ZML Didaktik / Innovative Learning Scenarios

Archive for the ‘Veranstaltung / Training’ Category

I strongly believe that we learn by doing something: discussing, drawing, scribbling, modeling, reflecting and writing it down (or recording it). Therefore in my (training) classes people have to do something all the time. That’s also the basis of the online cos teachers‘ training I developed a month ago and which is running at the moment. Content Strategy (COS)  is a university program for students who work and study. A lot of the learning process is happening online and the teachers want to improve their asynchronous and synchronous teaching performance.

In my training approach my colleagues are now my ´students´. I prepare the online room as I always do with my students – in Slack and based on etivities (online tasks). The most important part of the training will be the project work where my colleagues have the opportunity for online work shadowing – observing their teaching scenarios, respectively.

Training weeks 1 & 2

The objective of week 1 is to build the group. There are six national and international participants in the group.  As teachers in the cos program they know each other but nevertheless they learned something new about each other. They struggled a lot with time management on the one hand and with getting orientation at the other hand. One of the training participants dropped out.

In the middle of the second week I moderated a synchronous meeting on ZOOM to show how I activate my students during an online conference. After a short introduction I told the two participants to do some research and come back to the online meeting and present what they have found. The second part of the video conference was open for discussion about the training weeks so far and about the upcoming project work. The feedback of the persons involved into the online meeting was positive whereas one of the participants who had to watch the video afterwards and to do a different task didn’t like it that much.

It’s not easy to get involved into a topic by watching the recording instead of attending the online meeting. Our cos students have up to 3 online meetings a week and many of them have to watch the video afterwards. As I hate to watch videos and it’s not my media to learn at all I would die! As an enthusiastic MOOC learner I watch videos from time to time. They work for me when I take notes at the same time, do some research, transfer it to my experience.

Also the asynchronous exchange is not that easy going in the teacher training, one of the participants had the feeling that it is a ´forced´activity.

Communication

I like Slack as communication platform a lot but in the case of an an online training it doesn’t support a lot of structure. And my nice overview and tasks files were totally ignored 🙂 These were the channels I prepared for the training.

Work shadowing – the observation project

In the weeks to come my colleagues in the training course have to collaborate in a project. At the moment they are preparing and scheduling their collaboration. The project work is unmoderated which means that they are responsible for their learning process and I’m not available for support and information.

According to my training design the participants should observe an online teaching session from each other (work shadowing). The session can be synchronous or asynchronous. Of course I prepared explanations what they have to do in the Slack channels – but based on my experience with this course so far I also created a comic page to visualize the process.

The observation minutes should help them to organize their thoughts during the observation, to create a document which can be discussed and share. I believe it will be helpful that I’m not moderating this phase. The participants have to figure it out and will do it according to their needs and their constraints.

Observation minutes

The training participants should reflect what you saw, heard, thought, felt with respect to:

  • The start of the synchronous session / the asynchronous period
  • The type of work and interaction – what type of interaction takes place? Does it change? 
  • The structure of the session/period of time –  is there a structure? Do I understand it? Is there a kind of dramaturgy? Is the purpose visible at the beginning, in the middle? 
  • What about the tasks? Are they easy to understand? Do the tasks initiate different types of learning – e.g. individual work, pair work, group work
  • Media: what media are used? Is there a mix?
  • Unexpected situations, disturbance: did you observe such a situation? How did the teacher react?
  • The end: How did the session end, the period of asynchronous tasks end?
  • Specialty: did you observe something which didn’t fit into the questions above?

Learning journal

Furthermore with respect to their interaction with their students I ask my colleagues to write weekly contributions to their individual learning journal. They can also record their voice or a video. The documented activities should be clustered according to:

  • What did catch my eye / what did I see, observe?
  • How did I react, what did I do?
  • What did I think?

Finish line

In about a month I will become active as convener/moderator in the training again. I will read the documentation of the projects, the learning journals and will collect material – which we will use in the final workshop at the end of January/beginning of February. Some of the participants will attend the workshop in person, others online.

I’m really curios what will happen in the cos teachers training in the next weeks.

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In week 2 in the Learning with MOOCs for professional development MOOC we were asked to assess a MOOC to know if this MOOC is right for me. As I’m facilitator of week 1 in the AtLETyC MOOC I decided to choose this MOOC for the task. (I built this MOOC in collaboration with the project team as well)

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This week is a rather hard one for myself. The semester has started now, face-to-face and virtual student groups on slack, twitter, moodle, canvas, zoom, hangout and in the classroom (!) are fighting for my attention. I’m preparing a presentation which I have to deliver in about 5 hours … and I’m learning in two MOOCs. So – what better to do than to carry out an activity in the bizmooc Learning with MOOCs for professional development.

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Ich wurde eingeladen, bei der BNE Sommerakademie des Forum Umweltbildung 2017 eine der drei Keynotes rund um „Bildung On-/Offline: Digitaler Wandel als Chance einer Bildung für nachhaltige Entwicklung“ zu halten. In der Vorbereitung dazu wurde ich durch einige Posts meiner Content-Strategie Studierenden zur Methode MUSE angeregt, mit der man eine Geschichte entwickeln kann. In diesem Blogpost sind meine Überlegungen festgehalten.

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In the BizMOOC project we will create three pilot MOOCs. Last week the project team met in Cardiff at Open University (OU). After doing research and collecting a lot of data for the MOOC book – which went online at the end of February – we are now thinking about our MOOCs. During the partner meeting we had a one day workshop about learning design for MOOCs together with experts from OU – Martin Weller and Ruth McFarlane.

In a sub-group five partners (FH JOANNEUM, AVL List,University of Economics Krakow and Hasso-Plattner-Institut) will develop a pilot MOOC focusing on business key competences.

The learning design word wheel

It was interesting that the experts of OU suggested that we start with the learning design word wheel of Open University and think about ‚meta-aspects‘ of our MOOC. Should it be innovative, or demanding, or professional or supporting? This question was a hard one, how can we start to think about this meta-aspects without already knowing the content, the target groups, …

But they forced us to do it their way! As we will build a business MOOC I expected the group to decide for a ‚professional‘ MOOC. But in a vivid discussion we chose the word ’supporting‘ which I like very much. In all my learning programmes I aim to support learners. As sub-words we agreed on ‚confidence‘ and ‚encouragement‘.

If you are interested in the learning design word wheel you can use it at OU website. It’s free to use but probably you have to register before.

Personas

In the second step we were invited to think about our learners and develop profiles. We had to find a name for our students, define the age, we discussed nationality, sex, occupation, educational background, experiences and motivation for the MOOC, as well as their study skills, strengths and weaknesses.

During the discussion we learned a lot about our future students and we got to know each of the team better as well. Christian from HPI created small avatars for our mooc / mock students which were fun.

Activity planner

The next step: we started to discuss learners‘ activities in our MOOC. Should they be assimilative, finding and handling information, communicative, productive, experiential, interactive/adaptive or assessment tasks?

Ruth gave us this nice booklet to work with but of course you can find the information online as well. Also this task was not that easy because we had to find a common understanding about the meaning of the different activities and then agree upon the best mix. Of course we didn’t agree and the individual estimations about time spent on the different activities were different.

Real planning

In the last part of the workshop we started with the real planning of the MOOC weeks. Also this time Ruth provided a very useful excel sheet, which I didn’t find online and therefore cannot share in this post.

The first page in the excel sheet gives an overview of the MOOC based on the weeks. For each week we had to think about its title, a short summary and the learning objectives. Furthermore we had to estimate the hours our learners will spend in this week.

The next pages show the individual weeks. During the weeks we had to define the activities (communicative, productive, … – as mentioned above) and they are implemented (in a discussion, a document, a video …). Furthermore we had to decide how much time the learners should / would spend on each activity. The sum of the time spent on all activities in one week should add to the hours planned for this week.

Of course we didn’t finish all the planning in Cardiff but we built a useful basis for our future work on the MOOC design.

Summary

I’m experienced in developing MOOCs (for example http://cope15.at/) and we developed a small MOOC how to create a MOOC. Nevertheless the learning design workshop, provided by Open University, was very helpful and I learned a lot. Mainly the approach of OU supported us – the team members of the BizMOOC – to get a common idea about our MOOC. In addition the very structured design was helpful to really work on the MOOC and produce the first week.

 

 

As mentioned before in my contribution How to use comics to organize and reflect (online) learning processes I’m engaged in creating comics. My objective is to evaluate how to use comics in my teaching. You may ask:

Why should a teacher use comics in his or her teaching?

As I believe that learning takes place inside the head of a person and I cannot influence that a lot (constructivism) I’m looking for tools to nourish the curiosity of my students. My approaches are broad and diverse while I facilitate mostly online learning processes (connectivism, emergent learning).

Phase 1: In May of this year I started with Nick Sousanis Grids and gestures exercise which turned out to be a nice experience. I learned how to create abstract comics and use them for structuring and reflection. I even offered a comics workshop for my colleagues who liked it a lot. Stimulated by the comic making exercise I reflected the positioning of grids in a comic and considered the relationship between space and image.

Phase 2: At the moment I’m learning in Matt Silady’s Comics: Art in Relationship MOOC. This time it’s a lot harder because I have to draw „real“ comics. We are now in week 4 and I haven’t started yet with the homework of week 3! Until now I created a two pages comic about myself and 5 (!) comic diaries.

It’s amazing for me to discover that there is a lot of theory behind comics! And I love theory when I’m invited to apply it.

comic-diario5-tw

In the first week Matt defines comics as visual art in relationship and broadens the former definition of sequential art. He invits us to look for comics in our every day life.

In the second week he mentions three types of relationships in comics: visual art & visual art (image & image), visual art & text, visual art & cultural context (mainly used in comic jokes). He lists 7 image-image relationships (moment to moment, action to action, subject to subject, scene to scene, aspect to aspect, non-sequitur, symbolic) and 7 text-image relationships (word specific, picture specific, duo specific, intersecting, interdependent, parallel, montage/pictorial).

In the third week we think about time and space, which are one in comics, as Matt declares. The „gutter“ between one comic grid and the next can contain a different amount of time, one second, one hour, one day, a whole life, … And that’s the next assignment I’m thinking about at the moment!

Reflection: Drawing this comics I realize that I cannot draw … so I limit myself to stick figures and strange perspectives. On the positive side I  can imagine stories and I get ideas how to sketch them. During this time I moved from black&white images to colored ones.

In the back of my head I’m looking for ideas how to transfer comics into my teaching. And …. I already used some of my own comics in a presentation at a conference.

comic-diario4-final

I really enjoyed this conference. There was so much food for thought! The discussions around metaphors (for more detail see the blogpost of Jenny Mackness) added to my interest into more creative learning spaces.

Many years ago I started to develop more open learning spaces based on a gender mainstreaming approach. I reflected about the use of language (and metaphors of course) and aimed to use open wording/phrasing in tasks and online communication. From my students I learned to like smileys and in the creativity MOOC of Tina Seelig 2013 I got further ideas about creating and using artefacts in learning.

Before the #nlc2016 conference I stumbled upon Nick Sousanis ideas about unflattening the world and looking for more perspectives. So I responded to his exercise to draw comics about the shape of a day. I’m not brave at drawing but I liked to create a picture about my day as for example about Monday at the Networked Learning Conference.

nlc2016

I believe that we need as many approaches as possible to deal with the complexity of today’s learning challenges. Maybe drawing comics could be one. I plan to include the option for drawing a comic into the next task for my students which I’m meeting at London at the moment. And of course I will discuss aspects of networked learning with them.

The footprints of emergence framework is another possibility of dealing with complex learning scenarios. In my blog I collected information about the footprints and different options of drawing them.

The footprint of my experience at this week’s networked learning conference in Lancaster is rather balanced one.

footprint-jp-nlc2016

My footprint is mostly in the zone of sweet emergent learning. Attending the conference was a pleasant learning experience for me. And I was challenged by all the networking experiences and by meeting so many other “minds”.

I’m looking forward to reading some of the #nlc2016 papers and surfing some slides. And it would be a real pleasure to attend #nlc2018 in Zagreb.