Archive for category FutureLearn
Following the retirement of Mike Sharples (who will return to The Open University as an Emeritus Professor in March). I have taken on the role of Academic Coordinator for the FutureLearn Academic Network (FLAN).
The network was established in 2013 by a group of academics in order to connect academics and research students based at FutureLearn partner institutions, share research, and explore shared research opportunities. These include: joint research bids and publications, comparative studies using shared FutureLearn data, course designs, and methods to analyse and evaluate courses.
The Network is open to staff and research students based at FutureLearn partner institutions with an interest in research related to the FutureLearn platform.
On 7 November, we held one of our quarterly meetings – this time at the British Council in Central London. Among the many interesting talks:
- Josh Underwood gave a detailed and considered account of the role of a mentor or facilitator within FutureLearn courses.
- Matthew Nicholls and Bunny Waring talked about their use of a virtual reality simulation of Rome in the 4th century CE.
- Phil Tubman introduced a tool for visualising discussion, which is now being used on a course from Lancaster University.
- Eileen Scanlon and I talked about research ethics on the platform and initiated discussion on changes to the terms and conditions.
The next meeting of FLAN is likely to be in Exeter at the end of February 2018. If you are eligible to be part of FLAN and would like to be involved either in person or remotely, do get in touch.
We have just published an internal report for The Open University. It covers ‘Staff Perspectives on the Value of Involvement with FutureLearn MOOCs’. The report – authored by Tom Coughlan, Thea Herodotou, Alice Peasgood and myself – continues our series of reports on different aspects of engagement and research with MOOCs.
We carried out interviews with educators, production staff and facilitators who work on both MOOCs and Open University courses. Analysis of these data identified six forms of value that these MOOCs offer to the university.
- Innovating course production
- Staff development
- Visibility and engagement
- Improved learning journeys
- Research and evaluation
- Income generation
In each case, the report identifies both benefits and challenges.
Open University staff can access the full report.
On 27 January, I travelled to Pompeu Fabra university in Barcelona for a meeting of the FutureLearn Academic Network (FLAN) on The Educator Experience. This was the first FLAN meeting to take place outside the UK and it was held at UPF’s Poblenou Campus. The event was organised by CLIK (Center for Learning, Innovation and Knowledge) and the members of the Educational Technologies section within the Interactive Technologies Research Group of UPF.
During the meeting, FutureLearn partners reflected on the impact and research possibilities of MOOC in the field of education. Sir Timothy O’Shea, Principal and Vice-Chancellor of the University of Edinburgh, gave the keynote speech, describing Edinburgh’s developing MOOC strategy, including the production of 64 online master’s courses.
I talked about our recent report MOOCs; What the Research of FutureLearn’s UK Partners Tells Us
If you have access to the FutureLearn Partners’ blog, a video of the meeting and summary notes of the sessions are available.
Our latest quality enhancement report, MOOCs; What the Research of FutureLearn’s UK Partners Tells Us came out in late January 2017. The rport was co-authored with Tim Coughlan, Christothea Herodotou and Eileen Scanlon. It follows an earlier report on what MOOC research from The Open University tells us.
The report provides brief summaries of, and links to, all accessible publications stored in the repositories of FutureLearn’s UK academic partners that deal with research on MOOCs. Where these publications made recommendations that could be taken up, these recommendations are highlighted within the report. Full references for all studies are provided in the bibliography.
Studies are divided thematically, and the report contains sections on MOOCs as a field, pedagogy and teaching, accessibility, retention, motivation and engagement, assessment and accreditation, study skills, MOOCs around the world, and sustainability.
The report contains 59 recommendations that have emerged from the publications and each of these is linked to the research study that generated it.
MOOC priority areas
1. Develop a strategic approach to learning at scale.
2. Develop appropriate pedagogy for learning at scale.
3. Identify and share effective learning designs.
4. Support discussion more effectively.
5. Clarify learner expectations.
6. Develop educator teams.
7. Widen access.
8. Develop new approaches to assessment and accreditation.
‘Developing a strategic approach to MOOCs’ uses the work carried out at these universities to identify nine priority areas for MOOC research and how these can be developed in the future:
MOOCs: What the Open University research tells us recommends priority areas for activity in relation to massive open online courses (MOOCs). It does this by bringing together all The Open University’s published research work in this area from the launch of the first MOOC in 2008 until February 2016.
The report provides brief summaries of, and links to, all publications stored in the university’s Open Research Online (ORO) repository that use the word ‘MOOC’ in their title or abstract. Full references for all studies are provided in the bibliography.
Studies are divided thematically, and the report contains sections on the pedagogy of MOOCs, MOOCs and open education, MOOC retention and motivation, working together in MOOCs, MOOC assessment, accessibility, privacy and ethics, quality and other areas of MOOC research.
The report identifies ten priority areas for future work:
- Influence the direction of open education globally
- Develop and accredit learning journeys
- Extend the relationship between learners and the university
- Make effective use of learning design
- Make use of effective distance learning pedagogies
- Widen participation
- Offer well-designed assessment
- Pay attention to quality assurance
- Pay attention to privacy and ethics
- Expand the benefits of learning from MOOCs
New paper out in the Journal of Learning Analytics Research, building on our previous papers dealing with how learners engage with MOOCs.
Massive open online courses (MOOCs) are being used across the world to provide millions of learners with access to education. Many who begin these courses complete them successfully, or to their own satisfaction, but the high numbers who do not finish remain a subject of concern. In 2013, a team from Stanford University analysed engagement patterns on three MOOCs run on the Coursera platform. They found four distinct patterns of engagement that emerged from MOOCs based on videos and assessments. Subsequent studies on the FutureLearn platform, which is underpinned by social-constructivist pedagogy, indicate that patterns of engagement in these massive learning environments are influenced by decisions about pedagogy and learning design. This paper reports on two of these studies of learner engagement with FutureLearn courses. Study One first tries, not wholly successfully, to replicate the findings of the Coursera study in a new context. It then uses the same methodological approach to identify patterns of learner engagement on the FutureLearn platform, and indicates how these patterns are influenced by pedagogy and elements of learning design. Study Two investigates whether these patterns of engagement are stable on subsequent presentations of the same courses. Two patterns are found consistently in this and other work: samplers who visit briefly, and completers who fully engage with the course. The paper concludes by exploring the implications for both research and practice.
Ferguson, Rebecca, & Clow, Doug. (2016). Consistent commitment: patterns of engagement across time in massive open online courses (MOOCs). Journal of Learning Analytics, 2(3), 63-88.