1. Innovation at the margins: the Nottingham open online course

2. HEA Green Academy 2011-12 Grand Challenge 2011-2013 PARiS 2012-13
NOOC and NAA
MOOC
UG elective NOOC
11/7/2018

5. Mini-NOOC training course
Day 1 What is a NOOC? and what is the student experience like?
Day 2 What can we learn from our first NOOC?
Day 3 Teaching Online
Day 4 Possible Models for NOOC facilitation
Day 5 Getting Practical: collaboratively authoring advice and guidance

6. We modelled a process whereby we could move students from the edge of the NOOC towards its centre

7. Reflective Blog
reflection
Finding out what we think sustainability is about
Opinion Polls
choose, learn, reflect, choose again
Moving from gut reaction to informed view
Image Bank
select, explain, contextualise, peer review
Building a visual history of sustainability
Waste Audit
act, assess, report
Seeing how sustainable we are
Formal discussion
read, reflect, respond, discuss
Starting to think critically about sustainability
Film critique
View, reflect, respond, discuss
Further critical thinking about sustainability
SWOT Analysis
Choose, research, assess, analyse, report, respond, peer review
Assessing Nottingham – how sustainable is our university?
Evaluation of Open Educational Resources
Construct criteria, choose, evaluate, report
Judging how useful online information is
Poster Planning
Select, research, plan, peer feedback
Supporting each other to tell a story about sustainability
Poster Presentation
Take action: produce, advise/inform, share, inspire, peer review
Capturing our learning in one story, producing a tool to use with others

8. Quiz the VC live NOOC 1 SWOT Analysis
128 people completed this and there were 1,594 postings in the SWOT analysis discussion forum
Quiz the VC live

11. Analysis of NOOC 1
Students’ perceptions of useful and challenging characteristics of the online nature of the NOOC Analysis of Student Presentation of self Analysis of Student and Staff interaction, student cognitive engagement and staff levels of mentoring during two asynchronous discussions Changes in Students‘ Conceptualizations of the term Sustainability Analysis of Students’ Visual Representations of Sustainability - The Posters Task Analysis of Students’ Visual Representations of the history of Sustainability- The Photos Task

12. Useful/Challenging elements of NOOC (52 evaluations)
Flexibility
Opportunity to meet peers
Interactive online activities
More willing now to take further online courses
Challenging
Moodle clutter
Too much info
Too many students
want more social media
Want face to face interaction

13. Learner presentation of self
(131 blog entries)
learners style of presentation influenced by that adopted by facilitators/tutors who post first – same informality and length
Informal salutations, short declarations of context and purpose, use of acronyms familiar within the institution
Postgrad and staff less informal than UGs, UK UGs less informal than China/Malaysia UGs (Chinese students offering Anglicized versions of their names).
PGs tend to mention their research areas, staff the connection of sustainability to their professional roles/interests

14. Cognitive engagement (207 postings)
55% comments respond direct to tutor
27% comments analytical/evaluative
10% comments mentioned changes in thinking/behaviour
Cognitive engagement fairly consistent, but engagement levels greater if task assessed

15. Conceptualisations of ‘S’ (analysis of postings of 40 students active in weeks 1 & 10)
Using 5-tiered taxonomy:
1. Pre-structural
2. Uni-structural
3. Multi-structural
4. Relational
5.Extended abstract
Students starting at 1/2 move to 3/4
Students starting at 4/5 stay at 4/5
77% said they would change their behaviour
Carew, A. L. & Mitchell, C. A. (2002). Characterising undergraduate engineering students‘
understanding of sustainability. European Journal of Engineering Education, 27(4), 349–361.

16. Visual Representations – 61 posters
Do they – 1. Present info 2. Offer arguments 3. Encourage behaviour change? Most do 1 or 2 Waste the most common topic Business students focus on economic angles

17. Food for thought Why? Cooking/preparing too much.
Don't consume it in time.
Did you know?
Globally, 1/3 of food is wasted.
7.2million tonnes of food waste is thrown away from UK homes alone.
This costs an average household £480 a month!
What can I do?
Prepare a shopping list
Don't shop when you're hungry
Create a compost heap for fruit and veg
Utilise leftovers
Put new food at the back, and old food at the front.
References:

18. Visual Representations – 123 images + captions
Focus on problems & solutions:
Pollution
Deforestation
Recycling
Renewables
11% on politics/policy
Small number on personal + daily issues

19. 19

20. Soundbites from Students
Although I did not finish all the homework, I nearly read all the materials the course offered. The course is great, because it let me know I can do something for sustainability.
I liked that you were able to choose which assessments to do and not do.
The poster activity also provides an extremely useful technique that was nice to learn with me being on a science course.
I have a new approach of learning things by online classes and I have the chance share my ideas with other students from other countries.
I am more interested in the news about sustainability and enjoy communicating with other students from other campus on line.
Perhaps the best thing of this course is its flexibility available for students of different specialties and backgrounds.

21. Disruptive effect on staff?
I did gain a lot from reading others' perspectives.  I did learn more about what the university is doing. I did identify some more resources from which to enhance my own work. For example, there was an interesting debate about rubbish cultures which has enhanced my understanding of how localism shapes resources use solutions; I've incorporated that into some work I'm doing … I've also adapted some of the debate on how best to wash up in a task for secondary school students.
I have not engaged in depth with forums before, and it was a useful way of having a debate. I hope to encourage my … students next year to engage in debate with each other about some key issues. …. It has been very worthwhile following what's been going on, and I hope it will be repeated next year and subsequently. I hope you'll be able to archive the files including debates, as I'm still mining these resources.

22. Learning from NOOC1 Power relations (UG/PG/Staff)
Status of activities (assessed, non-assessed)
Clarity of guidance (history tasks)
Impact of facilitation style
More interaction – feedback videos, webinars, wordles, Delicious, face to face tutorial support
Linking to other events – Films, conferences, surveys – across all campuses

23. Moving inwards from the margins
Sustainability
NOOC
MOOC
NAA for PGs
UG Elective
NAA
For UGs
Multiple
Outcomes model
Core learning
repurposed
for different groups

24. Thank you
Academic Director for Online Learning The University of Nottingham