Each phase of the project produced associated outputs, mostly public.
This phase produced the following key outputs:
- Literature review. This output defined a list of sub-processes of SRL, outlining (from the literature review) which of these can be encouraged and supported through course/environment design. The review underpinned the design of the instruments created by the study (see below).
- MOOC design strategies. Analysis of MOOC Design Strategies led to the development of The Design Team Questions tool: an instrument to audit MOOC designs based on SRL sub-processes described by Zimmerman is available at http://tinyurl.com/PL-MOOC-DTQ (PDF).
- Networked Learning Conference (NLC) paper. A short paper linking this study to our previous research on SRL in MOOCs has been accepted for the 9th Networked Learning Conference (Edinburgh, UK: April 2014). NLC is a key conference for showcasing MOOC research:
- Milligan, C., Littlejohn, A., & Ukadike, O. (2014). Professional Learning in Massive Open Online Courses. In S. Bayne, C. Jones, M. de Laat, T. Ryberg, & C. Sinclair (Eds.) Proceedings of the Ninth Networked Learning Conference (pp. 368-371), Edinburgh, UK, 7-9 April, 2014.
- [Pecha Kucha presentation. NB Most of what was said is in the notes for each slide]. Open Access.
This phase led to the following key outputs:
- Use Cases of learner behaviours. A set of use cases provide a narrative description of the different learner behaviour patterns observed and provides an insight into SRL behaviour patterns that will be of interest to learning scientists. The use cases collected led to the development of a series of deisgn patterns described in an Open Access article written for eLearning papers: Littlejohn, A, and Milligan, C. (2015) Designing MOOCs for Professional learners: tools and patterns to encourage self-regulated learning. eLearning Papers, 42, 38-45.
- Conference presentation. Interim findings (specifically the results of the learner survey, and design strategies analysis) were presented and discussed with the MOOC Research community at the MRI Conference, Arlington TX, 5-6 December 2013. MRI2013 http://tinyurl.com/PL-MOOC-MRI (PPTX)
- A descriptive analysis of the quantitative data collected is available at http://tinyurl.com/PL-MOOC-DataSummary (PDF).
This phase led to the following key outputs:
- Final report This report provides a summary of the progress and findings from the study as a whole to the funders and wider MOOC community. A public version of the final report is available here.
- MOOC design recommendations This document provides a concise set of recommendations for designing MOOCs for professional learning. The recommendations will be reviewed against the design of two KCL FutureLearn MOOCs. The primary audience for this output will be MOOC design teams and practitioners. MOOC design is still in its infancy, influenced more by previous experiences of delivering online learning than actual evidence collected in MOOC contexts. In contrast, these recommendations will be derived directly from empirical observation, integrated with the findings from our previous research and that of others. April 2014: Recommendations.
- Journal articles Three articles reporting this research have been accepted for publication.
- Milligan, C., & Littlejohn, A. (2014). Supporting professional learning in a massive open online course. The International Review of Research in Open and Distance Learning, 15(5), 197-213.
- Milligan, C., & Littlejohn, A., (2016) How Health Professionals Regulate their Learning in Massive Open Online Courses The Internet and Higher Education 31, 113-121
- Milligan, C., & Littlejohn, A., (accepted), Why study a MOOC: the motives of students and professionals. The International Review of Research in Open and Distance Learning
- Professional Magazine Article A key goal of the project was to present its' findings through different outlets aimed at different audiences. This article in eLearning Papers provides a more readable sunmmary of the work aimed at a practitioner audience?:
- Instruments and datasets. The instruments used in the study has been made publicly available for others to use through figshare: http://figshare.com/authors/Colin_Milligan/100462. The 3 key instruments developed during the project are available now:
Additional presentations of project ideas and findings.
- Public Lecture: Technology-enhanced Professional Learning, Oxford Learning Institute, University of Oxford, UK, 28th November 2013.
- Keynote (AL): Learning Through Technology, Scottish Government, Edinburgh, UK, April 2014.
- An analysis of the qualitative data exploring SRL behaviours was presented by Allison Littlejohn at the EDEN Research Workshop in Oxford, October 2014: slides.
- The work was presented at EARLI 2015 Conference. Limassol, Cyprus, 25-29 August, 2015 (www.earli2015.org/). Milligan, C. & Littlejohn, A (2015) Self-regulated learning behaviour and MOOC participation - Extended Abstract - Slides with notes
- An initial synthesis comparing the findings of this, and a similar study exploring a Coursera MOOC is available as a one page OSRL case study.
- The synthesis of the PL-MOOC and OSRL studies was presented at the 4th European Stakeholders Summit, Graz, 22-24 February, 2016.
Project updates and ongoing work can be found on this site, and by following @cdmilligan and @allisonl on Twitter.