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Our Experiments with MOOCs: A Study on Using Blended Learning Pedagogy in Faculty Development Programs at IIMBx; Pilot Project: Strategy and the Sustainable Enterprise for Teachers 

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Our Experiments with MOOCs: A Study on Using Blended Learning Pedagogy in Faculty Development Programs at IIMBx; Pilot Project: Strategy and the Sustainable Enterprise for Teachers 

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by 1,*, 2 and 1

Digital Learning Department, Indian Institute of Management Bangalore, Bangalore 560076, India

Strategy Department, Indian Institute of Management Bangalore, Bangalore 560076, India

Author to whom correspondence should be addressed.

Presented at the ICSD 2021: 9th International Conference on Sustainable Development, Virtual, 20-21 September 2021.

Academic Editors: Cheyenne Maddox and Lauren Barredo

Mainstream sustainability education in India is at a nascent stage, with a small and gradually growing number of institutes offering it at a graduate level. There is a need for a community of educators skilled to teach sustainability and who have the ability to utilize technological capabilities for the same. In this paper, we explore the journey of our pilot project-Strategy and the Sustainable Enterprise for Teachers (SSET)-a blended learning program. We detail the steps that went into designing this program to create a national community of sustainability educators. This program makes a case for the potential of using blended learning as an effective method to create a community of practice beyond physical boundaries. Our study will focus on the role this program's design has in the current scenario, which calls for a keen focus on digital media. View Full-Text

Ganesh, D.; Devasia, J.; Mujgule, N. Our Experiments with MOOCs: A Study on Using Blended Learning Pedagogy in Faculty Development Programs at IIMBx; Pilot Project: Strategy and the Sustainable Enterprise for Teachers. Environ. Sci. Proc. 2022, 15, 25. https://doi.org/10.3390/environsciproc2022015025

AMA Style

Ganesh D, Devasia J, Mujgule N. Our Experiments with MOOCs: A Study on Using Blended Learning Pedagogy in Faculty Development Programs at IIMBx; Pilot Project: Strategy and the Sustainable Enterprise for Teachers. Environmental Sciences Proceedings. 2022; 15(1):25. https://doi.org/10.3390/environsciproc2022015025

Chicago/Turabian Style

Ganesh, Deepika, Jose Devasia, and Natasha Mujgule. 2022. "Our Experiments with MOOCs: A Study on Using Blended Learning Pedagogy in Faculty Development Programs at IIMBx; Pilot Project: Strategy and the Sustainable Enterprise for Teachers" Environmental Sciences Proceedings 15, no. 1: 25. https://doi.org/10.3390/environsciproc2022015025

Note that from the first issue of 2016, MDPI journals use article numbers instead of page numbers. See further details here.

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Our Experiments with MOOCs: A Study on Using Blended Learning Pedagogy in Faculty Development Programs at IIMBx; Pilot Project: Strategy and the Sustainable Enterprise for Teachers

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Mainstream sustainability education in India is at a nascent stage, with a small and gradually growing number of institutes offering it at a graduate level. There is a need for a community of educators skilled to teach sustainability and who have the ability to utilize technological capabilities for the same.

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How might we engage children and adolescents to work with data for solving the problem of excessive screen time in families?

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How might we engage children and adolescents to work with data for solving the problem of excessive screen time in families?

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Blogpost

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The year is 2021. An Indian summer. In 'normal' times, this season is associated with fun. It's when schools close for summer vacations, families go on holidays, children go to summer/ activity camps, people throng to the cool climes and hill stations, it is the season of the mango, the warm breeze creating the perfect anticipation for the approaching Indian monsoon.

But these times are not 'normal'. Far fom it. We are amid a pandemic induced by Covid-19, and this is the second consecutive summer (also year) of another harsh national lockdown. Families - adults and children both - are trying to make the most of their increased reliance on screens. While this does help maintain a sense of normalcy during lockdown, the effects of the 'Age of Screen' on the mental and physical health of family members have damaging consequences. This has been highlighted in the scientific community and popular media.

Screens are where we work, study, socialise, shop, seek awareness, recreation and entertainment; they are also where we buy supplies - medical as well as household. In this 'Age of Screens', despite being hyper connected we often find ourselves alone and anxious; feeling disconnected and hopeless.

This pandemic has highlighted the need for a renewed sense of togetherness and connection as a family, as a community, to help thrive through the crisis. It has also pointed out that this potential for connectedness needs to be 'outside of the screen'. Schedules and screen time need to be planned so as to allow for consciously being productive and creating opportunities for meaningful moments with family at home.

If we are to review the different facets of this problem, these are some of the salient points that emerge:

Crisis

Screentime

Connection

Community

Mental and Emotional Health

Engage children and adolescents

Multidisciplinary approach

Creativity

Responsibility

Having reflected on these and toyed with some early ideas, I was inspired to develop a challenge; the challenge in-turn led me to design the Moments project for children and adolescents.

Moments provides step-by-step instructions to children and adolescents (<18 years of age) to solve the problem of screen-time for themselves, their families and their community.

MakerEd Methodology:

Observe, Gather and Draw Data - Observe and gather data on family members' screen time. Document this by drawing out the data on a daily basis.

Drawing Data: How To Read It:

Identify Problem - Over a period (week), what is each family member's screen time? Discuss and negotiate how much of their screen time usage can be reduced with each family member? Explore and conduct research on what is the recommended or permissible screen time for adults, students and children as per the local health authorities?

Propose Solution - Find the right balance with other activities such as:

- Family interaction

- Indoor sports, board games

- Creative activities like music, dancing cooking, baking and gardening

Monitor Progress - Continue to track the data on family members and make note of progress.

Evaluate Effect of Changes - Observe and gather data on the changes in the family relationships and wellness.

Expand Scope - Expand the scope of the project to families and other members in the local community.

- Household chores involving the whole family

Children and adolescents are creatively and responsibly engaged in the wellbeing of the family and community

Children and adolescents learn about how they can work with data to solve a problem at the family and community level

Children and adolescents are engaged in a MakerEd project that helps their own development of social emotional learning using a multidisciplinary approach with data

Families and Communities are gently nudged to reduce their screen time dependency and engage in family interactions and activities

Families and Communities experience and cherish wellness and connection outside of the screen

- Routine of sleep, exercise and meditation/ yoga

Outcomes

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The year is 2021. An Indian summer. In 'normal' times, this season is associated with fun. It's when schools close for summer vacations, families go on holidays, children go to summer/ activity camps, people throng to the cool climes and hill stations, it is the season of the mango, the warm breeze creating the perfect anticipation for the approaching Indian monsoon.

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MakerEd Challenge shaped as a Learning Object

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Objective
Design a MakerEd Challenge shaped as a Learning Object.

Note: A Learning Object can be defined as a (digital) learning resource, set as a complete sequence, which contributes to the learning process.

Todayʼs world has us all drowning in a tsunami of information. The UN (United Nations, 2020) and the WHO (World Health Organization, 2020) have both declared that we are currently fighting an infodemic. An infodemic is defined as a tsunami of information - some accurate, some not - making it difficult to identify a solution. Because of their evolving capacities, students cannot always distinguish between reliable and unreliable information (Breakstone et al., 2019). As a result, not only can they be harmed by mis/disinformation but may also spread it among their peers. Misinformation is false information that is shared without awareness - an honest mistake. However, disinformation involves an intention to mislead (Vosloo, 2021). Disinformation campaigns often directly go after young users, steering them toward misleading content. Recommendation algorithms - offering them personalised suggestions about what they should watch/ read next - are skewed to recommend content that is more extreme and far-fetched than what they started with (Moyer, 2022). Recent events present concerns about the spread of misinformation and conspiracy theories that contradict established scientific findings and call for increased science literacy including how the scientific community produces science information, how media repackage and share the information and how individuals encounter and form opinions on this information (Howell & Brossard, 2021).

Students have never received any formal instruction wherein they learn about evaluating online information. One way to manage this problem is through media literacy education. Media literacy is the process of critically assessing information found on the internet; to teach students how to evaluate and think critically about the messages they receive and to recognize falsehoods masquerading as truth. Thus, while students can be vulnerable targets of mis/disinformation, they can also actively counter the flow of such information by contributing to online fact-checking and myth-busting initiatives.

Using the Educational-Digital Gradual Immersion Model (EDGIM) as a guide, I have designed a Workshop/ Learning Object (LO) aimed at students. The broad goals of this LO are to foster among students the concepts of Media Literacy, Critical Thinking, Scientific Thinking and Design Education.

Educational-Digital Gradual Immersion Model- EDGIM (Sanabria and Sanchez-Escobedo, 2017)

The 'Equitable Learning Practice' I have selected is 'Exhibitions & Presentations of Learning'

Exhibitions & Presentations of Learning

Co-Designing Schools: TOOLS FOR CREATING EQUITABLE CHANGE IN YOUR SCHOOL

The Learning Object ' Fact OR Fiction? How do you know? ' aligns with:

SDG 4. Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all

Instructional Objectives (Educators' perspective)

This workshop enables you as an Educator to:

Engage with teaching practices that help students become savvy consumers of digital information

Explore new knowledge that can be applied in your lessons and resources for your students

Develop lesson plans and curriculum strategies for teaching 'Civic Online Reasoning' in your classroom and across the curriculum

Form a 'Learning Circle' and engage in 'Practice Spaces' with your colleagues

Develop a better understanding of context, culture and learn about equity teaching practices and mindsets together with your colleagues

Learning Objectives (Students' perspective)

At the end of this workshop and ensuing activity, you should be able to:

Recall two strategies that aid in evaluating the validity of online information

Engage in a collaborative activity

Illustrate your understanding by designing and presenting a creative artefact

Materials and Digital Resources (Required to conduct the activities)

Poster paper (A3 size)

Colour pens, pencils, crayons

Coloured craft paper, scale, scissors, glue

An internet enabled digital device with visualisation tools (Canva, Figma, Adobe Illustrator, Tinkercad, etc.)

Expected products (Deliverables at the end of the activity)

3D Poster communicating the concept of 'Lateral Reading' OR 'Click Restraint'

Online Module: (Conceptual) A live/ synchronous workshop (virtual) for 25-30 students.

Learning Objective: On completion of Module 1, you (students) will be able to:

Apply two strategies for evaluating the validity of online information

Instructional/ Learning Sequence:

Introduction and Objective

Ice-breaker quiz

Topic 1: Infodemic, Misinformation and Disinformation

Topic 2: Lateral Reading

Topic 3: Click Restraint

Practice

Duration: 60 to 75 minutes

Educators: This first module of the workshop/ LO is focussed on building Media Literacy, Critical Thinking and Scientific Thinking skills among students. I have conducted this module and have shared the following reference video/ resource for you to prepare for the workshop.

Online Module Reference Video for Educators:

Fact OR Fiction? DESIGN & TECHNOLOGY EDUCATION GROUP, HBCSE, TIFR.

Offline Module: (Practical)

Learning Objectives: On completion of Module 2, you (students) will be able to:

Explore a challenge in a hands-on, collaborative way

Use digital visualisation tools to design learning artefacts

Activity Instruction for Students:

Along with your peers who attended the 'Module 1 Online Workshop' form into groups of 3/4

As a group, you need to collaborate to co-create a 3D poster that communicates any one of the two strategies of 'Lateral Reading' OR 'Click Restraint' that you learnt about in Module 1

Your brief is to visually explain the method of fact-checking used in the strategies. You are encouraged to use examples and integrate text with visuals and signs in your explanation. Your poster needs to have a title and it needs to be informative as well as interesting

Duration: 45 minutes

Educators: This second module of the workshop/ LO is focussed on enhancing students' communication skills through collaboration and co-creation. Each group is provided with access to stationery for brainstorming and collaboration, an internet enabled digital device with visualisation tools for 3D poster making. I have facilitated this module and have shared the following resource for you to prepare for the activity.

Offline Module Reference for Educators:National Science Day 2022: Activity 1

Offline Module: (Presentation/ Exhibition)

Learning Objective: On completion of Module 3, you (students) will be able to:

Demonstrate and communicate your work and learning in a real-world public forum

Presentation Instruction for Students:

In your groups, present your 3D posters to an audience during the Open day/ Science day at school (real-world application)

Take turns to respond to questions from the audience/ community

Explain the different elements and the communicative aspects of your poster

Discuss your collaboration and thought process in the creation of the artefact

Share your reflection on the learning experience

Educators: This third and final module of the workshop/ LO is focussed on public presentations and exhibitions of learning to a real audience. It presents students' with an opportunity to practice and build these skills- to
present their work to experts and the broader community, and develop their identity and skills as learners. I have facilitated this module and have shared the following resource for you to prepare for the presentation.

Offline Module Reference for Educators:National Science Day 2022: Activity 1

Instructional Designer Self-Assessment

21st Century Skills: Educator Self-Assessment

The Learning Object (LO)/ workshop is designed to foster the development of the following 21st Century Skills and attributes among students:

Critical thinking and problem solving

Collaboration across networks

Curiosity and imagination

Initiative and entrepreneurialism

Agility and adaptability

Empathy and global stewardship

Hope and optimism

Organising information into a coherent cognitive representation using words and pictures while making connections between the verbal and pictorial representations encourages active learning (Mayer, 2019). The 'Multimedia Principle' states that words along with pictures make for more effective communication than words alone. Posters communicate an idea, event or product in an informative and creative manner. They present a brief, interactive message by integrating multimedia (words and images).

The LO provides students with an opportunity to learn about the concept of fact-checking strategies, make sense of and analyse the information, visualise it and then present it as an engaging instructional media.

Educator Self-Assessment

On completion of the LO/ workshop (GIM Modules - Familiarize, Co-Create and Exhibit), write a reflection piece discussing the following aspects of your instructional experience:

Exploring new knowledge that can be applied in lessons and resources for your students

Engaging with teaching practices that help your students become savvy consumers of digital information

Effectively developing lesson plans and curriculum strategies for teaching Civic Online Reasoning in your classroom and across the curriculum

Providing students with constructive feedback throughout their journey along the 3 GIM Modules

Forming/ Participating in a 'Learning Circle' and engaging in 'Practice Spaces' with colleagues, learning innovative practices from other educators, accessing types of professional learning and new tools as well as resources for your professional practice

Participating in a community and connecting with professionals who have similar interests and passions

Developing a better understanding of context, culture and learning about equity teaching practices and mindsets together with colleagues

Improving your professional practice and advancing personal learning

Share your reflection piece on the Educator community forum.

Student-Self Assessment

On completion of the LO/ workshop (GIM Modules - Familiarize, Co-Create and Exhibit), record a video based on your engagement with and the effectiveness of your learning experience and your ability to:

Effectively search for information online

Recognize made-up information, a video or an image that is altered and intended to mislead

Assess/ evaluate the the trustworthiness of online sources and content based on who is behind the information

Evaluate the perspective or point-of-view of a particular source of information and recognize information presented to favour one side of an issue

Share and explore new tools and resources with peers

Co-create a poster that 'communicates media literacy' with peers

Share your video recording on the student community forum.

Flow of the Learning Object

Learning Object Flow: Fact OR Fiction?

I have designed and developed the curriculum and the learning experience for this LO. The experience of conducting and facilitating the modules for the LO enabled me to design the following reference resource for educators:

Learning Object Resource for Educators:Communicating Media Literacy

United Nations. (2020, March 31). UN tackles 'infodemic' of misinformation and cybercrime in COVID-19 crisis.

World Health Organization. (2020, December 11). Call for Action: Managing the Infodemic.

Breakstone, J., Smith, M., Wineburg, S., Rapaport, A., Carle, J., Garland, M., & Saavedra, A. (2019). Students' civic online reasoning: A national portrait. Stanford History Education Group & Gibson Consulting. https://purl.stanford.edu/gf151tb4868

Vosloo, S. V. (2021, August 24). Digital misinformation / disinformation and children. UNICEF Office of Global Insight & Policy.

Moyer, M. (2022, February). Schooled in Lies. Scientific American, Volume 326(Issue 2), 34-39. https://doi.org/10.1038/scientificamerican0222-34

Howell, E. L., & Brossard, D. (2021). (Mis)informed about what? What it means to be a science-literate citizen in a digital world. Proceedings of the National Academy of Sciences, 118(15). https://doi.org/10.1073/pnas.1912436117

Mayer, R. (2019). How Multimedia Can Improve Learning and Instruction. In J. Dunlosky & K. Rawson (Eds.), The Cambridge Handbook of Cognition and Education (Cambridge Handbooks in Psychology, pp. 460-479). Cambridge: Cambridge University Press. doi:10.1017/9781108235631.019

The Stanford History Education Group (SHEG). (2019). Home | Civic Online Reasoning. Civic Online Reasoning.

MIT Teaching Systems Lab. (2020). Sorting Truth From Fiction: Civic Online Reasoning. edX.

Sanabria, J. & Sánchez-Escobedo, P. (2017). Evaluación de un Modelo de Inmersión Gradual Educativo Digital. In Sumozas, R. & Nieto, E. (Eds.) Evaluación de la Competencia Digital Docente (pp. 123-133). Editorial Síntesis.

Sanabria, J. C. (2015). The Gradual Immersion Method (GIM): Pedagogical Transformation into Mixed Reality. Procedia Computer Science, 75, 369-374.

[INDIAN WOMEN SCIENTISTS' ASSOCIATION Science Awareness Committee]. (2022, February 3). Fact OR Fiction? How do you know? - HBCSE, TIFR [Video]. YouTube.

Homi Bhabha Centre for Science Education,TIFR. (2022). National Science Day. Design & Technology Education Group.

Mujgule, N. (2022, May). Communicating Media Literacy. Design & Technology Education Group, Homi Bhabha Centre For Science Education, TIFR.

This Maker ed Learning Object (LO) is an assignment for 'MakerEd and Technocreative Projects 2' in MSc SmartEdTech, Co-creativity and Digital Tools for Educational Innovation

This assignment is based on the ' Educational-Digital Gradual Immersion Model - EDGIM ' (Sanabria and Sanchez-Escobedo, 2017).

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Using the Educational-Digital Gradual Immersion Model (EDGIM) as a guide, I have designed a Learning Object (LO) aimed at students. The broad goals of this LO are to foster among students the concepts of Media Literacy, Critical Thinking, Scientific Thinking and Design Education.

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Client: Government of Jalisco

Objective

Develop a wearable device, aimed at 18 to 23 year old citizens of Guadalajara’s future as a Smart City, in order to foster trust and safety among the members of the community

Resources:

Context — 4th Industrial Revolution

21 tipping points — WEF

Guadalajara’s Digital Creative City vision

Crime statistics — OSAC report

Background:

Guadalajara is the capital city of the state of Jalisco and the second-largest city in Mexico. Having been recognised by UNESCO as a ‘Digital Creative City’ in 2017, it has reinvented itself as a hub for R&D, innovation and technology. This tech rise has attracted developers, creators and other high-skilled, tech-savvy professionals and tourists.

Despite being the technological cluster for engineering, talent and creativity, Guadalajara has been experiencing increased levels of societal insecurity, causing potential tourists and talent to hesitate before visiting — issues identified include homicides, missing persons, and robbery.

The Government of Jalisco aims to make Guadalajara a ‘Smart City’ by promoting the use of automated systems that can generate and analyse data to provide innovative ways for residents to experience the city. By increasing the number of portable devices connected to its urban network, a Smart City could access continual bottom-up reports that could be of great benefit in ensuring societal safety: a sort of collective intelligence drawing from vigilant citizens.

1). To which of the 21 tipping points would you link your proposal, and why?

We have linked the proposal primarily to Shift 11: Big Data for Decisions. We have included this tipping point with a combination of other tipping points including ‘Shift 4: Wearable Internet’ and ‘Shift 6: A Supercomputer in Your Pocket’.

We now have more data about communities than ever before; our ability to understand, manage and synthesise this data is improving with each passing day. The Government of Jalisco can replace its census with big-data sources using big-data technologies to automate their current systems — thus presenting new and innovative ways to engage with its youth.

Digital data can help gain a better understanding of changes in the well-being of youth, and to get real-time feedback on how well policy responses are working. Leveraging big data can enable faster and more efficient decision-making in a wide range of applications including safety, sustainability and creative community engagement.

While there are risks as well as opportunities in leveraging big data for decision-making, the government can promote awareness about the opportunities Big Data presents for relief and development by forging public-private data sharing partnerships and ensuring big data is harnessed safely and responsibly for the greater common good of the community.

2). Which tools would you select from IDEO’s design kit for the INSPIRATION stage, and why?

We have selected the following tools from IDEO’s design kit for the INSPIRATION stage:

a). Frame Your Design

Articulate the problem we are trying to solve

Define the scope — neither too narrow, nor too broad

Formulate the right frame on the challenge based on the steps outlined in the worksheet

b). Interview

Get through to — the youth of Guadalajara — whom we are designing for and hear from them in their own words

Gain insights and understanding into their mindset, behavior and lifestyle through these interactions

3). Which tools would you select from IDEO’s design kit for the IDEATION stage, and why?

We have selected the following tools from IDEO’s design kit for the IDEATION stage:

a). Brainstorm

Tap into a broad body of knowledge and creativity

b). Theory of Change

Articulate and interrogate assumptions about how our solution can create positive change for the youth of Guadalajara

Reflect on how each piece of the proposed solution works together to drive towards the desired outcome.

c). Create a Logic Model

Formulate a clear visual narrative of how our solution will ladder-up to positive change over time

Capture the long-term Impactand Key Outcome using the ‘Impact Ladder Worksheet’

d). Bundle Ideas

Combine ideas into a robust solution

4). Which tools would you select from IDEO’s design kit for the IMPLEMENTATION stage, and why?

We have selected the following tools from IDEO’s design kit for the IMPLEMENTATION stage:

a). Create a Pitch

Communicate the idea, how it works, why it counts, and who (the youth of Guadalajara) it benefits

Clarify the key elements of the idea and along the way refine how we talk about it

Present the idea, and use it to convince different types of people — officials from the Government of Jalisco to University students

b). Pilot

Test the solution

c). Keep Iterating

Test, get feedback, and iterate to deliver a great final solution

5). Describe your wearable device, including its functions and benefits according to Jalisco’s government demands.

The pinned ‘Crest’, a wearable device for the 18 to 23 year old citizens of Smart City — Guadalajara

The Solution

Our solution to foster trust and safety among the young citizens of Smart City — Guadalajara is to build an environment contributing to lasting social change. We believe shared understanding is particularly critical if we are to shape a collective future that reflects common objectives and values.

We propose to do this by creating an application-based community of students. The community membership will be open for youth in the age group of 18 to 23 and linked to their student IDs. Any citizen in the stipulated age group who is a full-time/ part-time student in any high school, undergraduate, graduate, vocational diploma or certificate program will be eligible to become a member of the community on the mobile application.

The broad goals of this community include the safety and wellbeing of the students/ youth:

- Safety — Indicate safe and unsafe spaces (night/ day), live tracking and detection through location based data

- Review/ Rating/ Red-Flags — Anonymous tips and feedback on unsafe places, people, witnessed crime, witnessed robberies; (for example, bikes being stolen)

- Wellbeing — Collect feedback from individual health metrics; these are the data points from the chip in the device. So, if a certain location is associated with a high level of stress/ anxiety, the location is indicated as ‘less/not-secure’

- Volunteer Groups — 24/7 student support for crisis mitigation, prevention of bullying, mental and physical health support, depression/ mental security; volunteers will have roles indicated by different colours on the actual device

- Counselling — support career progression, create a safe space for seeking help

The Form

The wearable device for the 18 to 23 year old citizens of Smart City — Guadalajara is a Crest. The crest is a print connected to a pin. The crest itself is big enough to be clearly/ obviously visible to other students/ citizens alike and can be pinned to any clothing or accessory. Student users can choose options from different colours which represent their membership criteria; for example, this could be entail either a basic member, a mental health volunteer, night walk vigilance team and such.

The Function

The Crest has a chip housed inside it (not externally visible). This chip will collect individual user data (health, location) and is connected to the crest — which will in turn display the individual and collective data on the mobile application.

Sensors Include:

Health: Emotion — stress, anxiety, excitement based on heart rate; Symptoms — muscle contraction, dilation

Location

To enable privacy, student users have the option to decide to what extent their data is used/ shared.

6). What did you learn through this case study (personal and theoretical)?

Working on this case study and creating the proposal has been a valuable process and an engaging exercise in user research, systems thinking and collaborative creativity.

While we could use cutting edge technology to design the solution, I realised that technology itself cannot be the solution. It is not about employing technologies simply as bells and whistles. The solution required thinking hard and critically about the different aspects of what the youth of Guadalajara need and how technology can help achieve that. I understood that, the goal was not to stress the use of technology, but rather to stress the appropriate use of technology and to align its use with the objective. Wicked social problems demand that the multidisciplinary aspects applicable to the problem should drive technology choices and not the other way around — this fundamentally changed my approach to design. Thus, a holistic approach was needed to analyse the way that the constituent parts of the system related with each other and how different systems work over time and within the context of larger systems.

Technology enabled us to overcome barriers of access. Experimenting with digital capabilities enabled designing the community to achieve scale, mainstream students, act as a platform for meaningful exchange and collective wellbeing. The case study helped me experience the importance of digital communities and problem-based/ project-based learning as a thoughtful practice of designing experiences for the medium and its affordances.

Five group members from different nationalities, continents and spread across time zones meant that embarking on a collaborative design project came with its set of challenges. Personally, I found this to be an effective and meaningful learning experience and an opportunity to rethink/ reimagine collaboration alongside the need for various voices and perspectives and why people from different cultures, ideas, and beliefs need to work together to solve complex social problems.

This article is an assignment for ‘MakerEd and Technocreative Projects 2’ in MSc SmartEdTech, Co-creativity and Digital Tools for Educational Innovation

The context for this case study authored by Jorge Sanabria can be found here

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EXCUSE ME! Did you really mean ‘basically’?

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EXCUSE ME! Did you really mean ‘basically’?

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Blogpost

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EXCUSE ME! Did you really mean ‘basically’? - IIMBX

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So many of us begin our sentences with “basically.” “Basically, I wanted to wear my new shoes.” “Basically, I can’t come out this evening.” We unintentionally refer to everything as a concept; never mind if it’s a principle or even a process! Then there are some of us who find everything awesome – w…

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Digital Learning: Approaches and Pedagogies Beyond Video

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Digital Learning: Approaches and Pedagogies Beyond Video

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Blogpost

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The era of immersive computing offers us a unique opportunity to transform learning. 'Massive Open Online Courses (MOOCs)', an emergent technology, has been one such opportunity that's come around and proliferated in the last decade. While MOOCs have significantly contributed towards the evolution of the educational landscape as well as bridging the accessibility divide, they have often been criticized for being largely video based, video driven. So, despite the new technology, there is a lot of reproduction. Instead of the blackboard there is a device screen, instead of the printed textbook there is an e-book. Instead of the instructor standing in front of the class and talking, there are instructors standing in the front of the camera and talking through videos. Thus, a lot of this is kind of new and interesting, and yet, not-so-new and mostly reproduced or repackaged.

This post curates three technology enabled interventions that harness the digital medium and offer effective instructional approaches, thus reducing the high dependency on video or reproduction in digital learning whilst improving instructional outcomes.

The wicked societal problems of today demand the skill of collaboration and working together to solve them, thus laying the premise for how collective intelligence is going to trump individual intelligence.

Affinity spaces leverage the argument by social constructivists, that all learning is in fact social-that "U nderstanding is in our interactions with the environment," and that " what we learn is a function of the content, the context, the activity of the learner, and, perhaps most importantly, the goals of the learner " (Savery & Duffy 1996, p 136). This approach to learning begs to be placed diametrically opposed to the behaviorist view that knowledge is something that happens to students when it is transferred from someone who already has that knowledge (didactic pedagogy).

The affordance of today's digital technologies makes it conducive to create collaborative relationships in the eLearning/ digital learning spaces. While, as instructional designers we may find it a challenge to find ways to assess this social learning-managing the kind of interactions that create collaborative intelligence lies at the very core of this challenge. This can include managing and employing assessment practices that measure these interactions. Formative assessments tend to work better than summative assessments in this regard, though it would also require assessing collaboration that encourages collective intelligence.

Affinity Spaces are spaces where learners interact as learning artifacts. These spaces exist all over the internet and are organized rather unconventionally as compared to formal spaces such as schools, colleges or universities. Experts and novices all come together driven by interest and passion only. Mentorship and leadership are flexible. Knowledge is distributed and dispersed and can also be customized. When a learner wants help, they may be provided with a tutorial, perhaps a didactic one. Or, a one-to-one instructional session. There are no defined norms. It's an interweave of rather complex relationships among people, that stores and curates knowledge in a rather novel and modern way. Affinity spaces, old and new, organize teaching and learning in quite different and deeper ways than formal spaces do. Some examples of such spaces can include but are not limited to online fan fiction sites, Subreddit etc. These spaces lend themselves effective for the digital medium and eLearning/ digital learning can harness this affordance of affinity spaces.

Exploratory Learning Environments (Simulation-Based Learning)

Simulations are instructional scenarios wherein a learner is placed in a 'virtual space' defined by the instructor/ instructional designer or even the learner themselves, in some cases. This space represents an alternate reality within which learners interact with the simulated artifacts. Learners experience the reality of the new, expected or unpredictable scenarios and create new meanings as a result of them. Instructional simulations as a form of experiential learning align well with the principles of learner-centric and constructivist learning and teaching and have the potential to engage students in 'deep learning; learning that empowers understanding as opposed to 'surface learning' that requires only memorization (Carleton, 2018).

Exploratory online learning environments or simulation-based eLearning entails building circumstances, situations, opportunities, or experiences for learners that are difficult to have in a real classroom. Therein lies the crux of exploratory learning environments; they simulate these very real, authentic opportunities from the real word, take away some of the constraints, or the obstacles to using them and break them down to only those things that are essential for the learning.

Exploratory simulations challenge students to analyze available information and make critical decisions to solve problems, thereby enabling them to experiment with ideas and outcomes and ultimately master the application of these concepts in real-life situations. Besides opening-up these opportunities, this kind of a learning environment provides learners an ownership over the process. They are called exploratory because the learner is exploring. The learner is driving what they are doing. Experience or construction is personal; and it is different for everybody. The learner is given some free reign and is trusted to engage with it. It helps learners acquire the skills that they will need in the eventual, real world. When designing such a learning environment, it is important to ensure that the authenticity of whatever problem or activity is being recreated is preserved. There tends to be an inclination to gamify it-gamification does create motivation, but it is motivation that is not organic to the instructional content. A beautiful example of an exploratory simulation-based learning is http://www.worldwarfighter.com/hajikamal/activity/.

Intelligent Tutoring Systems (ITS), are an extension of individualized instruction and use artificial intelligence to personalize multimedia learning.

The Approach: What if every learner in an online course has a virtual teaching/ training assistant who pays attention to their learning needs, diagnoses and assesses problems whilst also assisting or providing feedback as per the specific needs of the learner. This virtual teaching assistant would not only encompass the subject matter and teaching expertise of experienced instructors, but also perform many of the routine instructional interventions.

ITS, thus entails creating educational systems that provide instruction tailored to the needs of individual learners, just as many good teachers do. It leverages the benefits of one-to-one instruction and encourages learners to practice their skills by carrying out tasks within highly interactive learning environments. ITS goes beyond training by resolving learner queries or issues and providing personalized guidance. Unlike most eLearning technologies, these tutoring systems assess each learner's behavior within these interactive environments and develop a framework of their knowledge, skills, and expertise. They observe learner behavior and build a fine-grained cognitive model of the learner's knowledge that can be compared with an expert model. They make inferences about a learner's mastery of topics or tasks in order to dynamically adapt the instructional content or style of instruction to further provide explanations, hints, examples, demonstrations, and practice problems, as needed. Research on prototype systems indicates that ITS-taught students generally learn faster and translate the learning into improved performance better than classroom-trained or non-assisted online learners.
[This blog post was written by Natasha Mujgule, Instructional Design Consultant at IIMBx]

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Digital Learning: Approaches and Pedagogies Beyond Video - IIMBX

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The era of immersive computing offers us a unique opportunity to transform learning. 'Massive Open Online Courses (MOOCs)', an emergent technology, has been one such opportunity that's come around and proliferated in the last decade. While MOOCs have significantly contributed towards the evolution of the educational landscape as well as bridging the accessibility divide, they [...]

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Picture this...

You've been offering a course that's very popular amongst your learners; your classroom is a testimonial to how effectively you engage with them. You've now decided to offer the course online through a MOOC.

What are your considerations going to be?

How would you plan your instruction?

Will the outline of your MOOC be a replica of your classroom course outline?

"The Medium is the Message"- Marshall McLuhan

Each medium, independent of the content it mediates, has its own intrinsic effects which are its unique message.

If you are converting a classroom course to a digital one, a lot may be lost in translation. Besides, in doing so, you aren't effectively leveraging what the digital medium has to offer. Remember, the content is the same but the medium isn't! In this case, the nature and characteristics of the digital medium will impact the learning experience your MOOC will provide.

Adapting your content to the style and the syntax of the digital medium will help you achieve the best outcome for your course.

When designing your MOOC, consider creating a content outline that lends itself better to MOOC pedagogy.

Here's one path to help you reimagine your MOOC curriculum:

Learning Objectives - Begin by collaborating with an instructional designer or digital learning specialist to identify the learning objectives of your course

Instructional Content - Explore the content (topics) you need for instruction, in order to meet those learning objectives

Curriculum - Finally, create your topic-wise course outline that will harness the multi-media, non-linear as well as the collaborative and interactive aspects of the digital medium

Now that you've explored the content outline for your MOOC, how is the design of your instruction going to be? What aspects of the pedagogy of a MOOC are you looking to engage in your delivery? Social learning, perhaps? These are important things to consider and you might want to spend good time on planning them out. I'd be happy to discuss these, but that's a post for another day.

[ This blog post was written by Natasha Mujgule, Instructional Design Consultant at IIMBx]

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On creating your MOOC Curriculum - IIMBX

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Picture this... You've been offering a course that's very popular amongst your learners; your classroom is a testimonial to how effectively you engage with them. You've now decided to offer the course online through a MOOC. What are your considerations going to be? How would you plan your instruction?

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On Diversity and Inclusion in your MOOC Narrative

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On Diversity and Inclusion in your MOOC Narrative

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Open access is an essential aspect of MOOCs and in keeping with the openness, it is important to ensure inclusion and avoid bias or prejudice in our instructional narratives. This reduces the possibility of causing offence and avoids excluding a section of the learners.

How do you maintain diversity and gender neutrality, unless you are referring to a specific character?

With genders, avoid use of He/ Her/ His to indicate a general population. The simplest way to do away with the gender bias is use the plural form.

The inevitable implication then, is to balance the genders by alternating them; you'd follow a 'His' with a 'Hers' or a 'Her' with a 'Him'. Wouldn't that be rather cumbersome, though? I'd say rephrasing is a better idea!

Maintain gender, age and ethnic diversity when creating your characters for scenarios, unless you are working on a specific case or for a specific audience.

Read the following statements individually and analyse them. Do they sound inclusive enough the way they are? Or can they be tweaked to relate to learners from all walks of life?

When recording an instructional video, remember to look at the camera and smile from time to time. It will go a long way in establishing a connection with your learner and keeping him engaged.

If a new hire is coming onboard from outside the industry, don't assume they know the lingo of the organization and the industry.

In their global meet, ABC Corporation honored Gita Dave, Kwang Yeon Hae and Sebastián López for their lifelong contribution to the corporation.

Food is one of the integral aspects of many customary practices across cultures. Can you list some such practices in your respective cultures that foster inclusion?

Thanksgiving, they say, is a trigger for loneliness and isolation amongst most youth.

How did you fare? We are not giving you the answers just yet, since there isn't really any one 'right' way to keep your content inclusive. Go figure!

If this post has made you think, even a little, about diversity and inclusion in your MOOCs, that's a good start. The real challenge though, lies ahead. It begins with putting this in practice right from when you start designing your MOOC.
[This blog post was written by Natasha Mujgule, Instructional Design Consultant at IIMBx]

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On Diversity and Inclusion in your MOOC Narrative - IIMBX

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Open access is an essential aspect of MOOCs and in keeping with the openness, it is important to ensure inclusion and avoid bias or prejudice in our instructional narratives. This reduces the possibility of causing offence and avoids excluding a section of the learners. How do you maintain diversity and gender neutrality, unless you are [...]

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"In this course we will analyze the performance of financial statements and determine the financial health of a company in light of its industry and peer group."

"At the end of this course, the learner will be able to identify the appropriate type of graphic to depict the different types of content."

"This course is a commentary on the existing laws governing copyrights. You will learn about the .... and different acts ..."

"I will introduce channel management and go on to discuss selling and sales management."

Which of these do you reckon is the correct way to address the learner in an eLearning course?

Most MOOCs find themselves at a crossroads in this regard and sometimes appear to use all of these at once! If you ask me, there's really no right or wrong way to go about this. Having said that, addressing the learners with a 'We' or 'You' establishes a direct connection with them. A direct address is conversational and personalizes instruction, thus engaging and involving the learners.

Here's an example from one of our recent MOOCs:

Hey everybody!

Welcome to this MOOC on MOOCs from the home of IIMBx-the digital learning initiative of the Indian Institute of Management, Bangalore.

We are thrilled to bring this course to you. Here, you will learn about the different aspects of creating a MOOC: planning, designing, production, and delivery. Through short videos, text, and audio podcasts, you will explore the life cycle of a MOOC-from planning and production to delivery and post-course activities.

At the end of this course, you will be able to:

Discuss the pedagogy of a MOOC

Discuss the different aspects of creating a MOOC

Apply effective blended learning methodologies in your class

We hope you enjoy this course and find yourself empowered to create your own MOOC.

[This blog post was written by Natasha Mujgule, Instructional Design Consultant at IIMBx]

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Hello! You May Want to Address This - IIMBX

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"In this course we will analyze the performance of financial statements and determine the financial health of a company in light of its industry and peer group." "At the end of this course, the learner will be able to identify the appropriate type of graphic to depict the different types of content."

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NovoEd: Reflecting on the Learning Experience Design Course

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NovoEd: Reflecting on the Learning Experience Design Course

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Interview

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We at NovoEd have had the pleasure to offer several sessions of our Foundations of Learning Experience Design course for free to participants from all over the world who are looking to create great learning experiences. We selected five learners who successfully completed the latest course (August, 2017) to highlight here. We interviewed them to get their thoughts on the course, and had them talk about the learning modules they designed as part of the course. Enjoy their stories!

Learner 1: Christina Nghien
Please describe your background with online learning.
I work on an internal team as a learning designer and specialist at a consulting firm in Seattle. Our motto is to help our learners love their work and life, and we want them to feel personally supported. I see my work in instructional design as an opportunity to create community spaces where my colleagues can grow and develop together. I'm hoping to venture deeper into instructional design and combine it with my previous experience in UX as I continue to grow professionally.
How would you characterize your experience in the LXD course?
I had an amazing experience in learning experience design. Coming from a UX perspective, I was curious about implementing online learning on a modern platform - what do bite-sized modules look like these days, for instance?

A couple things about the course stood out to me in particular. First, I loved how thoughtfully the NovoEd team curated and developed the content. I also loved that I never had to spend more than three hours a week going through the modules and building my assignments.

Most of all, I loved that I was learning within a community. Even if I didn't post every week, it was comforting to know that other learners were working and collaborating even when I wasn't online. I always felt as if I could reach out to other learners for help. And I have to say, this was the first time I've ever felt comfortable building personal relationships within an online learning experience. In fact, I had such a great experience that I've encouraged the rest of my team to register for the current iteration of the course.
What was your Module Assignment Topic, and what inspired you to design it in this course?
My topic was about effective presence in meetings, and was driven by the question: how can we learn to be present, in the moment, and an active listener at the same time? This was a topic of personal interest for me, and I struggled a lot with it before joining my current workplace. Amy Cuddy's was a particular source of inspiration as I developed my module. The result, I think, is something that is useful for someone who is just starting their career and is hoping to develop their soft skills.

Learner 2: Natasha Mujgule
Please describe your background with online learning.
I've worked and consulted with eLearning design firms as an Instructional Designer in creating customized computer-based courses for corporates. In my present role, I'm working with a Higher Education institute to create MOOCs with a diverse learner-base. The content design strategy of this role requires that I meet the differentiated needs and objectives of learners who sign up for MOOCs.
How would you characterize your experience in the LXD course?
One of things I found really interesting was how the learning content was integrated into the discussion forums. My best learning experiences have come out of exploring different perspectives, thought processes, and assignments; the LXD discussion forums only accelerated these experiences. The content was concise, accommodated different learning styles, and gave focus to real-world implications.

As I engaged in the course, I came to recognize the positive impact of peer and collaborative learning, and I appreciated how NovoEd harnessed this on its online platform. I was also impressed with how the LXD team navigated their learners towards successfully achieving this goal.
What was your Module Assignment Topic, and what inspired you to design it in this course?
Having worked on many compliance courses, I have developed a certain level of expertise surrounding best practices with employee workplace policies. My objective was to create a module that would present content as well as assess learning by placing the learner in a simulated environment that closely mirrored the real world. In order to achieve this, I focused on developing assignments that were scenario-driven. My content involved awareness, sensitivity, and decision-making. Learners participating in my module would be guided through feedback on their responses to hypothetical situations.

Learner 3: Carole Feuvrier
Please describe your background with online learning.
I used to work for a company that used online learning for certified training but the program really operated more like an LMS (a Learning Management System). As a result, we only used the program to store documents.

Online learning is so much more than simply reading content from a webpage, and it is especially important when lots of stakeholders are involved. I wanted to learn more about andragogy and continue to explore how the NovoEd platform can train employees in a way that is both lucid and professional.
How would you characterize your experience in the LXD course?
I am very happy to have had the chance to attend LXD. Sometimes people think that online learning is not serious, but when a training program is well-designed and encourages learners, you realize that the work involved can be as challenging as classroom learning. In this respect, engaging with the Learning Coach team was a particular highlight - the feedback that they and my peers gave absolutely elevated the learning experience. I learned so much in five weeks! Thank you to the teaching team and the learning coaches.
What was your Module Assignment Topic, and what inspired you to design it in this course?
Time management is among some of the most highly valued skills in any given company. This includes how to efficiently book time in your agenda, SMART objectives, and the 7 habits of highly effective people; the challenge as an instructional designer is to help the employee integrate these concepts into their lives.

In my module assignment topic, I wanted to explore time management from its foundations and concentrate on the employee's needs first. If your employees know how to manage their work environments, they'll know to to identify both their strengths and their stretch zones. After all, the key to effective employee training is to recognize them first and foremost as human beings.

Learner 4: Roxann Riskin
Please describe your background with online learning.
I have experience as a university and library educational technology specialist. The benefit of exploring instructional design with NovoEd stems primarily from the fact that the course provides rich and guided learning opportunities to further enhance and broaden my skills set. As I became more engaged with the course, I began to recognize that I was engaged in a program designed to bring modern online instructional design to both educational and business learning environments.
How would you characterize your experience in the LXD course?
As an educator, this course was a great refresher on some fundamental learning theories, including Bloom's Taxonomy. I was able to revisit these ideas and create a learning framework of my own rooted in learning objectives. The course presented a wide array of digital resources, including bite-sized instructional videos, short informational podcasts, and resource guides. These resources were charmingly presented by the "Drews," members of the course's teaching team, Drew and Andrew.

Peers, learning coaches, and members of the teaching team provided timely feedback that proved instrumental as I began to refine my module assignment. The LXD community truly excelled in creating an environment in which feedback was both constructive and friendly.

What I liked most about the course was the fact that it gave me an immersive, media enriched structure with week by week scaffolding that resulted in learners creating their own learning modules. The course also provided an opportunity to work closely with an international team of peers - this played a central role in characterizing my LXD experience with NovoEd!
What was your Module Assignment Topic, and what inspired you to design it in this course?
In this day and age, learning opportunities are available at anyone's fingertips. My module focused on helping learners navigate a variety of mobile apps designed to reduce stress and consequently enhance their personal learning experiences. I had already been creating this module for a university, and LXD gave me to opportunity to refine something that I had already built for my professional life within a supportive and structured environment.

Learner 5: Steven Medrow
Please describe your background with online learning.
I have been working in online learning for a little over six years, and would consider myself very experienced in the field.
How would you characterize your experience in the LXD course?
As a Curriculum Design Manager, it truly was a privilege to participate in such a unique learning experience, and I had an opportunity to engage with a new perspective on instructional design. The NovoEd platform is quite a bit different from what I encounter in my day-to-day work, and as a result, I was given fresh insight into the topic of Learning Experience Design. I particularly appreciated the diversity of mediums through which content was presented.
What was your Module Assignment Topic, and what inspired you to design it in this course?
For my Module Assignment Topic, I chose to continue to develop material I had created in my workplace. My learners live in environments where an understanding of religious inclusivity has a direct impact on their quality of life. Through LXD, I was given an opportunity to further my research on World Religions and give focus to the "how" of inclusivity.

Learner 6: Larry Enohnyaket
Please describe your background with online learning.
Learning online has been a very convenient way of gaining new skills without disrupting my normal daily routine, especially working at my own pace. As someone who has taken a number of courses on the NovoEd platform, I again approached NovoEd to search for more interesting courses that are in tune with what I plan to do in future.
How would you characterize your experience in the LXD course?
One of my biggest surprises in the course is that even someone like myself who does not have a teaching background is able to actually package and deliver instructional material at the end of the course due to the logical presentation of the course content in a very simple manner.

What I like most about the course is the richness of content, simplicity of presentation and above all, the feedback I got from other learners which greatly assisted me to correct my mistakes where I went wrong.
What was your Module Assignment Topic, and what inspired you to design it in this course?
I was inspired to design a module around running an advocacy campaign as a result of my belief that for any meaningful change to take place, there must be proper and adequate sensitization and enlightenment of the public to garner support to ease the expected outcome. Moreover, as change agents, social impact leaders and non-profits including social entrepreneurs need to develop the skill of advocacy as it would seriously impact on their mission.

Learner 7: Daniel Lock
Please describe your background with online learning.
I'm very new to the e-learning industry. I've taken similar courses with the basics of instructional design and viewed some video tutorials.
How would you characterize your experience in the LXD course?
The framing and role-play videos were a really nice informal way of starting off each week. The content was very concise, and you knew exactly what you were going to be learning.

As a result of this course, I'm going to help my clients be more clear about their learning objectives. When I ask about certain content they've chosen, I can ask, "Why is this necessary?" If it is clear they haven't thought about it, it will be quite an interesting conversation to have.
What was your Module Assignment Topic, and what inspired you to design it in this course?
I don't get to do much instructional design, mostly development work. So I mostly needed content for a course, and my mother is a food hygene inspector and she does training for a restaurant. I started with just an exercise, but I want to take the whole booklet [that she uses] and turn it into an online program. She doesn't believe this sort of thing can be taught online, but I wanted to convince her that it can.

Learner 8: Angela Branum
Please describe your background with online learning.
I was in nursing for seven years, then worked in clinical IT, then training. I've been a mentor with nursing students and I love education. I've been in it for a year and a half.
How would you characterize your experience in the LXD course?
The balance was so well done between theory and application. I really enjoyed the opportunity to work with people all over the world.

The best part was the scope of the project. It was so doable. We focused on just one thing: one module. This made it very simply to apply the principles. You actually put something together in this course bit by bit. There is something real at the end of the experience.
What was your Module Assignment Topic, and what inspired you to design it in this course?
I'm working on manager education in our facility and created e-learning modules on tactical management skills, how to interview, and financial basics. We're strongly pushing SMART goals with our managers and employees.

Learner 9: Ana Mazariego Priego
How would you characterize your experience in the LXD course?
I love this way of learning and hope that most companies use these types of tools. I took a course on NovoEd with +Acument and Ideo.org. I love the platform and the courses were free.

The course was oriented towards project based learning, so all the assignments are aligned to a specific goal. I know it is difficult to follow up with assignments, but the learning you can absorb is amazing. It's really significant.

This is a subject that all consultants use, so I plan to show this course to people on the change team.
What was your Module Assignment Topic, and what inspired you to design it in this course?
I have some expertise in the subject of communication, and I was trying to do something not too difficult for me. I thought a lot about my experience when I have to do a communication strategy plan.
If you have been inspired by these learners and would like to learn more about Instructional Design or try out the NovoEd platform for yourself. Register for the Learning Experience Design course. Also, find out what makes NovoEd stand out from other training providers and consulting firms.
Also, be sure to check out our additional posts on Instructional Design Best Practices, Decision-Making Simulation and how to build an Online Learning Community.

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NovoEd LXD Course: Students Reflect on our Learning Experience Design Course

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We at NovoEd have had the pleasure to offer several sessions of our Foundations of Learning Experience Design course for free to participants from all over the world who are looking to create great learning experiences. We selected five learners who successfully completed the latest course (August, 2017) to highlight here.