#Learning monitoring in Belgium - based on #LearningDoctrine #synchronous

Just this morning I got a link to a video representing a new learning technology used at IMEC. As I looking into synchronous learning technology, this is of interest. But as I was watching the video, I felt a bit uneasy. This synchronous learning solution WeConnect is offered by Barco and is implemented at IMEC (which is connected to KULeuven, which will in the years become the major university in Belgium, as it is good in gaining and keeping established power).

Monitor the learner to push them into good followers
In this synchronous learning solution, online learners attending the synchronous classroom are monitored (facial expressions), psychophysiological data is captured (using wearables), engagement is measured (based on body movements) and interventions (quizzes, polls) are embedded in the lecture in order to keep the attention of learners. But again, this is leading the biggest batch of learners, the 'normal' learners, those who have an attention span lasting a full lecture. And it is aimed at lecture-based content (university content mainly), with of-course a teacher dashboard indicating engagement of the overall student population.

It is not about instruction, it is about stimulating creative thinking on subject areas of interest
I can see the benefits of this system, but it just annoys me intensely that it is again about instruction (absorbing information), not about actual learning (creating). For instance, if you use challenge-driven education and learners are working on their own projects.... surely the engagement and learning will skyrocket through the roof?

Adults learners need a digital shepherd?
When a child is young (even up to 18 years old), I can imagine you want to learn how to learn, how to stay attentive and what it can provide you with... but once you are an adult, surely you will know your own way forward? Surely, there should be more ways for any intelligent young adult to open their own world and live it the way they feel fit?
Why are technologists so scared a learner wouldn't be attentive, stare outside, have something on their mind... and then zoom in again on the subject that is given? To me, if a learner is not interested enough in the lecture... so what? If a teacher cannot grab your attention, what of it? Should we pressure learners into learning patterns they

Learning comes naturally
When you consider MOOCs, learners learn them and take them in their spare time. There is no 'optimization of learner posture'. People learn because they like the content because they are intrinsically motivated because they have a personal goal. I would think that tailoring content and delivery to nurture intrinsic motivation and personal goals is more useful, more fulfilling from the learner's point of view? Learning is in our genes, which makes all of learning unique yet natural in its uniqueness. With all of these technologies, I would think that human satisfaction would become more interesting as a subject for innovative technologies, then creating humans that learn alike, do alike, and follow digital indicators?

GDPR
Can a learner - using this system - decline being monitored? While still following the course or the lecture? Surely this should be the case? I would immediately ask to be non-monitored. But then this could be me.

Quantum supremacy surely makes 'proper old-school learners' obsolete?
I would be very surprised if the future would be all about the best learners (which human society has never been about either), but for those who can actually fill their spare time with actions that make them feel confident, useful, creative and ... happy. Subtracting new knowledge from data can become a processing-power based activity done by e.g. computers having the sycamore chip though granted, it will still take some years before it becomes fully functional for day-to-day actions. But still.... shouldn't we focus on getting humans more actively involved in a less-school-like higher education?

What do you think? Below is the link to the movie that sparked my sighed-based eye roll resulting in this blogpost. I will try to get my hands on using it for innovative learning.

LECTURE+ from imec on Vimeo.

(free) book Assessment strategies for online learning #education #assessment #eLearning #instructionaldesign

Assessing online learning has many challenges, but with this new book written by experts Dianne Conrad and Jason Openo, a lot of solutions can be found. The book, entitled Assessment Strategies for Online Learning - Engagement and Authenticity, can be bought for 32,99 dollars  here (if you have a budget this is the way to go as you support author and initiative), or you can have a look at the free pdf here. This book is a must read for those using assessment, as it not only gives traditional assessment, but also dives into evaluations that are linked to open learning, journals, portfolios, etc. Great and interesting read.

If you want to check out what Dianne Conrad has in mind while talking about assessment, or if you have some questions, you can join the free online CIDER session on 10th October 2018

When: Wednesday, October 10, 2018 - 11am to 12noon Mountain Time (Canada)

Where: Online through Adobe Connect at:
https://athabascau.adobeconnect.com/cider

Registration is not required; all are welcome. CIDER Sessions are recorded and archived for later viewing through the CIDER website. For more information on CIDER and our Sessions, please visit us at: http://cider.athabascau.ca
(from the book description):

For many learners, assessment conjures up visions of red pens scrawling percentages in the top right-hand corner of exams and feelings of stress, inadequacy, and failure. Although learners sometimes respond negatively to evaluation, assessments have provided educational institutions with important information about learning outcomes and the quality of education for many decades. But how accurate are these data and have they informed practice or been fully incorporated into the learning cycle? Conrad and Openo argue that the potential inherent in online learning environments to alter and improve assessment and evaluation has yet to be explored by educators and learners.
In their investigation of assessment methods and learning approaches, Conrad and Openo explore assessment that engages and authentically evaluates learning. They insist that online and distance learning environments afford educators new opportunities to embrace only the most effective face-to-face assessment methods and to realize the potential of engaged learning in the digital age. In this volume, practitioners will find not only an indispensable introduction to new forms of assessment but also a number of best practices as described by experienced educators.

1. The Big Picture: A Framework for Assessment in Online Learning

2. The Contribution of Adult Education Principles to Online Learning and Assessment

3. What Do You Believe? The Importance of Beliefs about Teaching and Learning in Online Assessment

4. Authenticity and Engagement: The Question of Quality in Assessment

5. Assessment Using E-Portfolios, Journals, Projects, and Group Work

6. The Age of “Open”: Alternative Assessments, Flexible Learning, Badges, and Accreditation

7. Planning an Assessment and Evaluation Strategy—Authentically

8. Flexible, Flipped, and Blended: Technology and New Possibilities in Learning and Assessment

9. A Few Words on Self-Assessment

10. Summing Up

Appendix • Other Voices: Reflections from the Field

This work is licensed under a Creative Commons License (CC BY-NC-ND 4.0). It may be reproduced for non-commercial purposes, provided that the original author is credited.

Assessing online learning is mostly part of formal education, but can be used to provide a formal status to self-directed learning which the learner wants to show to the public. 

Yes! #PhD written... looking for joyful bliss once more

So, this is it. My thesis is submitted and it will now be wrapped and sent out to my examiners. For anyone interested, you can read the thesis here. The full title: self-directed learning of adult experienced online learners enrolled in FutureLearn MOOCs

Emerging from my last two months of seemingly living in total isolation, it looks like the world has changed while I was reflecting, discussion, investigating the studies for my PhD. I have grown wiser, and become more aware of the fact that the more I learn, the less I know. Unfortunately, it also seems I lost some of my playful self… I am hoping it will come back as my mind rejuvenates after having typed for weeks on end. John Traxler commented on that seemingly loss of joyful bliss, and he was right. I have become less joyful, less open these last few weeks. Ciska found out the hard way yesterday. She opened my thesis looking forward to what I had written to thank her… and only found the briefest of dedications at the beginning of my thesis (I admit shamefully). My justification was that I wanted to keep it ‘formal’… I was wrong, of course, formality never helped anyone. I should have know better, as research is not void from passion. Indeed, I think no meaningful research can be done without passion being at the root of it. So I vowed to make it up to her and put in a full dedication in the final open to the public version of my thesis (for those interested, you can read it in the first pages of my thesis). If you have a family, and any member is starting a PhD, you can rest assured that all of the family is enrolled in this reflective journey, and I am truly grateful that Ciska and Isaak are on my side, ready for any adventure.

"Any thoughts?", asked a friend while I was off to submit my thesis…. Yes, these: a PhD is in a way a socialization. I now know what it means to make words look like evidence and not only use the evidence, but deliver it in a way that is agreed upon academically. It is good that no facts are facts, but only free for interpretation, and that these interpretations demand rationales. I learned a lot along the way: building and evaluating methods, grounding emerging facts in theories, writing, structure, deepen understanding by discussing data, theories and wild options. Researching in a strong academic institute such as IET certainly helps to become a mentally enriched academic. But above all, I think that academic excellence is vastly improved if you have strong, experienced supervisors. I was lucky enough to have two inspiring, intellectually tough and constructive supervisors: MikeSharples (the visionary academic lead of FutureLearn) and Agnes Kukulska-Hulme (renowned mobile learning expert).

And now… off to find a new challenge. While reviewing as well as writing some papers, giving some talks and getting back in touch with playfulness.... oh wait, quickly adding the abstract to my thesis below:

This research investigates the informal learning journeys of 56 experienced adult online learners engaging in individual and/or social self-directed learning using any device to follow a FutureLearn course. Literature from MOOCs, mobile and informal learning is provided as background, as well as literature clarifying the rational for choosing self-directed learning compared to similar learning concepts (self-regulated, self-determined and self-managed learning).
The participants of this study voluntarily followed one of three FutureLearn courses that were rolled out for the first time late 2014. The data were collected at three different stages: an online survey (pre-course), self-reported learning logs (during the course), and semi-structured one-on-one interviews (post-course). The data were analysed using Charmaz’s (2014) method for constructing a grounded theory. The analysis included memo-writing, and involved open coding, line-by-line coding, and focused coding in order to construct a grounded theory that provided insights into the self-directed learning experiences of FutureLearn participants.
Based on the experience of the FutureLearn participants five main learning components emerged: individual & social learning, context, technological and media elements, organising learning, and learner characteristics. Further analysis revealed two key enablers/inhibitors for the FutureLearn experience: motivation and learning goals. Motivation was mostly intrinsic in nature, and the learning goals mostly personal. Although these components, and the two key impacting factors, are common to most types of learning, the informal nature of the FutureLearn courses together with the FutureLearn platform characteristics provided specific differences in the actions undertaken by the FutureLearn participants to self-direct their learning.
By getting a better understanding of the self-directed learning in FutureLearn courses, additional insights are gained regarding informal learning, instructional design, continued professional development with MOOCs, and on how to contextualize or personalise course content in order to obtain increased learner engagement.