�ݺ�ߣshows by User: adeacon

�ݺ�ߣshows by User: adeacon / http://www.slideshare.net/images/logo.gif �ݺ�ߣshows by User: adeacon / Fri, 16 Nov 2018 10:51:43 GMT �ݺ�ߣShare feed for �ݺ�ߣshows by User: adeacon Seizing opportunities: African MOOC takers making time for change /slideshow/seizing-opportunities-african-mooc-takers-making-time-for-change/123169114 hecu2018makingtime4change-forsharing-181116105143
Contemporary Higher Education (HECU9): 15-16 November 2018, Cape Town ]]>
Contemporary Higher Education (HECU9): 15-16 November 2018, Cape Town ]]> Fri, 16 Nov 2018 10:51:43 GMT /slideshow/seizing-opportunities-african-mooc-takers-making-time-for-change/123169114 adeacon@slideshare.net(adeacon) Seizing opportunities: African MOOC takers making time for change adeacon Contemporary Higher Education (HECU9): 15-16 November 2018, Cape Town <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/hecu2018makingtime4change-forsharing-181116105143-thumbnail.jpg?width=120&height=120&fit=bounds" /> Contemporary Higher Education (HECU9): 15-16 November 2018, Cape Town

Seizing opportunities: African MOOC takers making time for change from Andrew Deacon

]]> 389 3 https://cdn.slidesharecdn.com/ss_thumbnails/hecu2018makingtime4change-forsharing-181116105143-thumbnail.jpg?width=120&height=120&fit=bounds presentation White http://activitystrea.ms/schema/1.0/post

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0 Wrapped MOOCs: What is being valued and reused? /slideshow/wrapped-moocs-what-is-being-valued-and-reused/82755503 heltasa2017-wrappedmoocs-presentation-171126082559
Universities have been keen to explore innovative technologies to reach wider audiences and share some of their teaching and research globally. Massive Open Online Courses (MOOCs) are an example, having open enrolments and generally offering free access to course materials. These initiatives contribute to broadening of traditional forms of dissemination and support a wider learning community. Investigating how other educators see such opportunities including the possible reuse of these open courses in their own teaching spaces offers insights to how MOOCs initiatives and university outreach efforts are being valued. Educators might be asking their on-campus students to participate partially or fully in a MOOC and then they may supplement this online learning experience with classroom activities. As MOOCs are designed to function as standalone courses, how another educator incorporates a MOOC with their face-to-face course design to develop a blended learning experience involves further design and pedagogical choices. This approach is often referred to as “wrapping a MOOC”. The research sites of this study are cases where educators have been wrapping MOOCs that were created as part of the UCT MOOCs Project. We have engaged with educators involved in wrapping MOOCs, both outside the university and within the university through strategies such as informal courses or meetups. The intention of the research is to characterise the different forms of wrapping and their purposes. The research will draw on this characterisation and relate it to open practices and learning design that informed the course development. This analysis helps question some original MOOC design assumptions and identifies what could be changed to support wrapping, especially with regards to course structures and their features. Presented at HELTASA 2017, 21-24 November, Durban, South Africa http://www.ched.uct.ac.za/perspectives-south-african-mooc-takers-understanding-transitions-and-out-learning-and-work ]]>
Universities have been keen to explore innovative technologies to reach wider audiences and share some of their teaching and research globally. Massive Open Online Courses (MOOCs) are an example, having open enrolments and generally offering free access to course materials. These initiatives contribute to broadening of traditional forms of dissemination and support a wider learning community. Investigating how other educators see such opportunities including the possible reuse of these open courses in their own teaching spaces offers insights to how MOOCs initiatives and university outreach efforts are being valued. Educators might be asking their on-campus students to participate partially or fully in a MOOC and then they may supplement this online learning experience with classroom activities. As MOOCs are designed to function as standalone courses, how another educator incorporates a MOOC with their face-to-face course design to develop a blended learning experience involves further design and pedagogical choices. This approach is often referred to as “wrapping a MOOC”. The research sites of this study are cases where educators have been wrapping MOOCs that were created as part of the UCT MOOCs Project. We have engaged with educators involved in wrapping MOOCs, both outside the university and within the university through strategies such as informal courses or meetups. The intention of the research is to characterise the different forms of wrapping and their purposes. The research will draw on this characterisation and relate it to open practices and learning design that informed the course development. This analysis helps question some original MOOC design assumptions and identifies what could be changed to support wrapping, especially with regards to course structures and their features. Presented at HELTASA 2017, 21-24 November, Durban, South Africa http://www.ched.uct.ac.za/perspectives-south-african-mooc-takers-understanding-transitions-and-out-learning-and-work ]]> Sun, 26 Nov 2017 08:25:59 GMT /slideshow/wrapped-moocs-what-is-being-valued-and-reused/82755503 adeacon@slideshare.net(adeacon) Wrapped MOOCs: What is being valued and reused? adeacon Universities have been keen to explore innovative technologies to reach wider audiences and share some of their teaching and research globally. Massive Open Online Courses (MOOCs) are an example, having open enrolments and generally offering free access to course materials. These initiatives contribute to broadening of traditional forms of dissemination and support a wider learning community. Investigating how other educators see such opportunities including the possible reuse of these open courses in their own teaching spaces offers insights to how MOOCs initiatives and university outreach efforts are being valued. Educators might be asking their on-campus students to participate partially or fully in a MOOC and then they may supplement this online learning experience with classroom activities. As MOOCs are designed to function as standalone courses, how another educator incorporates a MOOC with their face-to-face course design to develop a blended learning experience involves further design and pedagogical choices. This approach is often referred to as “wrapping a MOOC”. The research sites of this study are cases where educators have been wrapping MOOCs that were created as part of the UCT MOOCs Project. We have engaged with educators involved in wrapping MOOCs, both outside the university and within the university through strategies such as informal courses or meetups. The intention of the research is to characterise the different forms of wrapping and their purposes. The research will draw on this characterisation and relate it to open practices and learning design that informed the course development. This analysis helps question some original MOOC design assumptions and identifies what could be changed to support wrapping, especially with regards to course structures and their features. Presented at HELTASA 2017, 21-24 November, Durban, South Africa http://www.ched.uct.ac.za/perspectives-south-african-mooc-takers-understanding-transitions-and-out-learning-and-work <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/heltasa2017-wrappedmoocs-presentation-171126082559-thumbnail.jpg?width=120&height=120&fit=bounds" /> Universities have been keen to explore innovative technologies to reach wider audiences and share some of their teaching and research globally. Massive Open Online Courses (MOOCs) are an example, having open enrolments and generally offering free access to course materials. These initiatives contribute to broadening of traditional forms of dissemination and support a wider learning community. Investigating how other educators see such opportunities including the possible reuse of these open courses in their own teaching spaces offers insights to how MOOCs initiatives and university outreach efforts are being valued. Educators might be asking their on-campus students to participate partially or fully in a MOOC and then they may supplement this online learning experience with classroom activities. As MOOCs are designed to function as standalone courses, how another educator incorporates a MOOC with their face-to-face course design to develop a blended learning experience involves further design and pedagogical choices. This approach is often referred to as “wrapping a MOOC”. The research sites of this study are cases where educators have been wrapping MOOCs that were created as part of the UCT MOOCs Project. We have engaged with educators involved in wrapping MOOCs, both outside the university and within the university through strategies such as informal courses or meetups. The intention of the research is to characterise the different forms of wrapping and their purposes. The research will draw on this characterisation and relate it to open practices and learning design that informed the course development. This analysis helps question some original MOOC design assumptions and identifies what could be changed to support wrapping, especially with regards to course structures and their features. Presented at HELTASA 2017, 21-24 November, Durban, South Africa http://www.ched.uct.ac.za/perspectives-south-african-mooc-takers-understanding-transitions-and-out-learning-and-work

Wrapped MOOCs: What is being valued and reused? from Andrew Deacon

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0 MOOCs and Transitions: Pathways in and out of learning and work /slideshow/moocs-and-transitions-pathways-in-and-out-of-learning-and-work/77061422 sasee2017shared-170619071414
Presented at the South African Society for Engineering Education (SASEE) Conference, Cape Town, 2017. https://www.sasee.org.za/wp-content/uploads/Proceedings-of-the-4th-Biennial-SASEE-Conference-2017.pdf http://www.ched.uct.ac.za/perspectives-south-african-mooc-takers-understanding-transitions-and-out-learning-and-work]]>
Presented at the South African Society for Engineering Education (SASEE) Conference, Cape Town, 2017. https://www.sasee.org.za/wp-content/uploads/Proceedings-of-the-4th-Biennial-SASEE-Conference-2017.pdf http://www.ched.uct.ac.za/perspectives-south-african-mooc-takers-understanding-transitions-and-out-learning-and-work]]> Mon, 19 Jun 2017 07:14:14 GMT /slideshow/moocs-and-transitions-pathways-in-and-out-of-learning-and-work/77061422 adeacon@slideshare.net(adeacon) MOOCs and Transitions: Pathways in and out of learning and work adeacon Presented at the South African Society for Engineering Education (SASEE) Conference, Cape Town, 2017. https://www.sasee.org.za/wp-content/uploads/Proceedings-of-the-4th-Biennial-SASEE-Conference-2017.pdf http://www.ched.uct.ac.za/perspectives-south-african-mooc-takers-understanding-transitions-and-out-learning-and-work <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/sasee2017shared-170619071414-thumbnail.jpg?width=120&height=120&fit=bounds" /> Presented at the South African Society for Engineering Education (SASEE) Conference, Cape Town, 2017. https://www.sasee.org.za/wp-content/uploads/Proceedings-of-the-4th-Biennial-SASEE-Conference-2017.pdf http://www.ched.uct.ac.za/perspectives-south-african-mooc-takers-understanding-transitions-and-out-learning-and-work

MOOCs and Transitions: Pathways in and out of learning and work from Andrew Deacon

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0 Can MOOCs offer useful support for students in transition? Experiences from the UCT MOOCs Project /slideshow/can-moocs-offer-useful-support-for-students-in-transition-experiences-from-the-uct-moocs-project/69497027 heltasa2016share-161124143344
Presented at the 2016 ICED & HELTASA Conference, Cape Town.]]>
Presented at the 2016 ICED & HELTASA Conference, Cape Town.]]> Thu, 24 Nov 2016 14:33:44 GMT /slideshow/can-moocs-offer-useful-support-for-students-in-transition-experiences-from-the-uct-moocs-project/69497027 adeacon@slideshare.net(adeacon) Can MOOCs offer useful support for students in transition? Experiences from the UCT MOOCs Project adeacon Presented at the 2016 ICED & HELTASA Conference, Cape Town. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/heltasa2016share-161124143344-thumbnail.jpg?width=120&height=120&fit=bounds" /> Presented at the 2016 ICED & HELTASA Conference, Cape Town.

Can MOOCs offer useful support for students in transition? Experiences from the UCT MOOCs Project from Andrew Deacon

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0 Learning Analytics: New thinking supporting educational research /slideshow/presentations-2015-leaninganalytics-learninglandscapesclean/47025857 presentations2015leaninganalytics-learninglandscapesclean-150415081951-conversion-gate01
3rd Learning LandsCAPE Conference, 13-15 April 2015, River Club, Observatory, Cape Town]]>
3rd Learning LandsCAPE Conference, 13-15 April 2015, River Club, Observatory, Cape Town]]> Wed, 15 Apr 2015 08:19:51 GMT /slideshow/presentations-2015-leaninganalytics-learninglandscapesclean/47025857 adeacon@slideshare.net(adeacon) Learning Analytics: New thinking supporting educational research adeacon 3rd Learning LandsCAPE Conference, 13-15 April 2015, River Club, Observatory, Cape Town <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/presentations2015leaninganalytics-learninglandscapesclean-150415081951-conversion-gate01-thumbnail.jpg?width=120&height=120&fit=bounds" /> 3rd Learning LandsCAPE Conference, 13-15 April 2015, River Club, Observatory, Cape Town

Learning Analytics: New thinking supporting educational research from Andrew Deacon

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0 The Emergence of MOOCs: Opportunities for Reaching Out�� /slideshow/the-emergence-of-moocs/37916166 humangenetics2014-moocpresentation-shared-140812103304-phpapp02
Presentation to the Division of Human Genetics, 2014]]>
Presentation to the Division of Human Genetics, 2014]]> Tue, 12 Aug 2014 10:33:04 GMT /slideshow/the-emergence-of-moocs/37916166 adeacon@slideshare.net(adeacon) The Emergence of MOOCs: Opportunities for Reaching Out�� adeacon Presentation to the Division of Human Genetics, 2014 <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/humangenetics2014-moocpresentation-shared-140812103304-phpapp02-thumbnail.jpg?width=120&height=120&fit=bounds" /> Presentation to the Division of Human Genetics, 2014

The Emergence of MOOCs: Opportunities for Reaching Out from Andrew Deacon

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0 Developing World MOOCs - Wrap-up session /slideshow/developing-world-moocs-final-eerge/36375907 developingworldmoocse-merge-feedbacksessionfinal-140627062534-phpapp01
e/merge discussions 27 June 2014]]>
e/merge discussions 27 June 2014]]> Fri, 27 Jun 2014 06:25:34 GMT /slideshow/developing-world-moocs-final-eerge/36375907 adeacon@slideshare.net(adeacon) Developing World MOOCs - Wrap-up session adeacon e/merge discussions 27 June 2014 <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/developingworldmoocse-merge-feedbacksessionfinal-140627062534-phpapp01-thumbnail.jpg?width=120&height=120&fit=bounds" /> e/merge discussions 27 June 2014

Developing World MOOCs - Wrap-up session from Andrew Deacon

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0 Developing World MOOCs /slideshow/developing-world-moocs/36022737 moocsuctemergeafricafinal-140618105201-phpapp02
e/merge Africa Workshop, 18 June 2014]]>
e/merge Africa Workshop, 18 June 2014]]> Wed, 18 Jun 2014 10:52:01 GMT /slideshow/developing-world-moocs/36022737 adeacon@slideshare.net(adeacon) Developing World MOOCs adeacon e/merge Africa Workshop, 18 June 2014 <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/moocsuctemergeafricafinal-140618105201-phpapp02-thumbnail.jpg?width=120&height=120&fit=bounds" /> e/merge Africa Workshop, 18 June 2014

Developing World MOOCs from Andrew Deacon

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0 Learning Analytics: Seeking new insights from educational data /slideshow/learning-analytics-seeking-new-insights-from-educational-data/35170890 seminar2014leaninganalytics-cput-share-140527095131-phpapp01
CPUT Fundani TWT - 22 May 2014 Analytics is a buzzword that encompasses the analysis and visualisation of big data. Current interest results from the growing access to data and the many software tools now available to analyse this data in Higher Education, through platforms such as Learning Management Systems. This seminar provides an overview of current applications and uses of learning analytics and how it can help institutions of learning better support their learners. The illustrative examples look at institutional and social media data that together provide rich insights into institutional, teaching and learning issues. A few simple ways to perform such analytics in a context of Higher Education will be introduced.]]>
CPUT Fundani TWT - 22 May 2014 Analytics is a buzzword that encompasses the analysis and visualisation of big data. Current interest results from the growing access to data and the many software tools now available to analyse this data in Higher Education, through platforms such as Learning Management Systems. This seminar provides an overview of current applications and uses of learning analytics and how it can help institutions of learning better support their learners. The illustrative examples look at institutional and social media data that together provide rich insights into institutional, teaching and learning issues. A few simple ways to perform such analytics in a context of Higher Education will be introduced.]]> Tue, 27 May 2014 09:51:31 GMT /slideshow/learning-analytics-seeking-new-insights-from-educational-data/35170890 adeacon@slideshare.net(adeacon) Learning Analytics: Seeking new insights from educational data adeacon CPUT Fundani TWT - 22 May 2014 Analytics is a buzzword that encompasses the analysis and visualisation of big data. Current interest results from the growing access to data and the many software tools now available to analyse this data in Higher Education, through platforms such as Learning Management Systems. This seminar provides an overview of current applications and uses of learning analytics and how it can help institutions of learning better support their learners. The illustrative examples look at institutional and social media data that together provide rich insights into institutional, teaching and learning issues. A few simple ways to perform such analytics in a context of Higher Education will be introduced. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/seminar2014leaninganalytics-cput-share-140527095131-phpapp01-thumbnail.jpg?width=120&height=120&fit=bounds" /> CPUT Fundani TWT - 22 May 2014 Analytics is a buzzword that encompasses the analysis and visualisation of big data. Current interest results from the growing access to data and the many software tools now available to analyse this data in Higher Education, through platforms such as Learning Management Systems. This seminar provides an overview of current applications and uses of learning analytics and how it can help institutions of learning better support their learners. The illustrative examples look at institutional and social media data that together provide rich insights into institutional, teaching and learning issues. A few simple ways to perform such analytics in a context of Higher Education will be introduced.

Learning Analytics: Seeking new insights from educational data from Andrew Deacon

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0 Open, Sesame: OERs and MOOCs /slideshow/open-sesame-oers-and-moocs/34843518 opensesameoerandmoocs-16may2014-140519031529-phpapp02
Presentation to CeBER (Centre for Bioprocess Engineering Research) at UCT on demystifying Open Educational Resources and Massive Open Online Courses.]]>
Presentation to CeBER (Centre for Bioprocess Engineering Research) at UCT on demystifying Open Educational Resources and Massive Open Online Courses.]]> Mon, 19 May 2014 03:15:29 GMT /slideshow/open-sesame-oers-and-moocs/34843518 adeacon@slideshare.net(adeacon) Open, Sesame: OERs and MOOCs adeacon Presentation to CeBER (Centre for Bioprocess Engineering Research) at UCT on demystifying Open Educational Resources and Massive Open Online Courses. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/opensesameoerandmoocs-16may2014-140519031529-phpapp02-thumbnail.jpg?width=120&height=120&fit=bounds" /> Presentation to CeBER (Centre for Bioprocess Engineering Research) at UCT on demystifying Open Educational Resources and Massive Open Online Courses.

Open, Sesame: OERs and MOOCs from Andrew Deacon

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0 To MOOC or not to MOOC - That is the question /slideshow/to-mooc-or-not-to-mooc-that-is-the-question/32526767 ciltmoocspresentationmarch2014-140320040538-phpapp01
CEG Presentations, 18 March 2014]]>
CEG Presentations, 18 March 2014]]> Thu, 20 Mar 2014 04:05:38 GMT /slideshow/to-mooc-or-not-to-mooc-that-is-the-question/32526767 adeacon@slideshare.net(adeacon) To MOOC or not to MOOC - That is the question adeacon CEG Presentations, 18 March 2014 <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/ciltmoocspresentationmarch2014-140320040538-phpapp01-thumbnail.jpg?width=120&height=120&fit=bounds" /> CEG Presentations, 18 March 2014

To MOOC or not to MOOC - That is the question from Andrew Deacon

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0 Global Citizenship badges: Using gamification to recognize non-formal learning in a university context /slideshow/global-citizenship-badges-using-gamification-to-recognize-nonformal-learning-in-a-university-context/26125687 zaw3-2013-globalcitizenshipbadges-shared-130912035259-phpapp01
Presented at the 15th Annual Conference on World Wide Web Applications, Cape Town, September 2013 The University of Cape Town offers a co-curricular Global Citizenship programme providing students with opportunities to engage critically with contemporary global debates and reflect on issues of citizenship and social justice. The required learning activities include writing blog posts on the course site, participating in voluntary community service and creating small campaigns on campus. While there is enthusiastic engagement with activities, it remains challenging to monitor and assess student participation. Additionally these learning experiences are sufficiently different to academic courses that students remark on the difficulties in knowing what is being required. Over the past four years we have developed a successful learning environment for the programme and now needed to consider a redesign. A widely discussed strategy to acknowledge skills and achievements developed through informal learning involves the use of badges and related gamification ideas. Badges can provide a focus and motivation, and provide a mechanism to help compile a portfolio of evidence. Gamification involves using game-thinking and game mechanics in a non-game context to engage people. These are typically employed to increase motivation and participations. We draw on experience redesigning a Global Citizenship short course to explore the emerging design process and the possible applications and limitations of gamification to recognise informal learning in a university context. The Appreciative Inquiry stages guided the engagement with tutors and lecturers to enhance what is already being done well in the Global Citizenship programme.]]>
Presented at the 15th Annual Conference on World Wide Web Applications, Cape Town, September 2013 The University of Cape Town offers a co-curricular Global Citizenship programme providing students with opportunities to engage critically with contemporary global debates and reflect on issues of citizenship and social justice. The required learning activities include writing blog posts on the course site, participating in voluntary community service and creating small campaigns on campus. While there is enthusiastic engagement with activities, it remains challenging to monitor and assess student participation. Additionally these learning experiences are sufficiently different to academic courses that students remark on the difficulties in knowing what is being required. Over the past four years we have developed a successful learning environment for the programme and now needed to consider a redesign. A widely discussed strategy to acknowledge skills and achievements developed through informal learning involves the use of badges and related gamification ideas. Badges can provide a focus and motivation, and provide a mechanism to help compile a portfolio of evidence. Gamification involves using game-thinking and game mechanics in a non-game context to engage people. These are typically employed to increase motivation and participations. We draw on experience redesigning a Global Citizenship short course to explore the emerging design process and the possible applications and limitations of gamification to recognise informal learning in a university context. The Appreciative Inquiry stages guided the engagement with tutors and lecturers to enhance what is already being done well in the Global Citizenship programme.]]> Thu, 12 Sep 2013 03:52:58 GMT /slideshow/global-citizenship-badges-using-gamification-to-recognize-nonformal-learning-in-a-university-context/26125687 adeacon@slideshare.net(adeacon) Global Citizenship badges: Using gamification to recognize non-formal learning in a university context adeacon Presented at the 15th Annual Conference on World Wide Web Applications, Cape Town, September 2013 The University of Cape Town offers a co-curricular Global Citizenship programme providing students with opportunities to engage critically with contemporary global debates and reflect on issues of citizenship and social justice. The required learning activities include writing blog posts on the course site, participating in voluntary community service and creating small campaigns on campus. While there is enthusiastic engagement with activities, it remains challenging to monitor and assess student participation. Additionally these learning experiences are sufficiently different to academic courses that students remark on the difficulties in knowing what is being required. Over the past four years we have developed a successful learning environment for the programme and now needed to consider a redesign. A widely discussed strategy to acknowledge skills and achievements developed through informal learning involves the use of badges and related gamification ideas. Badges can provide a focus and motivation, and provide a mechanism to help compile a portfolio of evidence. Gamification involves using game-thinking and game mechanics in a non-game context to engage people. These are typically employed to increase motivation and participations. We draw on experience redesigning a Global Citizenship short course to explore the emerging design process and the possible applications and limitations of gamification to recognise informal learning in a university context. The Appreciative Inquiry stages guided the engagement with tutors and lecturers to enhance what is already being done well in the Global Citizenship programme. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/zaw3-2013-globalcitizenshipbadges-shared-130912035259-phpapp01-thumbnail.jpg?width=120&height=120&fit=bounds" /> Presented at the 15th Annual Conference on World Wide Web Applications, Cape Town, September 2013 The University of Cape Town offers a co-curricular Global Citizenship programme providing students with opportunities to engage critically with contemporary global debates and reflect on issues of citizenship and social justice. The required learning activities include writing blog posts on the course site, participating in voluntary community service and creating small campaigns on campus. While there is enthusiastic engagement with activities, it remains challenging to monitor and assess student participation. Additionally these learning experiences are sufficiently different to academic courses that students remark on the difficulties in knowing what is being required. Over the past four years we have developed a successful learning environment for the programme and now needed to consider a redesign. A widely discussed strategy to acknowledge skills and achievements developed through informal learning involves the use of badges and related gamification ideas. Badges can provide a focus and motivation, and provide a mechanism to help compile a portfolio of evidence. Gamification involves using game-thinking and game mechanics in a non-game context to engage people. These are typically employed to increase motivation and participations. We draw on experience redesigning a Global Citizenship short course to explore the emerging design process and the possible applications and limitations of gamification to recognise informal learning in a university context. The Appreciative Inquiry stages guided the engagement with tutors and lecturers to enhance what is already being done well in the Global Citizenship programme.

Global Citizenship badges: Using gamification to recognize non-formal learning in a university context from Andrew Deacon

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0 Cultivating Learning Design Thinking with ePortfolios in a Masters course /slideshow/icel2013-cultivating-learning-design-thinking/23781644 icel2013-cultivatinglearningdesignthinking-basic-130702070240-phpapp02
Presented at ICEL 2013 - 27 June 2013, Cape Town ]]>
Presented at ICEL 2013 - 27 June 2013, Cape Town ]]> Tue, 02 Jul 2013 07:02:40 GMT /slideshow/icel2013-cultivating-learning-design-thinking/23781644 adeacon@slideshare.net(adeacon) Cultivating Learning Design Thinking with ePortfolios in a Masters course adeacon Presented at ICEL 2013 - 27 June 2013, Cape Town <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/icel2013-cultivatinglearningdesignthinking-basic-130702070240-phpapp02-thumbnail.jpg?width=120&height=120&fit=bounds" /> Presented at ICEL 2013 - 27 June 2013, Cape Town

Cultivating Learning Design Thinking with ePortfolios in a Masters course from Andrew Deacon

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0 Gamefication: Design approaches to motivate learning online /slideshow/gamefication-design-approaches-to-motivate-learning-online/20405794 seminar2013-gameficationfinal-130502082541-phpapp01
CET Seminar, 2013]]>
CET Seminar, 2013]]> Thu, 02 May 2013 08:25:41 GMT /slideshow/gamefication-design-approaches-to-motivate-learning-online/20405794 adeacon@slideshare.net(adeacon) Gamefication: Design approaches to motivate learning online adeacon CET Seminar, 2013 <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/seminar2013-gameficationfinal-130502082541-phpapp01-thumbnail.jpg?width=120&height=120&fit=bounds" /> CET Seminar, 2013

Gamefication: Design approaches to motivate learning online from Andrew Deacon

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0 Social Networks: Analysing relationships in learning communities /slideshow/seminar-2013-socialnetworksinlearningcommunities/17721940 seminar2013socialnetworksinlearningcommunities-130326122940-phpapp02
]]>
]]> Tue, 26 Mar 2013 12:29:40 GMT /slideshow/seminar-2013-socialnetworksinlearningcommunities/17721940 adeacon@slideshare.net(adeacon) Social Networks: Analysing relationships in learning communities adeacon <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/seminar2013socialnetworksinlearningcommunities-130326122940-phpapp02-thumbnail.jpg?width=120&height=120&fit=bounds" />

Social Networks: Analysing relationships in learning communities from Andrew Deacon

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0 Learning Analytics - L&D Community of Practice 2012 /slideshow/learning-development-community-of-practice-2012-learning-analytics/15150762 seminar2012learninganalytics-v3-121113020141-phpapp02
Learning analytics to inform learning design. ]]>
Learning analytics to inform learning design. ]]> Tue, 13 Nov 2012 02:01:39 GMT /slideshow/learning-development-community-of-practice-2012-learning-analytics/15150762 adeacon@slideshare.net(adeacon) Learning Analytics - L&D Community of Practice 2012 adeacon Learning analytics to inform learning design. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/seminar2012learninganalytics-v3-121113020141-phpapp02-thumbnail.jpg?width=120&height=120&fit=bounds" /> Learning analytics to inform learning design.

Learning Analytics - L&D Community of Practice 2012 from Andrew Deacon

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0 Learning Analytics - CET Seminar 2012 /slideshow/cet-seminar-2012-learning-analytics/15150730 seminar2012learninganalytics-v2-121113015840-phpapp02
Introduction to the learning analytics and some learning analytics techniques anyone can use.]]>
Introduction to the learning analytics and some learning analytics techniques anyone can use.]]> Tue, 13 Nov 2012 01:58:39 GMT /slideshow/cet-seminar-2012-learning-analytics/15150730 adeacon@slideshare.net(adeacon) Learning Analytics - CET Seminar 2012 adeacon Introduction to the learning analytics and some learning analytics techniques anyone can use. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/seminar2012learninganalytics-v2-121113015840-phpapp02-thumbnail.jpg?width=120&height=120&fit=bounds" /> Introduction to the learning analytics and some learning analytics techniques anyone can use.

Learning Analytics - CET Seminar 2012 from Andrew Deacon

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