I’m surprised at how driven I’ve been throughout this course to complete the activities that give me marks. I like going to view all the stats on the progress page. In my Digital Educational courses I’m more participatory and enjoy taking part in the discussions. There are discussions as part of this MOOC but they are not very active, I’ve read them and added the odd comment. It was a required part of the first weeks activity (I also commented on the cases I voted on) but I’ve not got much of a ‘feel’ for the other people on the MOOC – I’m getting a wee bit of an idea from the course team as I see them respond to questions, so you get to ‘hear their voices’ more often. I’m not sure if it’s because it is such a short course – just five weeks rather than the much longer commitment I have to the DE programme. Or if it’s the way the assessment tasks are designed, i.e. what they reward – that is bringing out this behaviour?
de Freitas, S., Morgan, J. and Gibson, D. (2015) talk about the use of “gamified” content and suggests this has”indicated more success in efficacy of achieved learning outcomes than traditional methods…”. I wonder if my desire to complete the quizzes and build up the progress chart can be considered gamification of the course? I’m not sure whether this approach improved my learning, though I do feel it altered my style of approaching the course.
I’m starting to try to draw out what I’ve actually learned by participating in the MOOC course, and to draw this out from the experience of taking part in the MOOC? I want to piece this back together with my DEGC coursework and explore how the two fit.
de Freitas, S., Morgan, J. and Gibson, D. (2015) Will MOOCs transform learning and teaching in higher education? Engagement and course retention in online learning provision. British Journal of Educational Technology. 46(3): pp. 455-471