post-industrialisation of education, the market place and the disruptive effects of cheap communications technologies.
Investigation of Scope is paramount in using resources effectively Effective execution costs UX counts for almost everything
Daniel Buzzo Senior Lecturer in Creative Technologies daniel.buzzo@uwe.ac.uk

More Related Content

CAS/CADE presentation 2013

  • 1. Something Old. Something New: Supporting Lecture Delivery with Digital Tools. Expanding Communities of Practice with Social Media.
  • 2. In other words: How can we use new technologies of distribution and social support to create effective and pedagogically useful online teaching environments?
  • 3. The investigation centers on analysis of the online learning offered by Harvard University, Penn State University and MIT
  • 4. what lessons should we consider when adapting new technologies to old teaching methodologies ? How may these environments change the way we teach ?
  • 5. The three study programmesrepresent three different approaches to online learning:
  • 7. Community based [Learning Creative Learning: MIT & P2PU]
  • 8. Practice based [Design- Artifacts in Society: Penn State &Coursera]
  • 10. Scale ? • 74 + MOOCs from Universities • 300+ courses • 3.5m+ users • 30% Science, 30% Arts & Humanities, 25%IT rest – Business & Mathematics M. Mitchell Waldrop and Nature magazine
  • 12. MIT: learning creative learning • Mitch ResnikProgramme leader • Discursive rather than technical. • Strong use ofSCRATCH and online remix community • Very small group onsite - 15 students • Strong emphasis on social activity and online remix of others work, • Xxperimental, using commons tools and mixed technologies. • Using available tools, Google+ Communities, Google Docs, YouTube, Google Hangouts, Chat • Andragogyfocused with hi level motivation, low incentive to keep engaged. • High technology barriers and mixed results from presentation • High level of disengagement. Swamped Google+ community.No credits for online: • 11 sessions , 5– 8 hours per week • Not assessed
  • 13. MIT / P2Pu • Programme trying to organise sub groups of social activity and discussion on course work, tryingtospawn micro communities of practice, mooc • Very experimental approach, participatory activity, side channel extends chat.Presenters invited to participate in online chat. • Different approaches to online learning • Highlights issues of Goal orientation and justification and motivation, Versus personal discovery and exploration • http://www.youtube.com/watch?v=QrsIICQ1eg8
  • 18. Learning Creative Learning - Session 5 - Open Learning • http://www.youtube.com/watch?v=l9HM80cv 160&feature=c4-feed
  • 20. EdX / Harvard CS50 • David J Malan programme leader • Organised,Excellent onsite resources, • Clear pedagogy and Internal organisation BEFORE open access and online, • Clear scope &interfaces, less emphasis on community, community is physically based on campus, clear courseware through standard interface, technical proficiency. • Standard directed delivery lecture , workshop example, project, test etc • Standard work environment provided – preconfigured linux appliance • Graded & Assignments/time based • Time orientated course materials. • Credits awarded • 11 weeks structured, 8 hours per week
  • 27. Coursera/ Penn State • Karl T Ulrich Programme Leader • The content delivered via short videos created for the course • The videos are explanations of ideas, and use artifacts from many different sources • The videos are supplemented by readings from free digital textbook • Each week includes a design challenge focused on a design problem of.The work for the course is DOING design. • Centered on sequence of challenges that result in creation of new artifact. • Free • Statement of accomplishment • No formal credits • 8 weeks 5-10 hrs per week
  • 30. These courses are offered by universities that should be expected to be delivering both first class content and state of the art technology.
  • 31. Each programme uses different methods of dealing with key issues: scale, temporality, support systems synchronous/asynchronous delivery.
  • 32. In UK Higher Education we work with a lecture- oriented pedagogy: fixed student cohort fixed academic team fixed location specific duration fixed outcomes and success criteria
  • 33. Evaluating them it becomes clear that the balance in effective delivery may lie between having a clear pedagogic process to indicate appropriate technology directions and reflecting on how technology reframes pedagogic discourse.
  • 34. These two issues are considered against the makeup and ongoing needs of UK educational institutions.
  • 35. As Andrew Delbanco raises in his recent article. Education is an industry that has seen almost no productivity gains in the last hundred years
  • 36. What lessons and practices can we gain from these examples as we proceed to design our own online teaching environments?
  • 39. MIT P2PU, Coursera and EdX work in the context of andragogy, the teaching of adults, This allows for a broader range of academic approaches, motivations and goals.
  • 40. these courses incorporate digital tools to disseminate lecture material in a time-shifted pattern and use tools to facilitate online communities of practice.
  • 42. estimates suggest that less than 10% of enrolled learners complete
  • 43. What each approach shares is what we have come to understand about software development and unfocussed applications of technology.
  • 44. Pedagogic process is being challenged by the beginnings of post-industrialisation of education, the market place and the disruptive effects of cheap communications technologies.
  • 45. Investigation of Scope is paramount in using resources effectively Effective execution costs UX counts for almost everything
  • 46. Daniel Buzzo Senior Lecturer in Creative Technologies daniel.buzzo@uwe.ac.uk