Posts Tagged FLAN
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.
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:
The 36th annual CALRG conference took place from 15 to 17 June 2015 at The Open University. This year, we began the programme with a day for doctoral student work associated with the FutureLearn Academic Network (FLAN). The keynote address, An Ecology for eLearning: MOOCs, Minnows and Monsters, was given by long-time CALRG member Professor Sir Tim O’Shea, Principal, University of Edinburgh.
- Bronwen Swinnerton, University of Leeds. Can demographic information predict MOOC learner outcomes?
- Srecko Joksimovic, University of Edinburgh. MOOCdb – developing data standards for MOOCs
- Vitomir Kovanovic, University of Edinburgh. Inquiry-based learning and MOOCs: challenges and opportunities
- Katy Jordan, The Open University. Trends in MOOC completion rates
- Inge de Waard, The Open University. Self directed learning dynamics in FutureLearn courses: towards a framework
- Janesh Sanzgiri, The Open University. MOOCs for development? A study of Indian Learners in massive open online courses
- Hannah Gore, The Open University. Engagement of informal learners undertaking open online courses and the impact of design
- Tina Papathoma, The Open University. Exploring learners’ motivations on assessment in a massive open online course
On 10 September, I was at the University of Southampton, talking about the evaluation of MOOCs to the FutureLearn Academic Network (FLAN). This group is open to members of FutureLearn partner institutions who have an interest in researching MOOCs. If you fall into that category, and you’d be interested in joining, search for the group on Facebook. It’s a closed group, but straightforward to join, if you send a message introducing yourself.
The video shows the second half of the morning – start around 40 minutes in if you are interested in viewing my talk. There’s also an account of it on Sheila Webber’s blog.