Archive for category Chapters
Our new book, Educational visions: the lessons from 40 years of innovation, came out online in December 2019 . Both the entire book and individual chapters can be downloaded free of charge from Ubiquity Press or you can choose to purchase a printed copy.
The book celebrates 40 years of the Computers and Learning Research Group (CALRG), bringing together the findings of its four decades of study. In it, we explain how the group has been working to achieve four visions for education
- Learning is accessible for everyone
- Teaching is adapted to meet learners’ needs
- Teams can successfully teach any number of students at a distance
- Learners engage enthusiastically with STEM learning.
We outline the great progress that has already been made towards these goals, and some of the work that remains to be done.
Ferguson, Rebecca; Jones, Ann and Scanlon, Eileen (2019). Educational visions: The lessons from 40 years of innovation. London: Ubiquity Press.
What have been the biggest successes in educational technology – and why have they succeeded when others have failed?
Educational Visions shows how innovations including citizen science, learning at scale, inclusive education, learning design and analytics have developed over decades. The book is shaped by the visions pursued by one research group for the past 40 years. It outlines the group’s framework for innovation and shows how this can be put into practice to achieve long-term results that benefit both students and teachers at every educational level.
Enhancing Learning and Teaching with Technology: What the Research Says was published by Institute of Education Press on 24 January 2018. The book was inspired by a seminar series run at the Institute that focused on research findings about educational technology. It was officially launched at the BETT Show in London.
Our chapter focuses on MOOCs and was based on the research-based publications of UK-based partners of the FutureLearn platform.
Introduction to the chapter
Free online courses that provide learning at scale have the potential to open up education around the world. MOOCs now engage millions of learners. For example, FutureLearn, the UK’s largest MOOC provider passed 6m registered learners in 2017, 75% of these outside the UK. Coursera, the world’s largest platform, claimed 24m learners worldwide in March 2017, of which over half a million were UK learners.
In this section, we explore what the research tells us about how MOOCs need to be developed in order to help provide education for all. This research was carried out at UK universities partnered with the FutureLearn MOOC platform. When it was carried out, FutureLearn had 64 university partners, including 29 within the UK, all linked by the FutureLearn Academic Network (FLAN).
Ferguson, Rebecca; Herodotou, Christothea; Coughlan, Tim; Scanlon, Eileen and Sharples, Mike (2018). MOOC development: priority areas. In: Luckin, Rosemary ed. Enhancing Learning and Teaching with Technology: What the Research Says. London: UCL IOE Press.
The book MOOCS and Open Education Around the World, to which I contributed a chapter, has been very successful. Most recently, it won a DDL Distance Education Book Award. This award is presented in recognition of a print or digital book published within the last three years that describes important theoretical or practical aspects of distance education that can help others involved in distance education or those researching an important aspect of distance education. The primary focus of the book must be directly related to distance education.
AECT Division of Distance Learning (DDL) Distance Education Book Award. 2016 – First Place. MOOCs and Open Education around the World, Editors: Curtis J. Bonk, Mimi M. Lee, Thomas C. Reeves and Thomas H. Reynolds. NY: Routledge. Presented at the 2016 Conference of the Association for Educational Technology and Communications, Las Vegas.
Postscript in September 2018: The book is now available in Chinese.
What lies in the future for MOOCs? This chapter, which I wrote with Mike Sharples and Russell Beale, looks ahead 15 years, to a time when MOOCs have left the hype cycle behind and are being used by millions of people worldwide as a part of their learning journey. The book as a whole provides a comprehensive overview of the past, present and future of massive open online courses around the world
This chapter looks ahead to the year 2030 and considers the ways in which current visions of massive open online courses may develop into realities. In order to do this, it considers the changes in pedagogy, technology, and the wider environment that will be necessary in order for them to flourish. The chapter argues that, by 2030, the systems that develop from MOOCs will be meeting the needs of societies by educating millions of digital citizens worldwide. These systems will have opened up access to education and be enabling people from all over the world to enjoy the benefits of learning at scale. In order for this to happen, MOOC providers, policy makers, and educators will all need to proceed with this vision in mind. In effect, if MOOCs are to make a difference and truly open up education while enhancing learning, the pedagogies in place by 2030 must take into account entirely new groups of learners as well as vastly new roles that will emerge for educators. Such pedagogical approaches must also utilize innovative approaches to the design of that learning, whether it be MOOCs or some other form of learning delivery at scale.
Citation: Ferguson, Rebecca, Sharples, Mike, & Beale, Russell. (2015). MOOCs 2030: A Future for Massive Online Learning In C. J. Bonk, M. Miyoung Lee, T. C. Reeves & T. H. Reynolds (Eds.), MOOCs and Open Education Around the World. Routledge
I have a new, co-authored, book chapter out, which draws on data from the Schome Park Programme. This is the published version of a paper that Julia Gillen and I presented at the Researching Learning in Virtual Worlds (ReLIVE) conference in 2011.
It was an interesting chapter to write, because it draws on the same dataset as another chapter by the four of us – Seeking Planning Permission to Build a Gothic Cathedral on a Virtual Island – but takes a different approach, focusing on community as much as on language.
Ferguson, R., Gillen, J., Peachey, A., & Twining, P. (2013). The strength of cohesive ties: discursive construction of an online learning community. In M. Childs, & A. Peachey (Eds.), Understanding Learning in Virtual Worlds (pp. 83-100). London, Heidelberg, New York, Dordrecht: Springer.
Learning takes place in a social context, shaping and shaped by discourses. In online projects such as the Schome Park Programme, these discourses are material semiotic practices that make use of writing and other manifestations of digital literacies. Discourses include traceable patterns with linguistic features of distinctive forms and functions. Employing a sociocultural perspective of discourse as mediated interaction, we identify use of register and cohesive ties as salient to the practices of learning communities. The study reported here focuses on two groups of teenagers, one a formal learning community based in the USA, the other a larger, online, informal learning community based in the UK. The groups were originally only weakly tied within a network, but aimed to work together within the virtual world environment, despite some different aims. Working with McMillan’s concept of community as characterised by spirit, authority, trade and art, we illustrate how misalignments in register and problems with cohesive ties can be associated with difficulties in the cooperative learning enterprise and we also make recommendations for future practice.
I have a new co-authored chapter out, Gillen, J., Ferguson, R., Peachey, A., & Twining, P. (2012). Seeking Planning Permission to Build a Gothic Cathedral on a Virtual Island. In G. Merchant, J. Gillen, J. Marsh, & J. Davies (Eds.), Virtual Literacies: Interactive Spaces for Children and Young People: Routledge Research in Education.
The chapter doesn’t have an abstract so, instead, I shall quote a paragraph from the conclusion:
…the debate would be of very limited interest if it merely illustrated the potential affordances of one medium rather than another. Of more significance in the end is the extent to which it clarifies or at least raises significant questions about creating the foundations for the kind of collaborative discussions that are founded in a trusting community, supportive of individuals shaping learning identities in a creative environment (Peachey, 2010). Rethinking educational practice to include more authentic literary engagements, asynchronous debates that are genuinely meaningful to participants, speak to their concerns, and relate to genuine opportunities for purposeful activity and indeed creativity is surely a worthwhile exercise (Barton, 2007; Ferguson, 2011). How then might such ideas promote reshaping the aims of learning environments, even ultimately institutions of education?