ZML Didaktik / Innovative Learning Scenarios

Archive for the ‘Veranstaltung / Training’ Category

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.

 

At the moment I’m sitting in this wonderful garden enjoying a splendid day in the Lake District. I’m told that normally it’s raining here all the time so I’m very lucky to experience already the third day of sun in the companionship of Jenny Mackness.

garden

Of course we didn’t only walk and cycle and eat and chat – but were engaged in a profound discussion of our presentation about the footprints of emergence at the Networked Learning Conference in Lancaster – improving and finalizing it as well. Jenny believes that we could have invested more time and could have been more focused on the topic of our presentation but I’m confident about the power of emergent learning and our wandering around in the real landscape and in our inner landscapes.

Chatting with Jenny means to share experiences, to discuss believes, to get new ideas for collaboration, to get new books to read … and as we mostly meet online these face-to-face days are very valuable.

ld

Jenny likes to learn in MOOCs and it seems that if she starts a MOOC she will finish it as well – which is not true for all the MOOCs I learned in. As I was in love with the Change11 MOOC (and did finish it!) my ideal MOOC would be an open and challenging cMOOC as well. But when I convinced people of my university that we should develop and offer a MOOC to get experiences about its potential and opportunities I had to acknowledge that nor our students nor my teacher colleagues would profit from a pure cMOOC.

Therefore we went for a hybrid design in the case of our Competences for Global Collaboration MOOC (cope15) with a weekly structure, learning materials including videos by experts and 2-3 tasks by week. Nevertheless I fought for a design as open as possible which challenges the learners by offering a lot of learning opportunities, encouraging them to look for further information about the topics and sharing them with other learners. And I gave them the opportunity to draw a footprint of emergence in the last week of our MOOC to reflect their learning process.

In preparing our paper Jenny and I investigated the footprints of the learners and the design footprint of the MOOC. We perceived a certain success of the design intentions and we liked the attitude of the learners engaged with the footprints. Of course further work analyzing footprints of emergence and relating them to learning scenarios and to individual learners has to be done.

Seit Jahren verwende ich die Footprints of emergence zur Reflexion meiner Lernerfahrungen. Die letzten sechs Tage verbrachte ich auf einem gruppendynamischen Seminar und ich erlebte eine recht heftige Lernerfahrung. Das gruppendynamische Setting – sich 40 Einheiten im Sesselkreis gegenübersitzen, in Austausch kommen, Beobachtungen und Gefühle teilen – hat mich stark gefordert. (siehe auch Peter Brügge: Ich lasse mich nicht auseinandernehmen, 1970).

gruppendynamik-april16

Ich glaube, seit meiner Teilnahme am Change11-MOOC war das meine heftigste Lernerfahrung. In allen vier Clustern gibt es Faktoren, denen ich Werte im Chaos (ganz außen) zugeordnet habe.

Cluster Offenheit/Struktur: Ich empfand die Weiterbildung als gefährlich (Risk), galt es doch, sich ehrlich und ungeschminkt mit anderen und mir selbst auseinanderzusetzen. Den entstandenen Lernraum empfand ich als grenzenlos (Lim), was anstrengend war! Die Faktoren Störung, Selbstkorrektur, Viele Lernwege (Dis, S/C, Mp) liegen hingegen im Bereich der sweet emergence, da das Setting recht starr vorgegeben war.

Cluster Interaktive Lernumgebung: Die Diversität der Menschen in der Gruppe, die Diversität ihrer Geschichten und Bedürfnisse (Div) war immer wieder einmal zuviel für mich. So stark mit anderen – im Netzwerk -zusammenzuarbeiten (FIN) war eine Grenzerfahrung für mich, ging es doch darum Vertrauen in die Gruppe (Trust) aufzubauen, auch zu mir selbst, und Persönlichkeiten – „Minds“ – zu begegnen, die anders sind, anders lernen (ToM).

Cluster Persönliche Entwicklung: Meine Bewertung der Faktoren hier ist sehr unterschiedlich. Einige Faktoren finden sich nahe der vorgeschriebenen Zone. Ich empfand, dass ich viele Möglichkeiten der Einflussnahme (OAff) hatte, obwohl ich wenig frei im Bereich der Selbstorganisation (SOrg), Autonomie (A), Verhandelbarkeit von Ergebnissen (NegO) war. Als sehr anstrengend und manchmal zuviel war für mich die Auseinandersetzung mit meiner Identität (ID).

Cluster Eigener Stil / Selbstpräsenz: Auch in diesem Cluster forderte mich das Netzwerk (Net). Kein reales Netzwerk, da ich meine Kontakte zur Außenwelt in diesen sechs Tagen minimierte, sondern mein inneres Netzwerk, wenn ich mittags bei wunderschönem Wetter meist alleine spazieren ging und im inneren Dialog mit den anderen TeilnehmerInnen oder sonstigen mir wichtigen Menschen war.

An diesem Footprint ist für mich meine stark unterschiedliche Bewertung der Faktoren im Cluster der Persönlichen Entwicklung neu. Ich „lernte wenig“ in Bezug auf Lernautonomie und war trotzdem in diesem Cluster sehr stark gefordert.

Diesen Footprint verwende ich auch in der ersten Woche meines Online-Kurses Fußabdrücke von Lernprozessen, der gestern begonnen hat.