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WAVES: A needs analysis of Scenario-Based Learning and MOOCs

WAVES: A needs analysis of Scenario-Based Learning and MOOCs. Sheetal Kavia St George’s, University of London, United Kingdom. Widening Access to Virtual Educational Scenarios (WAVES). WAVES is a Knowledge Alliance, Erasmus+ funded project

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WAVES: A needs analysis of Scenario-Based Learning and MOOCs

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  1. WAVES: A needs analysis of Scenario-Based Learning and MOOCs SheetalKavia St George’s, University of London, United Kingdom

  2. Widening Access to Virtual Educational Scenarios (WAVES) • WAVES is a Knowledge Alliance, Erasmus+ funded project • Project aims to make SBL more accessible by providing exemplar implementations of Virtual Scenarios (VS) with different platforms and sharing good practise of authoring Virtual Scenarios (VS) • The project will bring together a network of people currently working on and interested in using VS for teaching and training – both in HEI and Business sectors.

  3. Needs Analysis • The needs analysis was carried out by completing a number of • mini interviews • focus groups • Both were carefully structured with clear instructions for the interviewers and interviewees • online survey • 44 item survey divided into 4 sections; General, Learner, Educator and Technologist • Shared online via email, social media, and newsletters • Carried out over two months (March – May 2016) • Survey is still open for feedback however only results form the two months above were used for the needs analysis

  4. Responses from…

  5. Matrix of responses received Learners: Those who have used eLearning tools as part of training or learning within education or training in the workplace Educators: Those who have developed, authored, or designed content for teaching, learning or training online. Technologists: Those who have developed or implemented eLearning tools from a technological perspective with an educational objective Feedback gathered from Higher Education Institutes and Business Sector

  6. Interview and Focus Group findings • The feedback from Interviews and Focus Groups was used to create “user stories” such as: • Example: As aneducator,I want the SBL platform to be integrated with the institutional LMS, so that resource fragmentation is prevented • In total 78 user stories were extracted from all the feedback and classified into the following 6 categories:

  7. Top User Stories for Learners and Educators in SBL and MOOCs: • SBL-Learner: As a learner, I would like scenario based learning to be based upon realistic cases, in order to learn effectively • SBL-Educator: As an educator I would like scenario based learning to be integrated with other existing systems, so that I can build complex eLearning environment • MOOC-Learner: As a learner I want to be able to complete the MOOC in my own time outside any set dates for the program, so that I can work through a MOOC in my given schedule • MOOC-Educator: As an educator I would like to see a range of different tools used in a MOOC (text, video, images, etc.) D. Schwarz, S. Kavia, User stories can help you shape the design of an educational project: experiences from WAVES, MEFANET, 2016; 4(2): 65-70 http://mj.mefanet.cz/mj-20170126

  8. Online Survey: Learner’s feedback • The main favoured educational aspects of learning with SBL were reported as: • Seeing and reflecting upon the consequences (75.2%) • Being able to make decisions (74.4%) • Being able to relate my learning to real life (74.4%) • Students still don’t feel there is sufficient content for learning through SBL (58.3%) • Just under half of the learners reported having used MOOCs before (44.8%) and those who hadn’t used MOOCs reported, not having enough time or the opportunity, and not finding their subject area • Learners reported to like MOOCs, • as they can be completed in their own time (57%), • their ease of use (43.8%)

  9. Online Survey: Educator’s SBL feedback • Educators mostly reported they create SBL teaching activities for Improving knowledge (45.6%) however a large portion of educators still don’t create scenarios (37.9%) • The features they reported as most important when designing SBL are: • Developing decisions and options (68.6%) • Applying consequences for actions (59.8%) • Creating standardised and repeatable training (39.2%) • Educators reported development time (62.5%), lack of guidance in SBL design (56.3%) and understand of SBL concept (44.8%) as the main barrier to widespread use of SBL

  10. Online Survey: Educator’s MOOC feedback • Over 51% Educators have not designed a MOOCs • Mainly as they haven’t had opportunity, • their organisation don’t allow them, • they don’t know the benefits over the potential, • They don’t have the time above their normal duties • Top recommended courses are on • Coursera (31%) • Khan Academy (23%) • EdX(20%) • FutureLearn(17%) • I haven’t recommended any (38%)

  11. Online Survey:Technologist’s SBL feedback • Technologists reported their organisation do not use a VS system (33.3.%) • Technologist reported the main barrier to widespread use of SBL is: • Lack of organisational support (70.3%) • Lack of available SBL software (48.6%)

  12. Conclusion • From the needs analysis we know that those who know about VS and MOOCs are using them • There is still need to disseminate VS and MOOCs • More guidance on how to use VS and author VS is required for a wider understanding • Providing an “off the shelf” product for educators to use would increase the uptake of VS • MOOCs have become very popular however time invested to make them is very intensive

  13. Thank You SheetalKavia skavia@sgul.ac.uk http://wavesnetwork.eu/

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