Thread:Summary of prototype course features, discussion page themes and issues (1)

Hi all,

I thought I would take a little time, as mentioned earlier, to collate some themes and issues that we should probably all be aware of. These are based on both the initial design blueprints and the associated discussion pages where some good discussions are taking place. By seeing these items summarized in one place, we may be able to cross-pollinate and learn from the collective work that is being undertaken.

= Technology = Learning management systems: these include BlackBoard, Moodle (“Open LMS” and WikiEducator itself) alongside Moodle. OERu doesn't support non open source technology such as BlackBoard and Collaborate. However, some partners are offering their OERu contribution courses in parallel with a regular paying student group and they may be able to use their commercial tools in the offering. However partners should still take into account what other partners are able to access in terms of technology should they decide to offer such courses as well. Open source tools such as Big Blue Button could be tested by OERu for conference purposes although synchronous conferencing is infeasible due to time issues worldwide.


 * Other: Blogs (e.g. WordPress), microblogs (e.g. identi.ca) – a method is needed to aggregate/feed into daily emails (e.g. HTML summaries) with links back to postings to prevent info overload. Mahara noted as possible journaling and group forum tool. (Watch admin overhead re managing groups.)

= Delivery Models =

Interactions
A wide range of learning interactions (learning activities) are contemplated. These include the following:


 * Accessing or finding and analyzing OER content available freely on the web
 * Text written to contextualize and transition between OER contents
 * Self-check resources
 * Asynchronous discussions
 * Respond to others in forums (need to manage numbers and groups – watch administrative overhead)
 * View and respond to videos
 * Collaborative projects
 * Self-directed discovery and gathering of content/OERs
 * Relate to personal interests
 * Derive content to meet lesson objectives
 * Analyze OERs
 * Develop learning plan based on initial assessment (watch AVI requirements and scalability of assessment – clarify what does and doesn't add up as part of the formative assessment)
 * Participate in community in Mahara e-Portfolio
 * Reflective problem-based tasks
 * Case studies
 * Practial assignment relating to workplace (backgrounder required for those without appropriate workplace access)
 * Independent study through sequenced content
 * Reflective journal
 * Free-range learning method

Materials

 * Audio, graphics, text, video linked to the web – open resources
 * Video vignettes, podcasts (ensure alternatives for those with little or no Internet access – or include ad optional rather than mandatory)
 * FAQs
 * Open web content
 * Print lessons
 * OERs that are located by the learner
 * Podcasts
 * Own institutional developed resources
 * Proprietary textbook (looking for possible OERs or open text – can Saylor help out?) (commercial textbook shouldn't be mandatory)
 * Synchronized slide shows with audio
 * Recommended reading resources (no mandatory purchases)
 * Ability to print from WikiEducator

= Collaboration =
 * OpenStudy (watch proprietary software however)
 * P2Pu
 * OER hosted others
 * Facebook etc.
 * Watch for vendor lock on products especially NC license problem
 * Aim for open source alternatives
 * Forums (watch group management issues – hard to control single forum)
 * Promote creative ways for students to self-organize
 * Must be able to scale
 * Moodle with aggregators (students don't always know how to set up email properly to avoid constant emails)
 * “Regional Relations repository” (USQ)
 * Peer support for questions before posting to AVI question forum
 * Microblog aggregation with summary forum posts linking back to original post
 * Mahara groups
 * Skype

= Some generic skills/student processes and outcomes =
 * Written and oral communication (how is oral communication practiced?)
 * Creativity
 * Critical thinking/problem solving (x many)
 * ICT literacy
 * Quantitative literacy including math and algebra
 * Error-checking strategies
 * Engage as active learner
 * Participate in diverse environments
 * Info literacy
 * Computers and technology
 * Ethical research and enquiry
 * Problem solving
 * Academic, professional and digital literacy
 * Cultural literacy
 * Management, planning and organizational skils
 * Independent thinking
 * Analysis and arguments

= Assessments =

Formative

 * Automated quizzes(supported by WikiEducator and most LMSs)
 * Automated quiz for initial assessment of competency
 * Peer feedback
 * AVI feedback
 * (This area seems to be a weakness in our model – adequate formative feedback that scales. Summative assessments are much richer.)

Summative

 * Journal blog entries
 * Submit top reflective journal items (variety of formats ok)
 * (General question – how much is public/private; pros and cons of each or a balance of both)
 * Essays (narrative, analysis, argument, research)
 * Possible additional badge for general skills
 * Discussion posts (need to manage for scale)
 * Worksheets (can maybe use templates e.g. GoogleDocs)(Moodle dropbox?)
 * Assignments (collaborative and individual)
 * Peer feedback
 * Final essay
 * Challenge exam
 * PLAR
 * CLEP exams

Grading

 * Essays 80% - Journal/Blog 20%
 * Wide distribution of points among various assessment tools
 * (Need to remember no institutional assessments are taking place until the student shows up at end of course)
 * Portfolio evidence/select own best work and submit
 * Assignment 1 20%, Assignment 2 30%, Assignment 3 50%
 * 50% minimum pass

Learner authentication

 * Provide initial writing sample for later comparison (need to authenticate person initially as well)
 * Brief distance interview when assignments received

= Support =
 * Institutional support as a mentor (can all institutions do this?)
 * AVI participation from occasional involvement to extensive individualized attention in developing learning plans (consider how this can scale)
 * Require variety of tutorials in spreadsheets, digital literacy support, math, stats, accounting etc. (should use open source software/productivity applications) (Simple demos, screencasts can be done in WikiEducator – branching tutorials depending on which tools are used by learners)
 * General support for open source tools:
 * Open Office
 * Ubuntu – LbreOffice
 * Wulfram Alfa (requires tutorial)
 * Provide tutorials in centralized location (WikiEducator?)
 * Individual institutional support
 * Tech support
 * Email link to tutor
 * Mentoring
 * AVI

= Delivery questions =
 * Cap for prototypes?Parallel delivery – compatible with other institutions or keep more generic?
 * What can we learn from MOOCs?
 * Collect data on conversion rates to requests for assessments
 * What other analytics do we want/need?