{"id":426,"date":"2017-02-08T10:43:40","date_gmt":"2017-02-08T10:43:40","guid":{"rendered":"http:\/\/blog.soton.ac.uk\/mobs\/?p=426"},"modified":"2017-02-08T18:55:48","modified_gmt":"2017-02-08T18:55:48","slug":"futurelearn-academic-network-meeting-educator-experience","status":"publish","type":"post","link":"https:\/\/blog.soton.ac.uk\/mobs\/2017\/02\/08\/futurelearn-academic-network-meeting-educator-experience\/","title":{"rendered":"FLAN meeting in UPF Barcelona"},"content":{"rendered":"

The theme: educator experience<\/h2>\n

The 11th FutureLearn Academic Network (FLAN) meeting was held in Universitat Pompeu Fabra (UPF), Barcelona. UPF has been a FutureLearn partner since 2015, and as for January 2017 it contributes to the platform portfolio with five MOOCs. Drs. Manel Jim\u00e9nez (director of the Center for Learning Innovation & Knowledge) and Davinia Hern\u00e1ndez-Leo (head of the Interactive Technologies group) hosted a one-day event in which the main theme was social learning and the educator experience. The hashtag was #BarcelonaFLAN<\/a>.<\/p>\n

\"Full<\/a>
Full house in FLAN Barcelona<\/figcaption><\/figure>\n

The event registered high attendance, with representation from several FL partners, especially Southampton (seven of us!), the OU, and the British council.<\/p>\n

The University of Edinburgh’s strategy<\/h3>\n

The University of Edinburgh\u2019s (UE) VC Prof. Tim O\u2019Shea delivered the first presentation, with a description of UE\u2019s MOOC strategy. Tim explained how MOOCs fit within their so-called \u201ceducational portfolio with technology\u201d vision and evolution. In the two images below, such evolution is visualised, showing how open education and use of technology will expand, with MOOCs having a central role from around 15 in 2013 to a target of 100 in 2025:<\/p>\n

\"UEd<\/a>
University of Edinburgh\u2019s MOOC strategy 2013-2025<\/figcaption><\/figure>\n

This evolution was explained with ecological metaphors, whereby MOOCs can survive by become relevant bigger educational products such as Honours or Masters degrees through aggregation, e.g. a Masters degree would equate to 25 MOOCs.<\/p>\n

Nic and Lisa: embedding MOOCs in campus modules<\/h3>\n

A presentation from Southampton followed. Nic Fair and Lisa Harris shared their experience on integrating MOOCs in an on-campus module. They provided compelling suggestions on how to add value to the modules through the inclusion of the on-campus students in\u00a0the MOOC learning communities, as an effective way of enhancing their personal learning networks.<\/p>\n

\"Nic<\/a>
Nic and Lisa<\/figcaption><\/figure>\n

Rebecca Ferguson: a report on FutureLearn partners research<\/h3>\n

Rebecca Fergusson (OU) presented after that. She shared\u00a0a report of the research carried out by FutureLearn partners around MOOCs.<\/a> The report highlights eight priority areas:<\/p>\n

    \n
  1. Develop a strategic approach to learning at scale.<\/li>\n
  2. Develop appropriate pedagogy for learning at scale.<\/li>\n
  3. Identify and share effective learning designs.<\/li>\n
  4. Support discussion more effectively.<\/li>\n
  5. Clarify learner expectations.<\/li>\n
  6. Develop educator teams.<\/li>\n
  7. Widen access.<\/li>\n
  8. Develop new approaches to assessment and accreditation<\/li>\n<\/ol>\n

    A research question was generated from each of these eight priority areas. Southampton can make a significant contribution in all these areas, but there are three that can be highlighted as being areas in which Southampton can make a significant and genuine contribution:<\/p>\n