Photos of my card sorting activity

Even though this was a Week 3 activity, I took the opportunity to mess around a bit more with the Course Features Cards and actually snap photos of the outcomes. For this, I decided to focus more on the Blended version of the Introduction to mLearning, and not the MOOC version of the course since I wanted to focus on something I had a little more hashed out (the MOOC version will require a lot more thinking than I have time to right now :-) )

Activity 1
Directions: Choose a maximum of 12 cards from the pack which define key features of your course or module. The cards are grouped into four categories :
  • Guidance and Support (marked GS / coloured Orange )
  • Content and Experience (marked CE / coloured Green 
  • Communication and Collaboration (marked CC / Blue coloured  )
  • Reflection and Demonstration (marked RD / Purple coloured

Now look at your cards you have selected:
  • Are any colours of cards missing or less well represented? 
  • If so, what might be the impact on the student experience? 
  • Are their any other cards you would like to swap in?
  • What new cards could you add?

It's interesting in this sort that the Green color (content and experience) is less well represented (sorry, my nexus is new and I haven't gotten the hang of the camera yet :-)  ) whereas communication and collaboration are more represented. Guidance and Support, and Reflection and Demonstration are equally represented. I was a bit torn by the need to have equal amounts of every category, so I thought about adding a couple more Green cards and substituting some of the blue, but I decided to let them stand in the end. I could make more green cards fit in meaningfully.

Activity 2
Directions: Choose 16 cards from the pack which define key features of your course or module. Work individually or in a team to assemble the 16 cards into a diamond shape with the most important feature at the top and the least important at the bottom. This will help you determine the
relative importance of each aspect and where your priorities lie. As you build the diamond, note down any design decisions you make.
  • How can the available resources and time be best used?
I'll have to think about the best use of time and resources :) I'd like to use the in-class time for collaborative activities, peer review and feedback; but since I have not run the course yet, I don't know how long such task will take. I am wondering if some of the prep-work should be done out of the synchronous,in person, class.

Comments

Apostolos K. ("AK") said…
Nice work. I have been waiting to support fellow stragglers.
I have yet to post my decks, although I have two versions.
Like you, I wanted to do this for my MOOC, but did not have it developed enough in my mind so I did a deck for a very basic classroom activity.
More later when I read up on your project.
Art Oglesby
February 4, 2013 at 5:09 PM
Post a Comment

Popular posts from this blog

Latour: Third Source of Uncertainty - Objects have agency too!

Image
Continuing on my exploration of ANT, and asynchronous and indirect dialogue with Latour - this blog post will cover the third source of uncertainty, which according to Latour, is that Objects have agency too! As with the previous blog posts, I've pulled out quotes from the book that seemed interesting, or that I reacted to in some way, and I am responding to them here. no tie can be said to be durable and made of social stuff (p. 66) This quote seems to continue Latour's assertion that there is no such thing as "social" or "social stuff" and that "social", or the meaning of needs to be negotiated and better understood.  It also continues the thought that social can only be seen from the actions of its actors, the traces they leave behind, and that these bonds are not durable because they need continuous reinforcement. I guess Social is a perishable item. Left to its own devices, a power relationship that mobilizes nothing but social skil
Read more

MOOC participation - open door policy and analytics

The other day I was reading ZML Didaktik on the topic of MOOC participants. In MOOCs, one of the big questions is why are people lurking and not participating? If more than 500 people join a MOOC, why are only 10% contributing with any amount of regularity?  On the same blog, in a previous blog post, I had commented (it was an open stream of thought really) that perhaps there should be an open enrollment period, and then if the system sees that certain participants are bellow a threshold of activity, the system may give them the option to self-identify as a lurker, or un-register from the class. This line of thought went along a view that compared to the traditional classroom; in a traditional classroom students register for the course, they can attend classes for a week and then decide whether or not they want to stay with the course or not. If they do stay with the course they know that there is a certain amount of "lurking" that they can get away with, but they do have
Read more

You've been punk'd! However, that was an educational experience

Image
It's now the end of Teaching Goes Massive: New Skills Required (aka #massiveteaching) on coursera. Well, almost, we still have a couple of days left. I guess that the lesson here is that we were (the "learners") were punk'd† by Paul-Olivier Dehaye of the Univerisity of Zurich. After that last blog post (and subsequent pickup of the post by George Siemens and others) Inside Higher Education and the Chronicle wanted to chat with me about this MOOC experience. I only had time for one of the two before things went to press, so my 15 minutes of fame went to IHE.  Both IHE and the C hronicle have written about the topic, and have received some information from Coursera on the incident.  Others have also written about it (see here , here and here ) It's surprising to me that the University, and Coursera, waited until after this thing was a big issue in order to respond in the class, and clue people into what was happening. On Wednesday (day 3 of Week 3/3 of the
Read more