investigating how learners can be better prepared as lifelong learners

The [un]democtratising potential of MOOCs

Our book, Reconceptualising Learning in the Digital Age: the [un]democtratising potential of MOOCs, is available from Springer, published in 2018 by Dr Nina Hood and me – see https://www.springer.com/gp/book/9789811088926  Our aim in writing this book was to offer a fresh perspective on Massive Open Online Courses(MOOCs)  and to draw parallels with development in open, online education generally.…

Pushing the boundaries of Higher Education

On October 3rd 2017 I presented a keynote at Pushing the Boundaries of Higher Education: challenging traditional models with innovative and creative practices  in Barcelona, Spain. Keynote presentations were given by several colleagues I know well, including Terry Anderson, Tony Bates,  Yishay Mor, Rikke Toft, Philipp Schmidt, Jim Groom, Brian Lamb. The event focused on the challenges…

Why educators should learn on-the-job

In 2015-16 I led research exploring how educators learn open educational practices. The research was conducted in collaboration with Dr Nina Hood and Dr Heli Kaatrakoski. This was the foundational work for the #ExplOERer (pronounced ‘explorer’) –  a European Commission co-funded project, under the Erasmus+ programme.  The work aimed to promote Open Educational Resources (OER) adoption…

Motivations Matter, Context Counts: Learning in MOOCs

  Massive open online courses (MOOCs) require individual learners to be able to self-regulate their learning, determining when and how they engage. However, MOOCs attract a diverse range of learners, each with different motivations and prior experience. We carried out a number of  studies investigating self-regulated learning in MOOCs. One study (Littlejohn et al, 2015) was an empirical investigation of…

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…