Kularis alt presentation 3 september
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This presents a case study detailing the implementation and evaluation of the use of digital badges in a MOOC offered by Swinburne University of Technology through CourseSites. The “Carpe Diem MOOC” was focused on developing knowledge and skills in learning design with participants randomly assigned to small groups to work on activities throughout the six week course. A key challenge, particularly given the group work requirement, was to find ways to engage and motivate participants throughout the MOOC. The CourseSites badge environment enabled participants to earn a badge each week and, on completion of all activities, a Mozilla Open Badge was provided that could be made visible in the Open Back Pack. A key consideration of offering badges was the validity and verification of submissions. This paper presents our findings in relation to the innovative approach taken within the MOOC in the design of badges and the process of verifying evidence required to obtain the Open Badge on completion of the course.
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Kularis alt presentation 3 september
- 1. Engaging MOOC Learners with Digital Badges Carpe Diem MOOC 10th March – 17th April Dr. Kulari Lokuge Dona Prof. Janet Gregory Prof. Gilly Salmon Swinburne University of Technology Australia Association for Learning Technology Conference 2014
- 2. Swinburne University of Technology
- 3. The Carpe Diem Process 1. Blue Print CARPE DIEM PROCESS 2. Storyboard 3. e-tivity Creation 4. Reality Checking 6. Planning 5. Review and Adjust Website for Carpe Diem handbook and papers: www.gillysalmon.com/carpe-diem
- 4. Collaborating in Small Groups Earning Badges Collaboration Information sharing Knowledge creation Application Online activities E-tivities
- 6. Carpe Diem MOOC Completion Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 2 Badge Look & Feel Badge Week 3 Badge Week 4 Badge Week 5 Badge Week 6 Badge Story board Badge Create e-tivity Badge Reality Checker Badge Action Plan Badge Badge Mozilla Open Badge
- 7. Verification and Validation • Participation • Submissions • Evaluation by MOOC moderators
- 8. Template for Creating e-tivities • Numbering and pacing & sequencing • Title • Purpose • Brief summary of overall task • Spark • Individual contribution • Dialogue begins • E-moderator intervention • Schedule & Time • Next
- 9. Quotes • Keeps you on track to actually complete things and keeps you a bit more committed and motivated • I felt the badges were a good method to push me into doing what was needed to study the subject matter • Yes, I think they are, I think we all have this kind of competitive streak in us and also this that we want to be rewarded is a basic psychological need, and there is a satisfaction in the knowledge that you are actually doing well and that’s a confirmation of that. It’s playful too, which people like so I thought it was good, I enjoyed getting my badge and…yes, it was good it really works
- 10. Responses to the Question: “did you enjoy earning badges” Response % (Strongly) Agree 74.4 Neither Agree Nor Disagree 18.5 (Strongly) Disagree 7.1 Total 100
- 11. Completion Rates No. of Participants registered 1426 No. of participants started 1022 No. of participants accessing course at the end 335 (23%) No. of Participants – earned all the badges 181 (17.3%)
- 12. Thank You! Dr. Kulari Lokuge Dona @klokuge klokugedona@swin.edu.au
- 13. References Carpe Diem is based on original research by Prof Gilly Salmon at the Universities Glasgow Caledonian, Bournemouth and Anglia Ruskin. It was developed further at the Universities of Leicester, Southern Queensland, Northampton and Swinburne University of Technology. See E-tivities 2nd Edition 2013 www.e-tivities.com Chapter 5 gives full details of Carpe Diem. Web site for Carpe Diem, handbook and papers : www.gillysalmon.com/carpe-diem http://www.scoop.it/t/moocs-by-learning-transformations/
Notes de l'éditeur
- Carpe Diem is a learning design methodology, based on 6 stages and normally run as a collaborative design workshop over 1.5 days . It’s been researched and developed over 14 years, originally by Professor Gilly Salmon but since in universities across the world including at Swinburne University of Technology. If you’d like to know more about the Carpe diem please look at the web site. Because Carpe Diem is so intrinsic to our work in the Learning Transformations Unit at Swinburne, we felt is was a most suitable topic to disseminate further through a MOOC.
- The Carpe Diem process comprises six stages: Write a blueprint; Make a storyboard; Build a prototype online; Check reality; Review and adjust; and Planning your next steps (Salmon and Wright 2014). “Carpe Diem is a learning design methodology, based on 6 stages and normally run as a collaborative design workshop over 1.5 days . It’s been researched and developed over 14 years, originally by Professor Gilly Salmon but since in universities across the world including at Swinburne University of Technology. If you’d like to know more about the Carpe diem please look at the web site. Because Carpe Diem is so intrinsic to our work in the Learning Transformations Unit at Swinburne, we felt it was a most suitable topic to disseminate further through a MOOC. “
- The CD MOOC was designed to encourage online participation, collaboration, information sharing, knowledge creation and application by participants. A key focus of CD MOOC was to encourage participants to complete online activities and tasks. Participants were awarded digital badges upon completion of certain tasks.
- Used Blackboard CourseSites There were 7 groups with 8-5 groups for each group category 5 mini badges and one open badge Twice a week Blackboard Collaborate sessions Weekly announcements