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==Questions== | ==Questions== | ||
There were a few questions. | |||
==Questions I want to ask== | ==Questions I want to ask== |
Revision as of 01:18, 7 September 2009
Moodle at the OU
Denise Kirkpatrick
The Open University (UK)
The Open University (UK) - 40 years old; only educational institution across 4 countries (England, Scotland, Wales, Ireland)
- Open to people
- No prereq/entry requirements
- But there are exit requirments
- Open to places
- Can study whether they happen to be
- Open to methods
- Using whatever approaches/technology/pedagogy will help to deliver effectively
- Open ideas
- Research-institution (top 50 in UK)
- Researching own pedgagogy is essential
JN note: This seems to be institutional-emodiment of flexible learning.
Scope
- 220,000 students
- 1200+ academics: Develop materials
- 8,000 associate lectures/'tutors': Face-to-face and online contact with students, marking etc.
- Technologies are central to what we do
- International reputation for quality
- International research profile
- International partners
DP indicated separation of material development and material delivery (separately bundled) is somewhat problematic - OU wants to bring the designers closer to the students.
JN: Comment; surprising separation by OU; maybe its a legacy of the British class thing?
Management of academics / material development
- Team teaching; long course production (typical course is 3 years in development) - quite different from individualised Australian approach with a v. short lead-in
- OU challenge is to speed this up.
- Courses are very structured / industrial (may have up to 5,000 students enrolled in a subject)
- Feedback is critical
- Calendars feature strongly - and multiple calendars with
- Lots of democractic consultation, getting student feedback, piloting, trialling etc.
- Scalability is v. important - therefore, say no to lots of techological opportunities and tools
- Strong emphasis on high quality feedback - OU see it as central
- Different kinds of feedback for different tasks, wide range
E-Assessment
- Helps with instant, automatic assessment and feedback, working on building the tools for feedback
- Staff bill is the biggest proportion of budget - feedback
- Moodle has helped to provide standardisation of delivery tools etc.
- If you want to use a blog in your teaching, you must use OU-blog (ditto OU wiki)
E-books
- OU has been working on translating material into e-books
L120 - Learnosity
- Voice training / development tools
Learning and teaching tools are used for other purposes too - admin/research etc.
- if we are asking teaching academics to use different tools for admin and teaching then uptake is predictably difficult
Mobile work and learning
- Students are/live mobile
Social networking
- Extensive Second Life use
- Strong social community
Moodle custom-build
- OU (UK) built its own Moodle for its own needs
VLE reporting and tracking
- Extensive collection of data - trying to catch up with analytics
- "Voice" used to record onversations etc.
Mainstreaming
- Staff development - developing a self-sustaining community
- Specific engagement in use of VLE - reward adapt/reuse as well as innovate
- Quality assurance - revising to take account of an enterprise VLE - how to ask the right questions at the right place in course development and other systems - but want to speed up development - usability of QA sounds key
Challenges
- Benefitting from the Moodle community - OU (UK) can learn more
- Facilitating adoption
- Communication
- Gaining and maintaining buy-in
- Technology skills & access arguments
- Build vs buy
- Customised vs vanilla
- Access & equity vs sustainability
- 20% of students in each of the 5 socio-economic bands
- 8,500 students in prison - e.g., have to work hard to make it accessible to all - e.g., off-line Moodle
- How customised to make the learning tools/experiences
- Lots of dilemmas/challenges
Reflections
- How unique an instance of Moodle should we have?
- Should we have engaged in a substantial Business Process Review exercise befroe we commenced our VLE developments?
- How ubitquitous should our VLE be?
- What was the real cost?
- Did we adhere to all of our original principles?
- Can we maintina a focus on enhancing the studnet learning experience?
Questions
There were a few questions.
Questions I want to ask
- Where does OU (UK) sit with regard to IP and OERS
- OU owns IP - allows staff some use
- OU puts some materials as OERs?? (unclear answer - they seem largely protective of material with some sharing)
- Is there a risk of over-Moodlisation - as opposed to integration with other tools/platforms?