{"id":4169,"date":"2014-09-01T10:02:05","date_gmt":"2014-09-01T09:02:05","guid":{"rendered":"https:\/\/newsletter.alt.ac.uk\/?p=4169"},"modified":"2015-09-01T22:54:04","modified_gmt":"2015-09-01T21:54:04","slug":"bringing-adaptive-learning-moocs-to-the-classroom","status":"publish","type":"post","link":"https:\/\/altc.alt.ac.uk\/blog\/2014\/09\/bringing-adaptive-learning-moocs-to-the-classroom\/","title":{"rendered":"Bringing adaptive learning MOOCs to the classroom"},"content":{"rendered":"<p><a title=\"OCR\" href=\"http:\/\/www.ocr.org.uk\" target=\"_blank\">OCR<\/a> (a UK exam board and part of the University of Cambridge) have joined up with the micro-adaptive learning service provider CogBooks to take our school MOOC project, Cambridge GCSE Computing Online (<a href=\"http:\/\/www.cambridgegcsecomputing.org\">www.cambridgegcsecomputing.org<\/a>), to the next level for the 2014\/15 school year.<\/p>\n<p><img data-recalc-dims=\"1\" loading=\"lazy\" decoding=\"async\" class=\"alignright size-medium wp-image-4181\" src=\"https:\/\/i0.wp.com\/newsletter.alt.ac.uk\/wp-content\/uploads\/2014\/08\/cogbooks-300x227.jpg?resize=300%2C227&#038;ssl=1\" alt=\"cogbooks\" width=\"300\" height=\"227\" \/>Cambridge GCSE Computing Online has been running since September 2013 and was developed in partnership with Raspberry Pi and Cambridge University Press. It is based on OCR\u2019s GCSE Computing curriculum; a qualification aimed at 14-16 year olds and normally taught over 2 years. Our objectives are twofold; first, to support non-specialist teachers with a resource for teaching and CPD, and second, to give young people in the UK and the rest of the world access to a structured e-learning experience for school level computing. To date over 100,000 users from 128 countries have accessed the resources at Cambridge GCSE Computing Online, with 14,000 (including 4,000 teachers) registering for the full-course.<\/p>\n<p>Bringing an adaptive learning MOOC to a school audience has presented challenges and raised questions, such as:<\/p>\n<ul>\n<li>How do we break down a GCSE curriculum (120 teaching hours) into an adaptive learning network?<\/li>\n<li>Given that a large share of the world\u2019s 14-16 education is teacher centred, how do we create a resource that both serves teachers and independent students alike?<\/li>\n<li>How do we bring the best of a MOOC experience (peer-to-peer learning etc.) to young people whilst providing adequate support, safeguarding them, and still keeping it free?<\/li>\n<\/ul>\n<p>Our greatest asset in meeting the challenges above has been the teachers we work with. OCR works with nearly 6,000 schools and 13,000 examiners\/assessors, the majority of whom are practising teachers. We\u2019ve engaged teachers from the start and not only have they helped breakdown the curriculum, but they have also helped produce over 80 videos. We have deliberately selected a range of teachers to present the videos (for more information see\u00a0<a title=\"About us\" href=\"http:\/\/www.cambridgegcsecomputing.org\/about-us\" target=\"_blank\">About Us<\/a>).<\/p>\n<p><a title=\"Example video\" href=\"https:\/\/www.youtube.com\/watch?list=PL5hWxvSMZSgPhqYUG-I2KizR2ky6G1QQs&amp;v=HK-uxQzfh_U&amp;app=desktop\" target=\"_blank\"><img data-recalc-dims=\"1\" loading=\"lazy\" decoding=\"async\" class=\"alignleft wp-image-4179\" src=\"https:\/\/i0.wp.com\/newsletter.alt.ac.uk\/wp-content\/uploads\/2014\/08\/mathsvideo-300x187.jpg?resize=276%2C172&#038;ssl=1\" alt=\"mathsvideo\" width=\"276\" height=\"172\" \/><\/a>A \u2018spine and rib-cage\u2019 content model has been adopted in which videos and assessment exercises act as a spine augmented by a rib-cage of supporting resources. The rib-cage will be developed further. New resources will be added to the CogBooks\u2019 environment from September and there are plans for open educational resource authoring.<\/p>\n<p>Whilst the content and curriculum structure is in place, what is missing is the full forum functionality expected of a MOOC and the classroom analytics wanted by teachers. From September we will be providing both and believe we have a good forum approach in place that meets the challenges above; but we are still learning.<\/p>\n<p>We\u2019re very excited about the project and plan to share the results and experiences as they become available and would like to hear from others who are doing similar things, particularly as we plan to pilot other e-learning projects for additional subjects in 2014\/15.<\/p>\n<p>More information about the MOOCs is available from\u00a0<a title=\"http:\/\/www.cambridgegcsecomputing.org\" href=\"http:\/\/www.cambridgegcsecomputing.org\" target=\"_blank\">http:\/\/www.cambridgegcsecomputing.org<\/a>. Please feel free to contact Liam via\u00a0twitter \u00a0@OCR_Liam.<\/p>\n<p class=\"info\">Liam Sammon, Director of Education and Commercial Services, OCR (Oxford, Cambridge and RSA Examinations), L<span style=\"color: #212121;\">iam.Sammon@ocr.org.uk,\u00a0<\/span>@OCR_Liam<\/p>\n<p class=\"note\">If you enjoyed reading this article we invite you to\u00a0<a href=\"http:\/\/www.alt.ac.uk\/get-involved\/membership\">join the Association for Learning Technology (ALT)<\/a>\u00a0as an individual member, and to encourage your own organisation to join ALT as an organisational or sponsoring member<\/p>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"OCR (a UK exam board and part of the University of Cambridge) have joined up with the micro-adaptive learning service provider CogBooks to take our school MOOC project, Cambridge GCSE Computing Online (www.cambridgegcsecomputing.org), to the next level for the 2014\/15 school year. Cambridge GCSE Computing Online has been running since September 2013 and was developed [&hellip;]","protected":false},"author":1,"featured_media":4181,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_jetpack_newsletter_access":"","_jetpack_dont_email_post_to_subs":false,"_jetpack_newsletter_tier_id":0,"_jetpack_memberships_contains_paywalled_content":false,"_jetpack_memberships_contains_paid_content":false,"footnotes":""},"categories":[6],"tags":[716,756,780,843,891,905,933,942,972,988,1018],"class_list":["post-4169","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-project-updates","tag-adaptive-learning","tag-cambridge-university-press","tag-cpd","tag-gcse","tag-ks4","tag-liam-sammon","tag-mooc","tag-ocr","tag-raspberry-pi","tag-school-2","tag-teachers-2"],"jetpack_featured_media_url":"https:\/\/i0.wp.com\/altc.alt.ac.uk\/blog\/wp-content\/uploads\/sites\/1112\/2014\/08\/cogbooks.jpg?fit=472%2C358&ssl=1","jetpack_sharing_enabled":true,"jetpack-related-posts":[{"id":1136,"url":"https:\/\/altc.alt.ac.uk\/blog\/2011\/11\/the-elements-of-e-assessment\/","url_meta":{"origin":4169,"position":0},"title":"The elements of e-assessment","author":"ALT","date":"7 November 2011","format":false,"excerpt":"This article identifies the different ways that technology is being applied by UK exam board OCR to benefit the whole process of assessment, from administration to exam results.","rel":"","context":"In &quot;Case studies&quot;","block_context":{"text":"Case studies","link":"https:\/\/altc.alt.ac.uk\/blog\/category\/case-studies\/"},"img":{"alt_text":"","src":"https:\/\/i0.wp.com\/altc.alt.ac.uk\/blog\/wp-content\/uploads\/sites\/1112\/2011\/11\/eassessment.jpg?fit=1200%2C759&ssl=1&resize=350%2C200","width":350,"height":200,"srcset":"https:\/\/i0.wp.com\/altc.alt.ac.uk\/blog\/wp-content\/uploads\/sites\/1112\/2011\/11\/eassessment.jpg?fit=1200%2C759&ssl=1&resize=350%2C200 1x, https:\/\/i0.wp.com\/altc.alt.ac.uk\/blog\/wp-content\/uploads\/sites\/1112\/2011\/11\/eassessment.jpg?fit=1200%2C759&ssl=1&resize=525%2C300 1.5x, https:\/\/i0.wp.com\/altc.alt.ac.uk\/blog\/wp-content\/uploads\/sites\/1112\/2011\/11\/eassessment.jpg?fit=1200%2C759&ssl=1&resize=700%2C400 2x, https:\/\/i0.wp.com\/altc.alt.ac.uk\/blog\/wp-content\/uploads\/sites\/1112\/2011\/11\/eassessment.jpg?fit=1200%2C759&ssl=1&resize=1050%2C600 3x"},"classes":[]},{"id":4541,"url":"https:\/\/altc.alt.ac.uk\/blog\/2015\/03\/alt-members-suggested-resources-for-computer-home-schooling\/","url_meta":{"origin":4169,"position":1},"title":"ALT Members suggested resources for computer home schooling","author":"ALT","date":"2 March 2015","format":false,"excerpt":"Recently a member of the public asked for some guidance on home schooling resources for computing: \"Greetings I'm a home educator and my son is very interested in all forms of technology. Would it be possible to send any resources that we could use with in a lesson it would\u2026","rel":"","context":"In &quot;Community&quot;","block_context":{"text":"Community","link":"https:\/\/altc.alt.ac.uk\/blog\/category\/community\/"},"img":{"alt_text":"","src":"https:\/\/i0.wp.com\/altc.alt.ac.uk\/blog\/wp-content\/uploads\/sites\/1112\/2015\/03\/Homeschool_Legality-World.svg_.png?fit=640%2C325&ssl=1&resize=350%2C200","width":350,"height":200,"srcset":"https:\/\/i0.wp.com\/altc.alt.ac.uk\/blog\/wp-content\/uploads\/sites\/1112\/2015\/03\/Homeschool_Legality-World.svg_.png?fit=640%2C325&ssl=1&resize=350%2C200 1x, https:\/\/i0.wp.com\/altc.alt.ac.uk\/blog\/wp-content\/uploads\/sites\/1112\/2015\/03\/Homeschool_Legality-World.svg_.png?fit=640%2C325&ssl=1&resize=525%2C300 1.5x"},"classes":[]},{"id":3058,"url":"https:\/\/altc.alt.ac.uk\/blog\/2014\/01\/three-days-at-bett2014\/","url_meta":{"origin":4169,"position":2},"title":"Three Days at #Bett2014","author":"ALT","date":"31 January 2014","format":false,"excerpt":"There is a curious juxtaposition this year - opposite BETT is an exhibition by companies selling fairground equipment and gaming machines to lure in young people and inside BETT.... Day One An illuminating day, Mr Gove rightly talked up the strengths in the UK education system and some of the\u2026","rel":"","context":"In &quot;Conference reviews&quot;","block_context":{"text":"Conference reviews","link":"https:\/\/altc.alt.ac.uk\/blog\/category\/reviews\/conference-reviews\/"},"img":{"alt_text":"","src":"https:\/\/i0.wp.com\/altc.alt.ac.uk\/blog\/wp-content\/uploads\/sites\/1112\/2014\/01\/photobett.jpg?fit=960%2C720&ssl=1&resize=350%2C200","width":350,"height":200,"srcset":"https:\/\/i0.wp.com\/altc.alt.ac.uk\/blog\/wp-content\/uploads\/sites\/1112\/2014\/01\/photobett.jpg?fit=960%2C720&ssl=1&resize=350%2C200 1x, https:\/\/i0.wp.com\/altc.alt.ac.uk\/blog\/wp-content\/uploads\/sites\/1112\/2014\/01\/photobett.jpg?fit=960%2C720&ssl=1&resize=525%2C300 1.5x, https:\/\/i0.wp.com\/altc.alt.ac.uk\/blog\/wp-content\/uploads\/sites\/1112\/2014\/01\/photobett.jpg?fit=960%2C720&ssl=1&resize=700%2C400 2x"},"classes":[]},{"id":4026,"url":"https:\/\/altc.alt.ac.uk\/blog\/2014\/06\/what-is-the-problem-for-which-moocs-are-the-solution\/","url_meta":{"origin":4169,"position":3},"title":"What is the problem for which MOOCs are the solution?","author":"ALT","date":"26 June 2014","format":false,"excerpt":"MOOCs \u2013 Massive Open Online Courses \u2013 have been grabbing headlines and conference time for a year or two now. It\u2019s the very large numbers that attract attention. But are MOOCs solving any real, global education problems? They are certainly not solving the problem of providing the 100,000,000 university places\u2026","rel":"","context":"In &quot;In my opinion&quot;","block_context":{"text":"In my opinion","link":"https:\/\/altc.alt.ac.uk\/blog\/category\/in-my-opinion\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":8586,"url":"https:\/\/altc.alt.ac.uk\/blog\/2020\/01\/a-brief-history-of-alt-east-england-1-year-in\/","url_meta":{"origin":4169,"position":4},"title":"A brief history of ALT East England (1 year in).","author":"Teresa MacKinnon","date":"25 January 2020","format":false,"excerpt":"Being new to the profession at the end of 2018, I reached out to other Learning Technologists in the region which eventually evolved into ALT East England. We aim to organise three events per year, covering Bedford, Cambridge, Hertfordshire, Norwich and everywhere in between. So far we\u2019ve held two events\u2026","rel":"","context":"In &quot;ALT East England MG&quot;","block_context":{"text":"ALT East England MG","link":"https:\/\/altc.alt.ac.uk\/blog\/category\/alt-east-england-mg\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":4644,"url":"https:\/\/altc.alt.ac.uk\/blog\/2015\/03\/the-strategic-use-of-ilt-in-land-based-education-event-review\/","url_meta":{"origin":4169,"position":5},"title":"The Strategic Use of ILT in Land Based Education (event review)","author":"ALT","date":"20 March 2015","format":false,"excerpt":"Members of Landex \u2018Land based Colleges Aspiring to Excellence\u2019 recently attended a Blended Learning CPD Event addressing \u2018The Strategic Use of Information and Learning Technology (ILT) in Land Based Education\u2019. This article provides a summary of the event and discussions, which also covers some of the recommendations from FELTAG.","rel":"","context":"In &quot;Conference reviews&quot;","block_context":{"text":"Conference reviews","link":"https:\/\/altc.alt.ac.uk\/blog\/category\/reviews\/conference-reviews\/"},"img":{"alt_text":"Students with tablets","src":"https:\/\/i0.wp.com\/altc.alt.ac.uk\/blog\/wp-content\/uploads\/sites\/1112\/2015\/03\/13721551625_d56962a4e4_o.jpg?fit=1024%2C682&ssl=1&resize=350%2C200","width":350,"height":200,"srcset":"https:\/\/i0.wp.com\/altc.alt.ac.uk\/blog\/wp-content\/uploads\/sites\/1112\/2015\/03\/13721551625_d56962a4e4_o.jpg?fit=1024%2C682&ssl=1&resize=350%2C200 1x, https:\/\/i0.wp.com\/altc.alt.ac.uk\/blog\/wp-content\/uploads\/sites\/1112\/2015\/03\/13721551625_d56962a4e4_o.jpg?fit=1024%2C682&ssl=1&resize=525%2C300 1.5x, https:\/\/i0.wp.com\/altc.alt.ac.uk\/blog\/wp-content\/uploads\/sites\/1112\/2015\/03\/13721551625_d56962a4e4_o.jpg?fit=1024%2C682&ssl=1&resize=700%2C400 2x"},"classes":[]}],"jetpack_shortlink":"https:\/\/wp.me\/p6CxU9-15f","_links":{"self":[{"href":"https:\/\/altc.alt.ac.uk\/blog\/wp-json\/wp\/v2\/posts\/4169","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/altc.alt.ac.uk\/blog\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/altc.alt.ac.uk\/blog\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/altc.alt.ac.uk\/blog\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/altc.alt.ac.uk\/blog\/wp-json\/wp\/v2\/comments?post=4169"}],"version-history":[{"count":2,"href":"https:\/\/altc.alt.ac.uk\/blog\/wp-json\/wp\/v2\/posts\/4169\/revisions"}],"predecessor-version":[{"id":5131,"href":"https:\/\/altc.alt.ac.uk\/blog\/wp-json\/wp\/v2\/posts\/4169\/revisions\/5131"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/altc.alt.ac.uk\/blog\/wp-json\/wp\/v2\/media\/4181"}],"wp:attachment":[{"href":"https:\/\/altc.alt.ac.uk\/blog\/wp-json\/wp\/v2\/media?parent=4169"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/altc.alt.ac.uk\/blog\/wp-json\/wp\/v2\/categories?post=4169"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/altc.alt.ac.uk\/blog\/wp-json\/wp\/v2\/tags?post=4169"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}