Online Learning Series: Week 6 📣
'Gwa'yi Music Revitalization and Festival FPCC Pilot Project’
🗓️ Wednesday, November 26, at 3pm PT!
👉🏽 This webinar is free to join, but you must register here: fpcc.ca/stories/fpcc...
#BCFirstNations #BCArts #BCMusic #OLS2025 #OnlineLearningSeries #FreeWebinar
FPCC’s Arts Program Presents: ‘Our Stories, Our Voices’
Online Learning Series: Week 5 📣
👉🏽 These webinars are free to join, but you must register here: fpcc.ca/stories/fpcc...
#BCFirstNations #OnlineLearningSeries #OLS2025 #webinars #CulturalHeritage #FoodSovereignty #BCArts #BCMusic #FPCC
Online Learning Series: Week 3 📣
👉🏽 These webinars are free to join, but you must register here: fpcc.ca/stories/fpcc-learning-series
#BCFirstNations #webinarseries #revitalization #FPCC #onlinelearningseries #OLS2025 #learningseries @e-l-p.bsky.social
Still travelling back to MK, having left #OLS2025 at 3:45pm 😳, expecting to be home around 7.30pm. It was a great conference, and the in-person conversations were invaluable, but I wish it wasn't so painful to get around this country by public transport.
Fantastic #OLS2025 coverage from @dresdeb.bsky.social over the past two days. It's been a great conference and I've met some really interesting new people, as well as bumping into some old friends.
Just to second Joe here - really appreciate your updates on #OLS2025 @dresdeb.bsky.social. Cheers for keeping the thread going ;) Any idea how to tune in to the live podcast at 3:15?
Mutiple module deployment options:
* module in a parent degree
* standalone credit-bearing microcredential
* unit in a curated award pathway
* elective in a cognate degree
* (with adaptation) non-credit professional cert course for employers
* elective on/route into, campus-based degrees.
#OLS2025
Slide showing the proposed characteristics of 30 for-credit University of London microcredentials at level 7 adapted to a new lifelong learning format: • Start any time (register, pay, start) • No application form • Advisory entry requirements • Study at your own pace • Al tutor: no human online tutors • A named student progress advisor throughout • Take the assessment when you are ready • Assessment: practical, authentic, transparent • Unlimited re-sits • A single academic delivery model and set of regs • Employability embedded in curriculum • Automated feedback and formative assessment points • Uses our in-house CAFÉ learning design model • Digital badges on completion (and credit) • Provisional marks within 2 weeks, rolling exam boards • Affordable, with ability to geo-price Stop at 1 module, or accumulate credit over time into a named academic award, an award in 'interdiscipinary studies', or use it to transfer into a full degree.
Hopefully it’s OK to share this!
#OLS2025
UoL’s dual mission is:
* to expand access to education for learners all over the world
* to create value with and for the federation.
Many of its learners are mid-30s career developers as well as career starters - ie lifelong learners.
#OLS2025
Next at #OLS2025 a provocation: “Innovative models that will disrupt”
Sam Brenton (University of London) is going to tell us about “an innovative model just on the cusp of launching that intends to future-proof a traditional institution”. Intriguing!
...but here's the padlet if this topic is of interest to you: universityofleeds.padlet.org/cnerantzi2/t...
#OLS2025
Kicking off #OLS2025 Day 2 (PM) s we have “Global perspectives on transformation of open educational ecosystems”, a “world café” using the conceptual 3Is framework (Integration–Impact–Infection) to engage with important Qs/dilemmas about openness & dealing with change in an unpredictable world (?)
Thoughts from the in-person attendees in Leeds are available at: universityofleeds.padlet.org/frackham/pro...
#OLS2025
…
11 Sweat your VLE investment
12 Use LDs wisely
Feedback from students at my own institution would dispute a couple of these
#OLS2025
Lean course production: 12 steps (Paul Bacsich)
1 Open content
2 Trained staff
3 Standard templates
4 Lean syllabus
5 Strong focus on text
6 Economical use of graphics
7 Don’t ignore quizzes
8 Don’t over assess
9 Avoid set-piece lectures
10 Use standardised pedagogy…
#OLS2025
Industry 4.0 | HE 4.0?
* TEL environments
* Remote/hybrid delivery models
* Personalised/adaptive learning
* Automation of admin/academic services
* Data-driven QA & decision making
* Flexible/modular curriculum design
* Experiential learning
* Interdisciplinary skills
#OLS2025
How challenging is it to balance cost savings with maintaining academic quality, esp. during times of financial uncertainty? Are we fully transparent with students about what we offer, and whether we are testing/trialling our offering? What’s the rationale for reducing costs & who benefits? #OLS2025
Next at #OLS2025 “Proactive change: Reducing the cost of online education”: what can HEIs do today to ensure they heed the call for action before the sector does it for them?
With Julia Leong Son (University of London), Paul Bacsich (Matic Media Ltd), and Glenda Morgan (Phil Hill).
Q from the room: how do you feel about AI feedback, if that made it quicker?
It would be OK as a starting point, but they really value human input, insight, and expertise, and would want the opportunity to follow up on AI feedback with more in-depth human responses.
#OLS2025
What skills did you gain from online learning?
* Self-dependence
* Finding solutions on my own
* Time management
* Sifting out distractions
* Self-motivation
#OLS2025
“Involve students in all your key decision-making processes.”
“Provide opportunities for students to express opinions & give feedback. Use what they tell you to make proper decisions!”
Give grades and feedback faster - don’t leave it so long that it’s disconnected from assessment. #OLS2025
What could HEIs do to better support online students?
Improve resourcing for - and response times from - “enquiry hubs”.
(I echo this from my own recent online studies: the main student support team were great, but the awards team took *6 weeks* to respond!)
Offer phone support too. #OLS2025
“I felt way more connected than in regular classrooms.”
Good to hear this, as the cliche of online learning is that students feel isolated.
#OLS2025
What surprised you about studying online?
The accessibility of teaching staff - i.e. opportunities to interact with them. Appreciated academics offering contact time for online learners outside normal office hours.
Community - surprised by the range of channels/platforms.
#OLS2025
“Education should fit around life, and not the other way round.” #OLS2025
Why did they choose online? ”Not having to worry about relocation, plus affordability”. “Flexibility to study while working, rather than take a career break; institutional reputation, established online/distance infrastructure; accreditation; flexible payment options”. #OLS2025
Day 2 Session 2 of #OLS2025: “Let's hear what the students say! [Virtual panel]”. This brings together current online students from University of London & University of Leeds to discuss their experience of learning online, why they chose online, & what changes we should explore for the future.
I haven’t managed to capture all the key points here, might have to revisit and recap when the recordings are available! #OLS2025
Julie notes the tension between (academic) autonomy and quality control. #OLS2025
Mohammed notes the value that a dedicated project manager can bring to the module development process, freeing up academics, LDs and others to focus on what they’re good at. Having been a PM as well as an LD, I heartily endorse this, especially when working at scale (like the OU) #OLS2025
