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Editor's Notes

• #2: �ݺ�ߣ 1 Welcome to Devlearn
• #3: �ݺ�ߣ 2 To help set some context about what I do and where the data that I’m going to refer to in this session has come from, let me give you a bit of background. A part of my role is to design, build and facilitate free online courses/programmes/MOOCs etc that we then offer to anybody, anywhere for FREE. We do this to help move the industry forward in terms of increasing knowledge and practice as well of course, to help people see, use and hopefully enjoy using platform – and then of course, hopefully buy it! One the screen we can see the MOOCs that I’ve designed and facilitated since September 2015 (so approx 15 months at the time of writing).
• #4: �ݺ�ߣ 3 We’ve ran one MOOC that only lasted 48 hours. We took this unusual approach as we consider ourselves an R&D Lab for L&D, so we wanted to see what happened when we ran a very short, sharp, focused, ‘scarce’ MOOC.
• #5: �ݺ�ߣ 4 ….another that lasted a whole year…
• #6: �ݺ�ߣ 5 … seveal that are facilitated....
• #7: �ݺ�ߣ 6 … and several that are unfacilitated...
• #8: �ݺ�ߣ 7 Another reason that we conduct these MOOCs is to act as a testing ground so that we can continually refine our products, use of those products and of course share that insight with our clients, partners and of course people like yourselves….
• #9: �ݺ�ߣ 8 Participants on these MOOCs come from across the globe and if we could just attract a participant from Antarctica then we’d have every continent ‘ticked off’!
• #10: �ݺ�ߣ 9 Here’s the first question I’d like to answer… In the Spring of 2016 I designed and facilitated a MOOC that would only last 48hrs. Every single piece of content (with the exception of an introductory talking head video) was curated from the internet, resulting in the total amount of contact time when designing this course being in the region of ½ a working day, 3-4 hours. Had this MOOC consisted of a a greater amount of bespoke content, then it would have taken days or weeks to build. In short, using a platform such as Curatr to allow you to quickly build courses using curated content is a huge time and money saver.
• #11: �ݺ�ߣ 10 What can *you* take from this? Perhaps the next time you’re hit with a fast turn-around (and after determining that it’s the right solution) you could turn to pre-existing content as opposed to an authoring tool.
• #12: �ݺ�ߣ 11 Let’s attempt to get an answer to this question…
• #13: �ݺ�ߣ 12 The screenshots on this slide were taken on 09/10/16 from 2 different MOOCs MOOC A = ‘Elearning. Beyond The Next Button (facilitated) MOOC B = Exploring Social Learning (un-facilitated) Look at the increased range of activity in MOOC A compared to MOOC B. The increase in activity cannot be out down to a greater number of participants as: MOOC A as at 09/10 = 556 participants MOOC B as at 09/10 = 1167 participants Facilitated courses significantly help with a range of engagement measures including logging in, viewing material, social interaction and user generated material being uploaded.
• #14: �ݺ�ߣ 13 What can *you* take from this? The next time you receive some resistance around designing a facilitated online activity, perhaps you’ll feel more confident about pushing back… OR If you’re already running facilitated and unfacilitated courses, why not take a closer look at how each of them are behaving?
• #15: �ݺ�ߣ 14 Moving onto this question…
• #16: �ݺ�ߣ 15 These Screenshots were taken from the ‘Elearning.Beyond The Next Button’ MOOC. This was a video entitled ‘Make It Stick’ and formed part of the ‘Spaced Learning’ level. The 2 different layouts show the use of 2 x different options that are possible in Curatr.
• #17: �ݺ�ߣ 16 Let’s strip out the specifics and look at the layouts themselves. The difference in layouts led to an approximate 10% increase in peer-to-peer conversation taking place. NOTE: These were 2 x different courses (as indicated on the slide itself), different times, different audiences etc so this wasn’t a true AB test, however this behavior has been noted in other MOOCs that we have conducted.
• #18: �ݺ�ߣ 17 What can *you* take from this? Perhaps if some of your tools/platforms allow you to modify the layout/User Interface etc you can experiment yourself to see how you might be able to improve aspects of it?
• #19: �ݺ�ߣ 18 Let’s take a look at this question…
• #20: �ݺ�ߣ 19 This screenshot was taken from the ‘Activity Graphs’ section of the ‘Elearning. Beyond The Next Button’ MOOC on 10/10/16. The right hand edge on each graph indicates 10/10/16 and the data shows a rolling 30 day period, so the left hand point of each graph is approximately 10/09/16. This particular MOOC has given us some good opportunities for research as took place over a 12 month period. We’ve done some research around the ‘nudging’ emails that we send out from the backend of Curatr to participants. These ‘nudge’ emails were sent once a week, every week (3 times a week for the first 2 weeks) for the entire year and adopted a ‘rolling’ schedule throughout the days of the week. This week Monday, next week Tuesday, the week after Wednesday etc (Saturday and Sunday were not included) Positive feedback from participants on nudge emails (extract from MOOC feedback forms) The black dots on 3 of these graphs indicate a day when an email nudge was sent. What does it show us? Well the results are somewhat mixed… If you compare some of the nudge email data points there appears to be a correlation between a nudge email being sent and activity within the MOOC, however there are also several occasions when the sending of a nudge email did not appear to have an impact and indeed some activity spikes on the graphs do not appear to be as a result of a nudge email.
• #21: �ݺ�ߣ 20 Take a look at those increases in xAPI statements (aka visible signs of engagement) in the course.
• #22: �ݺ�ߣ 21 What can you take from this? Can you afford not to try and increase engagement with your material by those percentages? Do your own experiments. What days work best for your people? Think about selling cycles, team meetings, deliveries, stock replens etc. It may not be the same for every person/region/department.
• #23: �ݺ�ߣ 22 When considering using Gamification, be aware that it can be different to creating a ‘game’ – very different! In our MOOCs we used subtle gamification techniques to reward the behaviours that we want participants to demonstrate, these are… Viewing content Commenting Making quality comments Contributing content back into the MOOC The gamification aspect and leaderboard are very much secondary to the development activity itself.
• #24: �ݺ�ߣ 22 What activities do you ask people to undertake, that encourage the behaviours you expect to see? Would gamifying those activities help to encourage those behaviours?
• #25: �ݺ�ߣ 24 If you’ve got any questions about this presentation you can contact me via the details shown on this slide or via the comments feature of �ݺ�ߣshare.