Yearly Archives: 2007

The Importance of the Cheesy Disco?

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I have just returned from the Online Educa conference at which I was part of a symposium panel discussing Multi-User Virtual Environments (MUVES). The session was entitled ‘No Life in Second Life’ and was a look at some of the current practices and issues around teaching in MUVEs. My 10 minutes was on the range of environments in Second Life from amphitheatres to ‘cheesy discos’. Each brings with it a set of cultural expectations and modes of use.

After the session the point was raised that the term ‘cheesy’ may not be universally understood by an international audience. What struck me about this discussion was not its content but the environment it was taking place in. We were attending the conference dinner and ‘entertainment’. The venue for this entertainment was an oversized, modernist hall on the ground floor of the hotel with floor to ceiling glass and orange up lighters. The view out of the 12 foot windows was of a stark courtyard containing a number of neat, isomorphic trees and plants. Inside, small groups of smartly dressed individuals stood round in clusters and made small talk while an untidy mass of energetic attendees executed a range of jerky dance moves with no overall style or pattern. The music was slick and very definitely middle of the road.

In short we were in a cheesy disco which appeared to have been designed as a re-enactment of many scenes in Second Life, certainly in architectural terms but also socially. Love them of hate them it struck me that this real life cheesy disco was an accepted part of the conference system and designed to help people to talk and network. For undergraduates the nightclub or union bar is an integral part university life. For online distance students there is no clear equivalent. As we experiment with MUVEs for teaching and learning will the cheesy disco in prove to be as important as the amphitheatre?

Reaching into the Web

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As part of our JISC funded ‘Isthmus’ project we have launched a pilot Facebook group for students on our short online courses. The overall concept is to encourage a ‘community’ of students that exists beyond the run of any single course. It’s been running for 6 days now and so far we have 45 members (about 10% of this term’s students) and around 20 posts.

Deciding to use Facebook and then deciding exactly how to set-up the group was complicated and generated a lot of discussion here at TALL. Our students are generally older than a traditional university student and many of them are retired. The recent OxIS Internet survey reported that 42% of students signed up to a Social Networking site last year but of those in the retired ‘life-stage’ category only 2% signed up. In contrast Saga recently launched a Social Networking site for the over 55s and claimed that ‘Silver Social Networking’ was on the rise. Surveys of our students revealed that not many of them were members of Social Networking sites (around a third) but that only 26% were not interested in communicating with other students after their course had finished.

As well as the difficulty in deciding to run the pilot it was also not clear exactly what form it should take because it cuts across technical, pedagogical, social and legal issues. Each area for consideration pulls the design and principle of the pilot in different directions. The core challenge was how to strike the right balance between supporting and structuring the group without ‘owning’ or managing it. This involved consulting JISC legal, Oxford University’s Legal Services Office and a range of stakeholders (including the students).

So far the group seems to be working, but it is early days. More significantly I feel we have made inroads into how to manage our relationship with third party services such as Facebook. If we can establish some principles in this area then we will be able to take advantage of the wider web much more efficiently in the future.

Keeping students on course

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Although I am very closely involved in the development of all our courses, we have so many now that I can no longer follow them as closely as I used to when they finally go live. The course stops being the thing that the author, project manager, web developers, and I (as learning technologist) have laboured over and becomes something that is owned by the tutor (often, but not always, the author) and the students.

As an external observer you can dip in and get a sense of how things are progressing but it is not the same as visiting a course every day, getting to know everyone, and really being part of the course experience.

Unsurprisingly it sometimes feels odd guiding people in creating effective online learning when my “hands on” involvement is so much less than it has been in the past, so I am reduced to getting my affirmation that we are on the right track in other ways. Evaluation forms are always interesting reading (and we do monitor these very closely) but recently we got some very gratifying hard statistics that I had not personally seen before.

In continuing education funding is often predicated on the mysterious completion rates – i.e. it is not just the students who start your course but those who finish who are important to HEFCE….especially hard for us in our fully online courses (an area where completion rates can be VERY low) .

So to the meat – we got the latest stats and we are averaging a 91% completion rate, even more amazing is that this is higher than the face to face rate of about 85%.

Designing courses to encourage completion is something we have given a lot of thought to over the years and we have devoted a lot of our learning design energy in creating learning and assessment in such a way to keep students on-board and motivated. It seems that in 91% of cases it is paying off….

Have you thought about your thoracic cavity today?

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UC Berkely is releasing videos of course lectures on YouTube (including Integrative Biology 131 – Lecture 05: Skeletal System) .

I don’t think there is anything particularly amazing about this from a pedagogical point of view, as it is just standing in front of a big room with chalk and talk – you could probably get the same facts from a text book. It’s reasonable to expect that lecturers can be more engaging and give more insight than studying a text book alone – but not necessarily true.

The most value here is in widening participation – these lectures could reach a lot of people. Combined with other online resources like Wikipedia, they can be used for learning with far less commitment (e.g. in time and money) than enrolling on an actual course.

Spread the knowledge 🙂

Metaplace – like Second Life, but open from the start?

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Areae want to reinvent virtual worlds, using open standards and protocols. It sounds pretty good:

“Right now, there are lots of people who want to use virtual worlds for research, or education, or business, but it’s just too darn hard to get one going. Now [with Metaplace] you can create a world in just a few minutes and start tailoring it to your needs.”

Definitely worth looking into, when they recover from the Slashdotting…

I wonder how much Areae’s announcment influenced Linden Labs to announce their plans for the future of Second Life (or vice-versa).

Poster with bloated title wins award at ALT-C

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I gave my talk on ‘Cultural Capital and Community Development in the pursute of Slaying Dragons’ at the ALT-C e-learning conference last week. The talk was well received which was very encouraging. The poster of the talk won a runners-up prize in the poster competition! How much of this was down to tactical voting I cannot say but it would seem that the e-learning community is becoming gradually more interested in the possibleuse of Multi-User Virtual Environments.

Talking about Dragons with Dragons

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Last Friday I partook in a stressful but useful event run by JISC. Anyone who could make it had the chance to pitch their project ideas for the Users and Innovation callrun by Lawrie Phipps. The format was similar to the BBC ‘Dragons Den’ programme. Each project had to go before a couple of JISC representatives or ‘dragons’ and pitch their idea in a 5-10 min presentation. The dragons would then feedback on the idea and point out/discuss it’s pros and cons.

I was surprised to find that this process put me into my old ‘exam fear’ mode and I panicked for most of the day. However, there is nothing better for focusing an idea than knowing that you have to explain it to a third party, especially when some of it relates to World of Warcraft! It forced us to look at the marking criteria for the call and to turn vague details into well thought out project plans.

Our actual pitch to the dragons went well and their feedback was very helpful. It seems to make sense to do this kind of grilling before, not after the projects are underway. Hopefully it will lead to a better breed of projects.

CPD online courses for Autumn

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We are launching a number of Continuing Professional Development courses, this Autumn including 2 new courses.

24th September

Introduction to Electronics

Patient-Based Evidence (NEW)

1st October

Perl for Bioinformatics

22nd October

Key Concepts in Health Care for People Experiencing Homelessness

5th November

Effective Online Tutoring (NEW)

For more information on these courses or to enroll on a course visit http://cpd.conted.ox.ac.uk/

Technologies, learning and belonging for a 3 year old

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As I collected my daughter from nursery the other day I was struck by how they were using digital photography and the associated easy editing and printing to decorate the classroom.

When I was at school the walls were decorated with our artwork and it was part of what made my classroom feel like a place where I wanted to be. Now my daughter’s nursery not only decorate the walls with the outputs of what they have been doing, but pictures of them doing it. It is no longer only the artwork you can see on the walls, but the class dancing to the drummers who were at the carnival, visiting the theatre – or just pictures of all the kids eating their favorite food.

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These images are just colour print outs, the quality is pretty bad, but it is good enough, you can see what is happening and that it is her and her friends doing it. This is their nursery full of the things they have been doing.

We work in adult distance learning so in the end everything we do has to be online (and not pitched at a 3 year old) but I think there are opportunities with these tools in terms of social presence and belonging that we could be exploring.