Overall
I enjoyed the course. Here are a few things that I think I can take away from
it or can use in practice:
Completing
the Course
So,
this was the first time I have completed something described as a mooc. I have
done some short Open University courses before so some elements of independent
learning were not new to me. I did fall behind the course a bit but then that
is the beauty of these courses – you can go at your own pace. This was largely
due to work commitments. Originally I felt that I would be able to “find the
time” but it seems that the quality of time available is just as important an
aspect.
Being
out of synch with everyone else did mean I missed out on some of the online
Q&A sessions and the comments/chats had moved on by the time I got there.
Applying
to Practice
At the
library we see users rarely for training, usually just one-off courses so some
of the elements discussed in the course would be difficult to apply here. In my
role I mainly concentrate on providing online learning opportunities, so this
involves developing online tutorials and providing guidance and support online.
However
many of the principles around more independent learning are very relevant:
providing flexibility, allowing self-pacing, encouraging active learning, using
multi-media.
Pedagogy
Looking
at the theories and teaching approaches that are applicable to blended learning
was interesting; some of the elements that apply to our work include:
- Learning and developing through experience
- Using real-world experiences
- Learning and developing through social interaction and collaboration
- Problem-based learning, using real-world scenarios
Tools
There
was a galaxy of tools mentioned either in the course or by course participants.
I think some of the key elements to consider were:
- Use tools to enhance learning
- Teaching purpose is paramount
- The simple solution may be the best solution
- Anonymity of users – how much information do users have to provide to use the tools, what is it used for?
- Retaining evidence – can evidence be retained or exported to allow users to add to a portfolio and keep for evidence for qualifications?
- Robustness of tool – how long is the tool likely to be around for?
Active
Learning
The key
here for us is to try to avoid “read & click” learning. This has largely
been how many of our etutorials have been constructed, with a small amount of
quiz-type activities. We are currently updating our tutorials (using new
software) and are trying to use more active learning that involves the learners
carrying out activities as they go along. We are also providing learners with a
reflection template document which they can complete at the end of each
tutorial, save and add to their portfolio.
DADDIE
model
This is
a model to help the design process:
- Define
- Analysis
- Design
- Develop
- Implement
- Evaluate
Although
I was not aware of this formal model it is satisfying to note that I am following
a similar process – 13 years working in computing had some benefits then… do I
mean transferable skills?
Demonstrable
Learning
Learners
need to be able to demonstrate that they have developed skills and knowledge.
This is difficult for us as information and library skills are not formally
assessed and so learners don’t feel the need to demonstrate formally that they
have used these skills / knowledge. We have updated some of our etutorials so
that learners can save or print outputs of some activities. We have also included
a downloadable reflection document in our etutorials so that users can at least
record their activities for their portfolios. Literature search plans, which
learners can use to record their searches for assignments etc, are available on
our website. We have at least provided opportunities to users, although it is
up to them whether they take advantage of that.
Flipped
Classroom
The
flipped classroom, involves learners completing some activities prior to the
class and/or after the class. This is something the trainers here at the
library can use. Many of our etutorials complement the taught sessions
delivered and can provide learners with a preparation activity or a review or
summary activity.
Using
activities outside the classroom can free time within the classroom to hold
more interactive discussion-based training.
Digital
Skills and Preparing Learners for Work
Digital
skills (including information skills) are an important element of learners
development, in preparation for work. Perhaps we could consider which of our
activities match this agenda and signpost learners and subject staff to them.
CPD
& Enhancing your own Skills
Developing
blended / online learning can offer CPD activities for staff delivering
learning activities. I have certainly found this to be an enriching
opportunity, particularly where there is little scope for improving career
prospects.
