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Fostering a community of collaboration and discussion
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Cambridge Judge Business School
Fostering a community of collaboration and discussion
Mark Andrews,Cambridge Judge Business School
Executive MBA
Overview1. Overview2. Moodle
developments3. Course Design4. Findings &
Discussion • 6 month project• Technology, procedural and educational
design developments• Aim to make the VLE offering more
aligned with the programmes objectives
Background & Context
Background & ExpectationsBeijingHong KongPhilippinesQatarNigeriaSydneyBrisbaneMexicoTexasLos AngelesTorontoMoscowTokyo
• A globally located and diverse cohort• Very wide range of educational experiences and technical
knowledge
Programme Ethos:
‘Transformative’
‘Practical, Personal, Relevant’
Harnessing ‘Collective Intelligence’
The Goal
A solution that underpins programme delivery and enforces educational ethos of the programme.
“”
A slice of Cambridge around the world
Form a seamless link across all environments
A little about the Programme structure
18 courses + Electives
Each course between 1‐4 cycles
20 month programme
Each cycle broken into elements
Pre‐study Visit Application
Moodle Developments
1. Overview2. Moodle
Developments3. Course Design4. Findings &
Discussion • Using the tendering process to find collaborative partners
• Prepared detailed specification: deliverables and ideas
• Working as a partnership rather than commissioning
• Teams across the school • Participants involvement –
tough balance
Moodle Developments
1. Overview2. Moodle
Developments3. Course Design4. Findings &
Discussion• Look, feel, homepage and course design• Programme sub-system• Announcements• Courses in progress• Bookmarking forum posts
Programme Sub-system
“A local plugin that means moodle understands more about our programme and each participants place in the programme”
Homepage & theme
Programme announcements
Programme/Cambridge background (random)
Calendar & upcoming events block
Courses in progress block
Google feed
Homepage & theme
Cambridge weather and time block
Homepage & theme
Course Layout
Introduction/ Overview
Section listing
Main course navigation
Space for course related image
VLE Course layout
Cycle status block(uses sub‐system)
Cycle video & intro
Chunking of activities
Stage in cycle
Announcements (Local Plugin)
Announcements (Local Plugin)
Clear separation between announcements and discussions• Visible on the homepage• Ability to target announcements• Read tracking• Not emailed out
Courses in Progress
At a glance view of courses that are currently in progress to the participant
Course name & cycle
Count of unread posts & activities
Courses in Progress
At a glance view of courses that are currently in progress to the participant
Preview of content & link
Details of post
Bookmarking forum posts
• Discussions scattered throughout the site• Bookmarking tool, to store interesting form posts
View video here: http://youtu.be/JUFooQUt81s
Bookmarking forum posts
• Discussions scattered throughout the site
Title search
Filter categories
Course Design
1. Overview2. Moodle
Developments3. Course Design4. Findings &
Discussion
A framework for course development, training, monitoring and evaluation
Course Development Environment
Supportive
Communicative
Quality led
Equipped
Safe
Clear
Course Development Environment
Supportive
Communicative
Quality led
Equipped
Safe
Clear
Feedback &
Evaluation
Clear points/timing
Course Development Environment
Supportive
Communicative
Quality led
Equipped
Safe
Clear
Feedback &
Evaluation
Community of good practice
Continual Improvement
Evidence Based
Clear points/timing
Course Design - Participants
Concrete experience(doing/having an experience)
Reflective Observation(Reviewing / reflecting on the
experience)
Abstract Conceptualisation
(Concluding / learning fromexperience)
Active Experimentation(Planning / trying out what you
have learned)
Sharing / Collaborating
Feedback / Discussion
Based on: Effective Practice with e‐Portfolio, JISC
Course Design - Participants
Pre‐study Visit Application
Scanning environment with course
‘lenses’ onGrasping core introductory concepts/
terminology
Defining initial learning goals
Potential applications of usePrior Experience
Knowledge
Context
Previous Courses
Go deeper
Analyse & Evaluate
‘Own the learning’ - personalise
Findings & discussion
1. Overview2. Moodle
Development3. Course Design4. Findings &
Discussion
• Joined Educational & technological drivers and strategies important
• Importance collaborative partners• Moodle has it’s limits – but these can be
mitigated to some degree• T&L lessons – 5 points• Next steps
Moodle limitation – Communication & Collaboration
• Moodle’s collaboration and commenting methods systems all work differently.
• Messaging, Forums, Comments, Blogs
• We selected to base all on forums, so as not to confuse workflows• Not all email out or have notifications• Different interfaces• Not cross searchable• Some can be graded some not
• Try to use integrations where possibleShould these mechanisms be joined together?‐ Interaction style‐ Notification‐ searchabilityAbility to add widgets and activities
Communication & Collaboration
• Moodle’s collaboration and commenting methods systems all work differently.
• Messaging, Forums, Comments, Blogs
• We selected to base all on forums, so as not to confuse workflows• Not all email out or have notifications• Different interfaces• Not cross searchable• Some can be graded some not
• Try to use integrations where possibleShould these mechanisms be joined together?‐ Interaction style‐ Notification‐ SearchabilityAbility to add widgets and activitiesView video here: http://youtu.be/_W0WD‐jHD‐A
Communication & Collaboration
• Moodle’s collaboration and commenting methods systems all work differently.
• Messaging• Forums• Comments• Blogs
• We selected to base all on forums, so as not to confuse workflows• Not all email out or have notifications• Different interfaces• Not cross searchable• Some can be graded some not Should these mechanisms be joined together?
‐ Interaction style‐ Notification‐ SearchabilityAbility to add widgets and activities
View video here: http://youtu.be/erghEKH0q2U
Participant Perception
• It’s an improvement, but• The platform feels dated, to some
• Particularly on forums• Not the way we interact online now• Issues with editor and some mobile display• Too many clicks not enough search tools
• Still getting lost in discussions – a feeling of disconnection• Like activity locking and completion
Could the forum tools learn more from other platforms and techniques?
Participant Perception - Response
• Lack of instruction and clarity of function, assumed SN paradigm• The VLE’s role within the programme • Setting participant learning expectations • Linking activities and discussions more explicitly• Clearer signposting of activities
More re‐enforcement of applications of use and direction
Participant Perception - Response
Modifying course layouts, additional internal linking
Participant Perception - Response
Discussions based on artefacts
Participant Perception - Response
Forums that look & act like blog posts
Lessons Learned – 5 Points
1. Discussions need to be framed2. All parties need inducting and constant guidance across
programme3. Build discussion into course design (like other online
interactions) 4. Student initiated discussions with facilitation work best5. Technology can’t make up for course design/strategy (technology
push)
Next Steps
• Using the VLE the ‘tell the story’ – programme narrative• Capturing and recording experiences outside and between formal
courses• More of a focus on activity design and less on technology
• Increased ‘in‐line debate’ ‐Moving debate into course activities• More interactive resources• E‐book delivery
• Possibly extending the uses of developed modules• Using more gamification techniques
Keen to collaborate and share
m.andrews@jbs.cam.ac.uk
@mnandrews
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