This presentation was part of a flipped lecture on EdTech communication and learning. It was used for a flipped lecture at the VUB (Vrije Universiteit Brussel) in May 2017. This lecture followed a previous learner action engaging in a MOOC discussion forum, and was followed by a fishbowl discussion to deepen the students perception of EdTech and communication.

1. EdTech: communicating,
learning in virtual presence
(part of a flipped lecture on MOOC, mLearning
within a blended learning course)
Inge (Ignatia) de Waard

2. This presentation is part of a flipped lecture. The lecture
description can be found here (google doc). Prior to the
lecture, learners had to engage in a MOOC discussion
forum, after this lecture a fishbowl discussion took place.

3. Finding your top job?
• https://www.pinterest.com/brainrecovery/working-life-and-people/

4. How to become & stay an expert?

5. Learning dynamics across the
ages

6. Similarities…
• Language unification (scientific language: Latin/Greec,
Spanish in the Golden Era, Arabic Golden Age)
• Exchanging technology (knowledge, papyrus, books,
engineering)… walks, talks, discussions
• Networking and strengthening ties
• Power supporting and stimulating networks (e.g. Medici,
Carnegie…)

7. … it still works
• Global languages take over
• Technology links people worldwide
• Networking on a global scale
• Global corporate power: Google, Amazon, Facebook,
MOOCs …

8. Learning is a natural phenomenon
=> Social component, ‘social learning’
=> Individual preferences
=> Intrinsic motivation
Personal learning goals, depending on experience & interest
Learning is embedded in our genes

9. Educational technology builds upon
age-long proven learning dynamics
Adds:
• Reach: global
• Size: connecting more people
• Speed of knowledge exchange
• Distributed content & knowledge creation
Risks
• Filtering existing knowledge
• Less critical curation of information

10. Educational technology?
• New alternatives to old actions (telegrams versus
tweets)
• Connecting across location and time
• More people connected

11. Big business
Growing response to
societal change &
demand

12. Technology: not only devices
• Mobile: just in time, context, overal op ieder tijdstip
• Web & Internet
• Internet based learning: eLearning (SPOCs, MOOC)

13. ‘Hidden’ within technology
• Algorithms (providing Big Data, offering personalised search
information…)
• Potential filter bubbles due to black boxes (professional hair
due, unprofessional hair due)
• Data dispersed to others, who has access to what?

14. Learning with less boundaries
• Anytime (synchronous EdTech (hang-out, skype meetings…) or/and
asynchronous (social media or forum discussions, peer-to-peer reviews, …)
• Anyplace: using your own device (BYOD), or accessing through other devices
wherever you are

15. Mobile learning
• Just-in-time learning
• Staying up-to-date (classes,
clickers, institutional
communications)
• Anytime/anywhere
learning (bite size nuggets)
• Contextual learning
(languages in new cities, ad
hoc information searches)

17. MOOCs

18. What is a MOOC?
SPOC
• Massive: no limits for enrolment (Small)
• Open: publicly accessible (Private)
• Online: all the content and discussions shared
online
• Course: a stand-alone or part of
training/curriculum, certificates or not…

19. Why do learners enrol?
More committed enrolment: personal or professional
need
Less committed enrolment: Leisure learners, unclear
expectations, loosely interested (format or content)

20. FutureLearn: European platform
xMOOC: transformative, content is mainly using video,
discussions, texts and assignments
• Courses open to all (with paid versions)
• Low threshold (for free courses, prior knowledge described)
• Social learning as benefit
20

21. EdX – France TV - FutureLearn – Coursera - FUN
21

22. MOOC demographics
MOOC’rs :
• Leisure learning increases (cfr. documentaries)
• Personal interest
• Professional development / lifelong learning
• Home scholing
(percentages from FutureLearn: oldest learner 92 years)
22

23. Transformative model: expert shares knowledge.
• Video (transcripts, commenting)
• Online asynchronous discussion
• Test knowledge based on information uptake
MOOC elements
23

24. MOOC blending
Video and sources from MOOCs (in blended learning)
Use texts or documents
Flipped lecture approach
• Look at media prior to class
• Search and discuss sources and material
24

25. MOOC learning = Informal,
Personal Learning
Personal learning?
• Learning goals
• (Intrinsic) motivation

26. Informal learning increases
• What U want
• Where U want it
• When U want it
• How U want it
Intrinsic motivation
Personal learning goals

27. Individual or social learning?
63% individual 37% social
Looking or
sharing with
others
Course Course
facilitators
Course peers Professional
colleagues
In-
course
Friends Family Partner Other
(%)
Outside
course
Looking for
answers
Personal
interest
12 37 11 60% 4 19 11 6 40%
Professional
interest
17 45 10 72% 8 5 8 7 28%
Sharing
experiences
Person. Int. 2 35 13 50% 13 29 7 2 51%
Prof. int. 1 32 17 50% 16 19 15 0 50%

28. Social learning enriches
• Authentic experiences
• Latest information from authentic environments
• Multiple solutions depending on contexts
• Additional reflections on the learners own experience & why they
solved something their way.

29. BUT! The MOOC Effect
• Bigger universities have more financial means
• Algorithms from Big Data / data mining (more personalised learner
support)
• Are we on our way towards global universities or niche universities?

30. Rethinking degrees
University
(formal)
Mini-masters
(university &
industry)
Professioneel
degree

31. Choices will become more focused:
education/industry/politics
• Promoting STEM:
based on work (critical
voices)
• Pre-assessments
(competencies:
innovation, cognitive
excellence,
entrepreneurship…)

32. Does freedom of
choice increase
or decrease?
• Too many STEM (re-
educating many)
• Pre-assessments push
towards specific goals
• Algorithms direct what
you learn, read, can
choose from, pay for…

33. Competencies
• Digital literacy
• Critical thinking
• Language capable
(Second language:
Engels/Mandarin/Spani
sh/Arabic/Russian)
• Adaptive

34. Digital skills

35. Your critical thoughts
Screenshots of your submissions
(covering: algorithms, clickbaits, fake news, social media
angles, being and staying critical, blurring of
personal/professional IDs, ethics)
Examples of the anonymised screenshots are given at this
moment, organised per topic

37. • First question: does technology have a
communicative benefit to learn a particular
subject? Why?

38. • Why did you decide to study at this particular
university?
If you could study at any university, which one
would you choose? Why?

39. • Who do you learn from?
• Do they have opposing ideas or most of the time
similar ideas?

40. • What is your prefered way of learning? Which
sources do you use? Why?

41. • What was your reason for choosing this MOOC?

42. • Do you consider yourself digitally literate? On
what do you base your opinion?

43. • Which algorithm would you like to develop? What
would be its purpose? How would this affect
communication?

44. • Which type of media helps you learn (skype,
video, texts (books, papers), discussion forums,
audio books, podcasts, mobile applications/apps,
games, …)? Which one do you prefer?

45. • What is your prefered way of learning (individual
or social)? Why?

46. • How critical are you when you read information?
Who taught you to think critically? Where do you
get your factual information from?

47. • On what basis would you select material for a
lecture? On what basis would you decide to add
some information? Which types of media would
you use?

48. • On what occasion do you use your smartphone for
learning? What is the advantage of using your
smartphone on those occasions?