Posted tagged ‘meetups’

Face time

16 September 2013

My wife and I are studying Foundations of Business Strategy together. And by “studying”, I mean we are watching the videos – which are excellent, by the way.

My wife is a marketing professional, while I’ve been in the corporate sector for most of my working life, so we find ourselves regularly pausing the videos and launching into conversation about what was said. And it’s great!

I’m learning from her, she’s learning from me, and we’re both learning from the professor. Much more so than if either of us were studying alone.

A Moai in a field on Rapa Nui

Of course, peer-to-peer interaction isn’t a novel concept in e-learning. We have asynchronous tools such as online discussion forums, synchronous tools such as instant messaging, and semi-synchronous tools such as Twitter.

To add voice to the conversation we can use teleconferencing or VoIP. To add faces we can use webcams and maybe, one day, holograms.

But what strikes me about my interaction with my study buddy is that it’s so natural. Of course we know each other well, but being at the same place at the same time means we can read each other’s body language, recognise non-verbal cues, and follow the rhythm of the conversation. Which makes for a rich learning experience.

I recall thinking along similar lines after attending the local meetups that I organised for my colleagues and members of the public who were participating in a particularly popular mooc. I had never attended a mooc meetup before, and I severely underestimated it. The opportunity for the attendees to put a face to a name, share their experiences, gripe about common problems, suggest ways to solve them, and simply feel less alone left a lasting impression on me.

Then for good measure, I read Helen Blunden’s gorgeous Sometimes You Just Need to Meet Your PLN Face-to-Face, in which she recounts her experience meeting up with her Twitter buddies while on holiday in the UK. My favourite part appears towards the end of her post:

Reflecting on the LPITweetUp, the gathering made me realise that the relationship with our PLN is strengthened when we include a face-to-face connection – and you only need one of those to transform what was a digital online relationship to a whole new different level to one which has impact, meaningful and memorable.

Helen's tweetup partners enjoying a refreshing beverage

So my suggestion is to face up to better instructional design.

By all means, continue to facilitate asynchronous discussions – they’re incredibly important. And if you can, organise synchronous sessions, preferably featuring the participants’ voices and faces.

But if you want to transform the digital online relationship to a whole new different level which has meaningful and memorable impact, the answer is clear: you need face time.

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Is the pedagogy of MOOCs flawed?

26 August 2013

This is a question that I tackle in my Udemy course The Wide World of MOOCs.

Almost immediately after I uploaded this preview to YouTube, someone on Twitter politely challenged me.

She took umbrage to my assertion that MOOCs are pedagogically richer than “regular” online courses.

Her counter argument was that the pedagogical devices that I cited – readings, online discussion forums, social media groups and local meetups – are the same learning and teaching functionalities available in any LMS.

While this claim is partly true, I wish to share with you my [elaborated] defence of my initial assertion. Why? Because I think it’s important to hear all POVs, and I’d like to know whether you agree…

Hand on keyboard

Right off the bat, I don’t believe that all the pedagogical devices that I cited are available in any LMS. They may be available in many LMSs, but certainly not all of them. Moreover, although an organisation may have a subscription to an LMS that offers these devices, it may not have them activated.

That of course is not to say that the e-learning designer is prevented from using these devices; for example, he or she might leverage other non-LMS technology within the organisation or in the cloud. However, in my experience and in conversations with others, it is clear that they often don’t.

Again, that’s not to say that no e-learning designers integrate devices such as online discussions and social media groups into their LMS-hosted courses, but even if they do, the target audience tends not to play ball. How to encourage active participation on social platforms is a hot topic in the L&D sphere, and there is no easy answer because it’s a question of organisational culture which can’t be “fixed” over night.

As for local meetups, in all my years I have never seen this offered in a regular online course!

Network Analysis of the EDCMOOC Facebook group

MOOCs, on the other hand, are the polar opposite. All of the MOOCs I have experienced include readings, online discussion forums, social media groups and local meetups. And the participants do participate. Sure, that’s to be expected given the massive scale of MOOCs, but that doesn’t make it any less true.

Case in point, the University of Edinburgh’s E-learning and Digital Cultures MOOC is one of the best online courses I have ever experienced. While it had its fair share of pro’s and cons, it was a hell of a lot richer than the boring page turners that too many among us have learned to associate with “e-learning”.

And there was no LMS in sight.