Presentation about MOOPs to August 23rd TREC PD at Capilano University

1. Networked Learning:
Not should we, but how?
August 23, 2013
TREC PD Session
Cyri Jones

2. Modality is actually
a moot point.

3. It’s all about the type of learning
taking place. Is it rote learning, i.e.
surface learning…

4. … or is it deep learning -- engaging,
participatory, ideally with real-life,
multi-disciplinary projects

5. Online learning strength -- it can
help overcome the tragedy of the
teacher bottleneck and the course
and program silo.

6. "In a time of stable knowledge, teach; in a time
of rapidly-changing knowledge, learn."
– Carl Rogers

7. “Teaching used to be telling students about the
world. Now it’s about engaging students with
the world."

8. Three integrated components can really enable
a more modern pedagogy that helps prepare
learners for the world they live in…

9. Social Networks

10. Mobile Technology

11. E-Portfolios

12. e-Portfolios + Social Network + Mobile Devices =
Engaged, empowered, deep learning

13. e-Portfolios + Social Network + Mobile Devices =
Engaged, empowered, deep learning
Authentic, real life scenarios
Experience to perceptions to conceptions
Truly student owned but
affiliated with school
Digital literacy
Eases career transition
Power of the classes’ network
Accessible from anywhere
Activity feeds

14. From the sage on the stage to the guide on the side to one of many embedded guides

15. Employability
Gap
Internal Communications Gap Alumni & External Stakeholder
Communications Gap
Schools Work & Life
Students, faculty and staff
“trapped” in “closed” courses within
unit silos within program silos
within school silos!
Inter-disciplinary Project Gap
The world is moving rapidly
from hierarchal structures to
network structures. Schools
risk becoming irrelevant by
training students for a world
that no longer exists using
tools that are often out-
dated.
Learning
Gap
The Problem

16. Internal Social Network
School
Work & Life
Communities of practice
Student club sites
Course sites
Project sites
External lifelong learning network
E-Portfolio is at the root of this and
provides an anchor to other social
media like Twitter, Facebook, Linked
In etc.
Twitter
Linked In
Facebook
The Solution

17. MKTG
BCPT
BADM
Bachelor of Business Admin.
IBUS
BFIN
E-Portfolio integrates curriculum and showcases
evidence of skills and abilities, empowers student
to reflect on what they are learning for better
retention.
Classmates
can also
connect
and get
better
integrated
E-Portfolios enable integration!

19. researchstream.net

20. Zen Portfolios

21. Sample Site – Eraccommons.ca

22. Sample Site – DeltaLearns.ca

23. Sample Site – sd8learns.sd8.bc.ca

25. High-Impact Educational
Practices (Kuh; AAC&U)
 First year seminars
 Common Intellectual
Experiences
 Learning Communities
 Writing-Intensive Courses
 Collaborative Assignments
and Projects
 Undergraduate Research
 Diversity/Global Learning
 Service Learning,
Community-Based
Learning
 Internships
 Capstone Courses and
Projects

26. Kinds of Learning in these
Practices?
 Social – in groups;
collaboration
 Authentic – real life
 Experiential
 Writing in all courses
 Synthesizing – capstone
courses
 Expecting students to be
adults – undergraduate
research
 Evidence-Based
 AAEEBL = Association for
Authentic, Experiential
and Evidence-Based
Learning

27. How Adults Learn
 All learning starts with experience – visiting a
cathedral, for example
 Learners have perceptions about that experience –
the cathedral had more natural light than other
cathedrals
 With help from teaching staff, develop conceptions
that are current in the field – such” creating a sense
of ethereal light is an important design element in
classical gothic architecture”

28. But, Teaching is
Backwards
 Teacher has had experience, has had perceptions,
and has already developed conceptions
 Teacher, then, talks to students at the conceptual
level
 Students have not had the preliminary and
necessary experience or perceptions to understand
or embrace the conceptions.
 High-Impact Practices reverse this process

29. Eportfolios support and
Augment These Practices
 Collect evidence of experience
 Record perceptions of that experience; written
reflections, audio clip, video clip, photos
 Review perceptions; share with other learners,
develop beginnings of conceptions
 Review perceptions over time of many experiences,
develop conceptions; eportfolios allow educators to
design a better learning process

30. Teaching/Learning Model
for This Century
Developing
Perceptions
Consulting
with
Professor
Developing
Conceptions
Experience
Collecting
Evidence

31. Reflection
 Better word: PERCEPTION; refining perceptions is
a reflective process.
 Perception happens automatically; reflective practice
requires training
 Both perception and reflection are PROCESSES
 Reflection can result in an analysis or a meditation
or an essay.

32. Evaluation of Learners’
Work
 NOT LISTEN  Memorize  TEST
 But: Listen … form group … develop problem
statement … assign deliverables among group …
field work, gather evidence … present group report
with links to evidence in eportfolio … each individual
learner does capstone eportfolio presentation;
outside assessors evaluate eportfolios.
 Task-level rubrics  Task  Evaluate per learning
outcomes

33. Oculus Rift

35. MOOPs?

36. M Multidisciplinary=
Massive? Maybe… but not required

37. O Open=
At least part of it open
Transparent goals

38. O Online=
At least part of it online

39. P Projects=
Clear start and end
Unique
Complex
Tangible deliverable
Benefit to community
Academic credit

40. S Scalable=
Infrastructure in place
Not just “one-offs”
Can build on previous years
Can scale across schools and regions

41. Source: Green shopping cart by Polycart, CC by 2.0
Consumers

42. Source: Workers inside Kenworth plant, Seattle, 1934
by IMLS DCC, CC by 2.0
Producers

45. Creating a group for BuddyCamp Vancouver

46. Creating a group for BuddyCamp Vancouver

47. Creating a group for BuddyCamp Vancouver

48. Creating a group for BuddyCamp Vancouver

49. Creating a group for BuddyCamp Vancouver

50. Creating a group for BuddyCamp Vancouver

51. Creating a group for BuddyCamp Vancouver

78. https://zenportfolios.ca/groups/student-entrepreneurship-handbook-project-2012/

79. https://zenportfolios.ca/studententrepreneur/

85. Talent Cloud – A new Zen Portfolios service

86. Talent Cloud

92. http://zenlaunchpad.com/programs-services/workshops/upcoming-workshops/