This talk was given at a multiplier event organised by the University of Wolverhampton as part of the MOONLITE project (refugees, languages and moocs). In this presentation I share the experiences and approaches used to design one of the first MOOCs allround, and the first MOOC focused on mobile learning. The presentation looks at pedagogy, technology, community and impact of the course.
2. MobiMOOC – the facts
Facts Pedagogy Community
Organised
chaos
Technology Unexpected
3. MobiMOOC: what &
when
A Massive Open Online Course on
the topic of mobile learning
Pedagogical experimentation:
the format, and the course roll
out
Using mobile tools (whenever
possible)
Organised in April/May 2011 and
September 2012
English as course language
4. MobiMOOC:
why
Mobile learning went
global by 2011,
including tools
(iPhone for Moodle)
Lack of centralized
information on mobile
learning => need to
cluster Open
Educational Resources
Part of a network of
active mobile experts
Personal: I loved
mobile learning, and
believed it was a way
to learn across the
globe, each for our
own benefit as well
as for the ‘greater
good’
5. MobiMOOC who
1 organizer: Inge de Waard
1250 learners, 17 facilitators (all volunteers), 9 weeks, 14 mLearning topics
109 memorably active learners (contributing to the course multiple times)
Organised online: all preparations, and the course itself
6.
7. Topics covered
Introduction to sustainable mLearning (Inge de Waard)
Planning a mobile learning project (Judy Brown)
Ethics and mLearning (John Traxler)
mLearning theory and pedagogy (Geoff Stead)
Global mLearning (John Traxler)
Corporate mLearning (Amit Garg)
Activism and community mLearning (Sean Abijian)
Train the mLearning trainer (Jacqueline Bachelor)
mLearning for development (Niall Winters & Yshay Mor, Michael Sean Gallagher)
mLearning health (Malcolm Lewis)
Augmented learning (Victor Alvarez)
Gamification and mLearning (David Parsons)
Leading edge mLearning (David Metcalf)
Performance support mLearning (Clark Quinn)
mLearning in K12 (Andy Black)
8. General approach (one week)
One week focuses on one mLearning topic (simple to complex)
The facilitator (mLearning expert, with specific expertise in one area)
provides links and resources related to the topic (PDF’s, documents, movies,
audio files, mobile tools) => syllabus
the facilitator gives a virtual classroom session on their topic of
approximately 60 minutes (live, with Q/A). All sessions recorded & listed.
Discussions on topic through Google groups.
At the end of each week a mail covering highlights.
10. Pedagogical experimentation
Two different learning paths (linear and tree-like)
Using a set of mobile tools which learners needed to navigate through
Offering learners to work on their personal mobile project
Providing an award (500 $) for winning project (simple gamification)
Week 1 Week … Week 6
Introduction
mLearning
curriculum
Augmented
reality
Gamification
Train the
trainer
Community
action
mLearning
health
11. Creating and clustering Open Educational
Resources (OER) on mobile learning
For years the MobiMOOC content was OER, and universities have been using parts of these
resources in their mobile learning curricula.
Companies offering tools failed, so tools were stopped (e.g. wikispaces)
Time moves on, so OER get dated.
12. Pedagogy – approach and motivation
Using a connectivism approach: i.e. offering content across platforms
Strong interaction between facilitators and learners
Using course badges (lurking participant, moderately active learner,
memorably active learner)
Offering a signed-by-all-facilitators certificate (for free)
13. Pedagogy: personalisation
Learners had input into the content that was discussed
Personal mLearning template for their personal mobile learning challenge:
https://docs.google.com/document/d/1wYdM4tyj_Z4V7yu-
XPuMu0vc91XlviGoWGcXKPscmqo/edit
Using a tree-like course roll out
15. Finding people to facilitate parts of the
course
All volunteers from my network
Per week a different facilitator/s focusing on a specific mobile topic
(introducing mobile learning, mobile learning curriculum, mLearning as a
community action tool, teacher training through mobiles, gamification with
mobiles, augmented reality…)
Actively searching facilitators located in different parts of the world (New
Zealand, US, Spain, Canada, South Africa, UK, Belgium)
16. Learner community
Gathering learners by word of mouth (network)
Ensuring learners connected with each other (e.g. interaction was enabled as
much as possible: setting up guidelines for communication, ensuring help was
available to solve tech problems)
17. MOOCs: Appropriateness & Affinity
Of active participants said the MOOC format was
appropriate for their learning communities
Of active participants connected with other
participants to collaborate on projects after
MobiMOOC
90%
42.5%
Accessed MobiMOOC via mobile77.5%
MOOCs: ubiquity through mobile
19. Getting the course
together
Asking experts to join in this new
online adventure (facilitators)
Building the overall schedule (based
on content complexity)
Choosing the tools (trial and error)
Word of mouth to attract learners
(through our network)
Putting a lot of time and effort in
(outside of work)
20. Choosing tools:
researching available
resources
What were the learners using?
Learning affordances of tools
Which tools were available
where?
What type of mobile devices
were supported where?
What tool would be appropriate
for which learning action (e.g.
twitter for learnchats)
21. Choosing the actual tools
Wiki-page (wikispaces) as central course landing page
mobile youtube for sharing webinars
Slideshare for presentations
WizIQ for webinars – all recorded
Google groups for discussions and communication
Twitter for learnChats and communication
Google drive for documents (mLearning project template)
Paper.li for updates of the course, and sharing blogposts
Facebook community was made, but underused
23. Building the course
environment
Testing various tools, trial and
error
Finding the right tools by asking
companies (WizIQ)
Wikipedia page as a central
syllabus and course road map
(wikispaces stopped supporting
pages in 2018)
24. What made
MobiMOOC stand
apart from
current MOOCs?
More organic in course roll out: less
structured
Strong connection between facilitators and
learners
More tailored to demands of the learners
Using a project template to work on
The experimentation with pedagogical
approaches (e.g. MOOCs in general – new
at the time, 8th MOOC worldwide)
Do It Yourself punk approach, no budget,
all at the moment creation
A mix of facilitators, no big university or
company behind it
Resulting in Open Educational Resources
25. What didn’t work
Using online discussion forums: lead to a lot of
spam mail to all participants, but we realized it
only once the course started
The tree-like course approach did not deliver in
the way I expected, it diluted the learner group
(but I still feel there is something that could be
done if the learner group would have been
larger)
Providing a fully mobile course (mobile was still
emerging)
Eliminating chaos: tools were scattered, some
learners reported a feeling of chaos
Muster the energy to roll it out a third time
(although asked)
Course badges (the tech was not smooth, so
manual delivery)
27. Impact due to timeliness
(and serendipity)
5 research papers were written following a call for volunteers to co-author on
MobiMOOC (one lead, the rest adding and editing)
An eBook was written (MOOC YourSelf, sold almost 2000 copies worldwide)
Co-authors entered into research careers (multiple citations of papers)
17 mobile learning projects were created and read by all, and a ‘winning project’
was chosen by the learners
In Argentina a mobile learning R&D was set up based on project template
A MedEdMOOC was organised by one of the participants (following MobiMOOC)
MOOC awards were won by learners who replicated the approach in their
community
29. In hindsight
A truly great experience, with amazingly many elements of current MOOCs already in
Understanding the importance of timeliness
The importance of network with mutual idealism
The power of Just Doing It
To do it, even if the odds are against you (no official support)
Looking at MOOC evolution (platform delivery, scaling the format):
Realizing that the norm takes away part of creativity, but adds structure
Best results: deciding to do it, and the community which arose
The fact that dialogue is a core aspect of both communication and learning results in the idea that the MOOC format could also benefit other communities due to its open and human nature of constructing new knowledge as well as its very human characteristic of connecting to peers. This idea is strengthened by the fact that 90% of the participants indicated that they believe a MOOC format is appropriate for their learning communities.
It also resulted in 42.5% of the participants taking the final survey indicating that they connected to other participants in order to collaborate on projects after MobiMOOC.