Safety Science: Special Issue on Learning From Incidents

This is a call for papers: Special issue of Safety Science on Learning from Incidents Guest Editors Professor Neville Stanton, University of Southampton, UK n.stanton@soton.ac.uk Dr Anoush Margaryan, Glasgow Caledonian University, UK  anoush.margaryan@gcu.ac.uk Professor Allison Littlejohn, Open University, UK Allison.littlejohn@open.ac.uk The ability to learn from incidents it essential for safety in all organisations, industries, regulatory bodies and policy makers. Safety…

Managing time in a MOOC

Recently I have been thinking about how learners manage their time in MOOCs. This thinking was sparked by discussions with Carolyn Rose, Carnegie Mellon University, who has carried out some fascinating computational discourse analysis in  Massive Open Online Courses.  At face value its clear that better time management will lead to improved outcomes for learning. There has been a…

Learning to Teach with Open Educational Resources

Guidelines  on how educators learn open educational practices Allison Littlejohn & Nina Hood This text is from Report O1/A2 from the Erasmus+ ExplOERer Project http://www.exploerer.gu.se/ 1 Executive Summary 2 Introduction 3 Method and Analysis 4 Detailed guidelines with illustrative scenarios 6 Six knowledge types 7 References  1.        Executive Summary Six guidelines for structuring learning and teaching opportunities…

Guidelines for learning open educational practice

  In May 2015 Nina Hood and I finalised the outputs of WP1 of the Erasmus Mundus ExplOERer project The WP examined how adult educators across Europe learn open educational practice. Quantitative (521 responses) and qualitative (30 interviews) data were gathered, analysed and structured as guidelines to inform the design and facilitation of professional learning opportunities to support educators in building new…

Qualified, self-regulated learners follow parts of a MOOC that helps them solve a problem

Understanding learning in Massive Open Online Courses is difficult, partly because methods and instruments for data collection are under-developed. Published work tends to be from data samples that are too small or skewed. Dropout rates in MOOCs mean that the learners who participate in studies show persistence, therefore samples are not representative. Even if this…

Driving Disruptive Innovation: developing agile and responsive module production

The production of module content is central to Open University teaching. Inter-professional teams comprising academics, technologists, planners and media production specialists work together to create content with ‘gold standard’ academic, accessibility and production standards. But quality comes at a cost. The production outlay for each module means that each course has to have a 5…

#MOOC certification, completion, and measures of success

In April 2015 am participating in a panel session at #OER15 led by @YishayMor and Laia Canals.  MOOCs enable new forms of organisation mediated by digital technology. However, governments, universities, educators and even learners still apply conventional metrics around learning, assessment, completion which limits the potential of #MOOCs. MOOC providers seem to be concerned with completion rates –…

Professional Learning in Massive Open Online Courses

  A study by researchers at Glasgow Caledonian University and Harvard University published April 2014 found that massive open online courses (MOOCs) encourage passive learning among professionals. MOOCs miss the opportunity to exploit the knowledge and expertise diverse groups of healthcare professionals bring to the course. The research recommends that MOOC designers focus on capitalising…

Conflicting perspectives on MOOCs

  Katie Vale and I  recently wrote a chapter on Massive Open Online Courses: a traditional or transformative approach to learning which will be published in 2014 in Reusing Open Resources (Routledge) http://www.taylorandfrancis.com/catalogs/educational_technology_e-learning/2/2/. In the chapter we explore the conflicting opinions and perspectives around MOOCs. These perspectives are rooted in the diverse origins of the concept of…