We wanted all KOOC elements to be easily identifiable and so templates were created for the purpose of developing a consistent brand that would visually encompass all elements: KEATS (Moodle) interface, Videos, Multimedia objects, Google hangouts, additional textual resources…
The first two styled King’s Open Online Courses (KOOCs): “Scientific Writing” led by Dr Alison Snape and “Data Analysis using Sigmaplot” led by Dr Lawrence Moon were launched at the end of September 2015. Around 250 Year 2 Biomedical students have been enrolled on these two KOOCs. They will have the opportunity to be the first students trialing this new King’s venture.
This launch follows months of work by a small team of developers within the Centre for Technology Enhanced Learning. Led by Elena Hernandez-Martin, Senior e-learning content developer and supported by Vanessa Skiadelli and Dr Andreas Konstantinidis, e-learning content developers, the work has resulted in a new and bespoke design and development of a KEATS interface. It has been designed to suit the style of learning expected of these type of online courses, comparable to that of MOOCs (Massive Open Online Courses). The media-rich courses contain among textual and graphic content, 35 videos and 64 multimedia objects. Continue reading →
Over the past few years the King’s Experience (KE) Awards have offered participating students with various submission options for their award submissions. These options include: blog or website, essay, portfolio, poster, project report/essay or video.
The assessment options that are available has created opportunities for students to use different technology tools/media to demonstrate and show their learning experiences in a more innovating and reflective way.
The KE Awards encourage the students to submit artefacts that demonstrated their learning through the use of reflective cycles like Gibbs (1988) and Kolb (1984). Reflections on their learning experiences has been used by the award students to create blogs, videos, portfolios and other engaging submissions that can all be included as their submission for the King’s Experience award. Continue reading →
This is something we have known for a long time, ever since the ‘talking heads’ of the first VLEs. However, MOOCs have led to a re-evaluation of the perceived value of the non-interactive video in online learning content, which had frequently in the past received criticism as being non appropriate when used in online learning. In the context of the MOOCs there have been some good and engaging examples of combining “talking heads” with visual material (not necessarily focusing on narrated PowerPoints). The most successful seem to be short, thematic videos that can be searched/navigated/accessed easily by the learner.
Social media can support independent learners
Connectivity in MOOCs is usually provided through conventional computer mediated communication media such as discussion fora and through social networking or other forms of social media. These seem to work well provided they are fully embedded in the course environment and there is some form of moderation. What makes them work, despite the lack of full moderation, might be the ‘massive’ numbers of students in MOOCs, but also the expectation in this context that you will get some help from your peer if not always from your tutor. Continue reading →
The University-wide Assessment & Feedback project engages with its partner programmes in a variety of ways, with approaches tailored to the needs of each. Mapping assessment activities, analysing the links between these within and across modules, and validating assumptions of prior learning from feedback has led to useful innovations in programme design. Certain issues, though, are common to many of the programmes: how to increase consistency and transparency in assessment. Continue reading →