Being "nice" about editing

Janshs has an interesting post on wikis as stigmergic collaboration. I think she's noticed some interesting undercurrents of social norms in relation to editing etiquette:

With my GCSE students' wiki, a turning point seems to have been an idea which I adapted from Mike Wesch of putting 40 words and phrases on the wiki and giving the students a period of time to write something for each one. This was so much better than just asking them to use their wiki pages as a blog. By focusing their activity on a specific concept, they began to edit and comment upon, as well as add to each other's work. Of course, this is also what happens on the H809 student forums to a great extent. I think the nub of the difference is that we rarely actually edit each other's text. perhaps, as adults, this feels too discourteous? The truth is though, that my teenage students did this in a sensitive and supportive manner - for example, "I like that idea for solving a problem and this is another method that I sometimes use".

Last year's H809 wiki started completely blank... And pretty much stayed that way. This year I seeded it with some deliberately haphazard initial content, and there's been much more activity, leading to a valuable resource in progress.

Could be a random variation, of course, as happens from cohort to cohort (much less forum discussion this year, for example, but about the same amount of blogging). However, as per Janshs' observations, the "leavings" have typically been polite additions rather than edits that might be seen as a rude slight on a peer's contribution.

Now if the wiki content is carried over to next year's presentation, will that cohort feel less nevous about editing what would be seen as "old" text? Or would the distinction be quickly lost?

Visible attribution to a particular cohort might help initially, but perhaps following the threads of changes might become increasingly tedious as edits grew, and so the nervousness might continue. Opening up the wiki to the world (probably a GOOD THING anyway, so long as it didn't inhibit those new to wikis from contributing) would decrease the chances of it being a peer that one's edits offend, but make it more likely that the edits would be seen by an original contributer.

A wiki that consists only of additions and not revisions would be missing the chance to improve readability when accuaracy, coverage and detail are improved. At the same time, losing the norm of respect for peers would also be undesirable. So does a wiki made by such a community need additional etiquette compared with, say, Wikipedia?

And if so, this wouldn't be the only community with such a tension between a desire to improve a shared resource and a desire not to offend. How might one delineate such communities? Hmm... lots to think about...

And we're underway!

The first week of the course is an 'interesting' time. Some participants are newcomers to online learning; while some teach online extensively as part of their jobs. Some are newcomers to The Open University and its own particular (baffling? lovable?!) terminologies, technologies and processes; while others are old hands and have already completed postgraduate or undergraduate OU degrees.

Some are whizzing ahead through the Block 1 materials, knowing they've got to get ahead because of a holiday or job deadline in a month or two. Others are waiting impatiently for their login and password to arrive so that they can make a start. Some know a huge amount about the subject area already, others are self-declared novices.

This year there's been an unexpected last-minute rush of registrations that meant we looked, at one point, like needing an extra tutor. We normally try to keep the size of online tutor groups around 12-15. We're possibly ok, after all, but it was looking dicey for a while: a late-arriving student or two is manageable; a late-arriving tutor is much tougher for all concerned.

But the first week is also exciting, because we get to meet all sorts of new people, brought together for diverse reasons but with the common goal of making sense of this area of study. And I'm constantly impressed by how so many - old-timers and newcomers alike - go out of their way to help others to get going.

Who takes H809?

Looking back at last year's cohort, there's a real mix of people from a variety of interesting backgrounds:

• In terms of jobs, there are university professors, school teachers, college tutors, e-learning developers, headteachers, publishers, librarians, company directors, project managers, educational consultants... Several people also work as OU Associate Lecturers.
  

• Specialist subjects include languages, science, mathematics, medicine, social care, teacher training, drama, music...

• In terms of location, many are from the UK, but there are also quite a few from across Europe, including Spain, the Republic of Ireland, Switzerland (very well represented), Cyprus, Finland...

BTW The cost of the course is the same for North America, Australia, India, and Russia as it is in continental Europe, so I hope we get more of a contingent from these regions this year. We know from the Google Analytics statistics on this blog that the interest is there. Beyond that, we do understand that the course fee is often the stumbling block in some parts of the world. My personal hope is that governments will come to see the value of equipping education professionals with up-to-date research and evaluation skills.

• Motivations for taking the course: about 60% indicate they're taking H809 to benefit their career, and about 40% to improve themselves. About two-thirds are aiming for a Masters degree in Education or considering a PhD (or other research degree). Some want to get formal accreditation for research and evaluation; some want to get into action research; and others simply want to hone their skills in evaluating new technologies for learning.

• It was important to many that the course is fully online, that it explores the use of research tools, that the feedback from their tutor is of a high quality, and that they are able to apply what they've learned to their own professional context.

The Open University website has full details of the course. The official closing date for registration is 6th February, but it can take a few days to get sorted, so register as soon as possible to avoid a late start. Any queries: please feel free to email me directly.

Course Blogger

A bit of an innovation for us this year on H809: We're experimenting with having a "Course Blogger".

Blogs are an increasingly important medium of academic discourse in the field of educational technology (see Martin Weller's view, for example) . And H809 is a course for those who want to learn about research in educational technology. So we encourage course participants to keep a personal reflective blog, as a way of exploring the potential of the blogging medium. And this year, we've decided to create a formal Course Blogger role.

What will our Course Blogger do?

Well, overall the aim is to maximise the value of the online experience for those taking the course.

This can include:

• Synthesising, analysing and building on questions, points of interest, resources, links and references raised during the discussions within individual tutor groups and elsewhere on the web.

• Commenting on the substance of course participants' blog posts: providing an incentive for newbie bloggers to get the posts out.Blogging about their own research, giving course participants an idea of how research happens in practice, an example of academic blogging, and insights into a particular topic.

• Helping out with online discussions and activities.

• Identifying and archiving stuff that might be useful for the course in subsequent years.

• Oh, and of course reflecting on what a Course Blogger should do...
  

Will it work?

Not sure: it's an experiment, so the worst that can happen is that we get interesting recommendations for how not to do it in the future. But we'd be interested to hear of similar endeavours and how they fared.

Highlights from BETT 09

I spent yesterday in London at the BETT Show, billed as the world's largest educational technology event. It was certainly extremely busy, in terms of both exhibitors and visitors. Goodness knows how busy it will be on Saturday, when teachers who weren't able to spare a weekday from school will attend...

It was impossible to see everything in one day. So here are my inevitably selective personal highlights:


Collaborative interactive Tables
The photo shows my research student Jo Iacovides making music with the just-launched Microsoft Surface. It's multi-touch, orientation-aware and web-connected. It can play video, interact with physical artefacts, and simulate physics beautifully. Some lovely ripple effects on the opening screen. Everything is resizable, and navigating maps is much more intuitive than with mouse or keyboard. "Like a massive ipod" says Jo. Microsoft has finally made something stylish.

We also looked at Smart Table, which looks similar to Microsoft Surface, but the applications so far are more focused on the primary school than on the wow factor. Like Microsoft Surface, Smart Table is multi-touch, Windows-based and relies on upward-pointing cameras embedded in the table, so it's not just an interactive whiteboard placed horizontally.

Neither product is available to buy yet. Smart Table is expected to be available in about six months at £5,500. Microsoft Surface is currently in excess of $10,000 and won't be available in a consumer version for about a year. But the potential for the hospitality, entertainment and military sectors will bring the price down quickly. Robust open source alternatives will follow.

The challenge now for collaborative interactive tables is killer educational applications.


Netbooks
Jo: "want one".

The netbook form-factor, originally introduced by Asus, is much more education-friendly than traditional laptops. A selection of new models were displayed on the "Wall of Cool", which was an actually plausible claim.

Intel chose BETT for the launch of its new Classmate, which can operate as a tablet PC. I shared many of the reservations about the development assumptions underlying both this and the One Laptop Per Child initiative; but I admire the diverse educational usability advances that Intel and OLPC have achieved in recent years.



2Do It Yourself

2simple were demoing software that enables children (and teachers!) to make flash games. It looked good, although couldn't get a proper understanding of its potential because Jo and I kept being accosted by a steady succession of slightly over-enthusiastic
salesfolk from the company!





CapturaTalk v2
I was seriously impressed by this software for Windows Mobiles from Iansyst. You take a photo of some text, and CapturaTalk converts it into speech. Brilliant. I'm going to download the demo to check it out properly, but as a regular screen-reader user myself, I'm very excited by this product.

In the past I've tried several text-to-speech products for my mobile, and of course I use both Optical Character Recognition and speech-output packages on my PC. To go directly from printed text to speech on-the-move would be terrific. CapturaTalk also reads from Word Mobile, emails and Pocket Internet Explorer.

The main limitations at the moment are the price (£350), the small range of supported mobiles, and the fact that the Windows Mobile touch-screen platform is lousy for many varieties of visual impairment. But it looks good for me!


Mantra Lingua RecorderPen

Like similar products, this device reads hotspots in specially-formatted books; but the interesting thing about the RecorderPen is that it allows children to record their own narrations to those books. Lots of potential for language learning. And by using special stickers, children can give voices to physical objects. Lots of potential for the creation of educational games.




MirandaNet
All the expected professional associations, government agencies and interest groups were represented at BETT, but I want to single out MirandaNet for mention. Not just because it's an international organisation promoting the use of ICT in education (it's one of many). And not just because they seem like a decent bunch of people promoting practice-based research in educational technology (although that's a pretty good reason, given that H809 can directly help with that agenda). No, it's because amidst all the hustle, bustle and noise of BETT, MirandaNet were managing to record a number of podcast discussions. A lot more interesting than the usual glossy leaflets and free pens!


Kudlian I Can Animate

Kudlian were demoing this good value, easy-to-use animation kit. I can imagine a good many future film directors getting a start with this!



Finally, I want to repeat a thought I raised a while back. Worldwide there's a lot going on relating to ICT in education: products, publications, conferences, seminars, companies, agencies, associations, and so on. They are often a rich source of enthusiasm, case studies, and issues.

But teachers who want to pursue their interests more deeply might want to take a step back and ask questions such as...

• How strong is the evidence for claims?
• Are alternative explanations possible?
• How could the claims be tested more strongly?
• How can we use theory to help us do things better?

This is where the international accredited online course H809 can help. If you're interested in taking things further, you've got until the end of January to register.

Action research as professional development

What makes effective professional development for teachers?

Last year, many of the participants on our course 'Practice-based research in educational technology' were using it as a way in to action research. And I think they did so not necessarily because they wanted to end up as educational researchers (although some will), but because they see action research as able to play a key role in their own professional development.

That teachers can be researchers was not always accepted. I remember years ago, as an eager PhD student, being told quite firmly by an eminent professor of education (who didn't know I'd been a schoolteacher) that he didn't object to teachers trying out new strategies and reflecting on them, but that teachers shouldn't be reading the research literature and they certainly shouldn't attempt to do anything called "research".

Luckily times have moved on, and professionals working in schools and universities in many countries are increasingly being actively encouraged to get involved in research as a way of developing practice and moving careers onward.

For example, huge numbers of teachers attend the annual meeting of the American Educational Research Association (AERA). And in the UK, support for teacher research is evident at the Training and Development Agency for Schools (TDA) and in the government sponsored National Teacher Research Panel. There is now also a Special Interest Group in the British Educational Research Association devoted to promoting Practitioner Research.

I'd be interested to hear of the situation in other countries. I hope the view that teachers can't be also be researchers is dying out everywhere.

P.S. Only a couple of weeks to go before registration closes for the 2009 presentation of our course. Full details here.

H809 for 2009

Advert alert! If you've just arrived at this blog, you'll want to know what the course is all about. Apologies to existing readers: you already know what's in this post. But tell your friends!

What do we really know about technology enhanced learning? There's lots of hype about Second Life, interactive whiteboards, games, video-conferencing, e-portfolios, integrated learning systems, mobile devices… But just how valuable are the latest technologies for education? What usefully engages the Facebook generation in learning? Where’s the evidence?

There's an online postgraduate course that aims to help: Practice-based research in educational technology (H809). It's run by The Open University, one of the world's leading distance learning universities.

We can't provide all the answers, especially as new technologies and initiatives are burgeoning all the time. But we can point to what is already known. And we can equip you with the skills to be able to critically evaluate new research that might apply to your own practice.

H809 is all about locating, understanding and evaluating original empirical research into technology enhanced learning. We plan to update the readings regularly, to keep at the cutting-edge. The course draws attention to the latest methods of data collection and analysis. It considers the links between research, policy and practice. And at the end of the course, there's an opportunity to apply what you've learned to a topic of your choice in the field of technology enhanced learning.

All the materials and discussions are online, making the course accessible from anywhere in the world, with the bonus of being part of a lively international community able to learn from one another’s experiences in different cultural contexts.

Registration is now open for February 2009. The course lasts 20 weeks part-time. It's suitable for teachers, lecturers and other education professionals. You should have some experience of reading and understanding academic literature.

H809 can contribute to a number of Masters degrees, including the OU's Masters in Education and its MA in Online and Distance Education. It can also be a stepping-stone to a PhD or EdD.

Feel free to contact me if you've got a query.

Reflections on the first presentation

On balance, the first presentation of the course went really well. We had a bunch of great students from a diverse range of countries and occupations, some terrific tutors, and better-than-average course results.

There were hiccups, of course. Firstly, I was off sick for many months, which meant that the course team had to collectively pick up the many crucial tasks of the course chair. My deep thanks to them.

Secondly we had some really bad luck that led to unfortunate chopping and changing of tutor groups for some students. My apologies to them. But everyone pulled together, ably supported by our experienced tutors, and some really interesting projects were produced.

We've also learned a great deal from our students, through the forums, blogs and the end-of-course survey. And thanks to them we've been able to cut down substantially on the reading required, we've made the assessment more straightforward, and we're re-balancing how the various online discussion tools are used. The 2009 cohort will see the direct benefits of this excellent feedback.

I know it's probably really bad form in a blog to blow your own trumpet too much, but when you're creating an innovative course like H809, you never quite know how it's going to work out. And we know, in any case, that research courses are hard work for students. So we were delighted that so many of our students had such positive experiences...

"What I really needed was THIS course. A very innovative course in methods and contents, truly inspiring, full of ideas, new solutions, readings from all over the field and the world, and so on. I am very happy indeed that this course was opened!"

"... a key ingredient, having started the course feeling like others apprehensive and intimidated, way out of my comfort zone, what has enabled me to face my fears much better is the positive and supportive environment that is evident in this course."

"I enjoyed it very much. It's a great course, great staff and great students, too."

Some H809 posts from 2008

Actor Network Theory and Learning Contexts

This text divides approaches to context into positivist and constructivist. It was suggested today (by its author) in the Yahoo group for discussion of Actor Network Theory.

The text references Charlie Chaplin and Leonardo Da Vinci (not to mention Aristotle, Hegel and Wittgenstein) so I suppose that just about wraps it up for reality.

It proposes ANT as a way of interpreting, designing, and managing learning contexts.

John Kuti, 1 April 2008

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Reconsidering Tolmie and Crook & Dymott

It was a pleasure reading Laurillard after Tolmie. Studies like Tolmie’s and Roschelle’s leave me wondering why would anyone bother. Looking at what Laurillard et al call the micro-level interactions, but without a broader frame to place it in, seemed of limited use. On reflection, though, I realised that as a teacher I do sometimes interrogate learning events at such a level if they don’t seem to be working. The wider view isn’t always necessary. What Laurillard et al offer, though, is the wider picture into which the micro-level works, including the students’ personal filters.

Jonassen and Rohrer-Murphy also address questions raised by the Crook and Dymott study. When thinking about how I would assess the students’ writing I would want to know first why they were doing it. Did they feel it relevant for them; did they have any interest in it; how did they understand the instructor's purpose and could they negotiate it in some way to meet their own purposes. What’s the point of writing without a purpose? And perhaps this might inform the use of the technology. These issues weren’t problematic for Crook and Dymott, but could be part of the analysis done with an Activity Theory approach.

Barbara Roberts, 8 April 2008

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Thoughts on Reading 19 Egan et al (2006)

This was an interesting paper - not least because it indicates a context where an online research methodology could actually be more valid (giving direct access to the responses of survivors of TBI) than face to face interview methods - removing some of the barriers this group encounters as a result of cognitive-linguistic impairments when interviewed in face to face situations. The ‘richness’ of responses form the participants who had the time to reflect using this asynchronous method, was an unexpected outcome of the research.

Rosemary, 11 May 2008

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Amazing Free Web Things Part 127: Wordle

Wordle allows you to create a very gorgeous word cloud from pasted text, blogs, feeds or del.ici.ous users’ stuff.

To hail Wordle, and to mark the submission of the H809 ECA, I fed my 4,000 word opus (minus bibliography) into Wordle and this very groovy cloud came out.

Nice (if unsurprising) to see that ’students’, ‘technology’ and ‘learning’ were the most prominent words.

Now, what’s next….?

eguinan, 24 Jul 2008

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Hurrah!

The final posting in this Blog is to say that my result is in and I have passed the course!!!!!

So - what do I do now?
I guess I'll have to make sure I archive this off somewhere so that I have a copy and then look for another course to do... I think it's going to be H807 - Postgrad: 'Innovations in elearning'

I would definitely recommend this Open University course (H809). Check out the course link on the main OU student website. Lots of intensive hard work, but it is well worth it. Great course team, excellent resources and the most helpful and knowledgeable Tutor (Dr. Rhona Sharpe).

Col, 19 September 2008

20 days left to sign up!

We've been delighted with the registrations for the course.

Those who've not studied with The Open University before might not realize that we recruit as many tutors as needed to keep the tutor groups small and friendly. And in our global online courses we often have student registrations close to the start date, so we're never 100% sure of the exact number of tutors we'll need until the course is underway. We've therefore got a talented pool of tutors on stand-by, ready and eager to guide course participants to a critical understanding of research in educational technology.

If you've been mulling over signing up for the course, you've got until 31st January to register. Here are the details. If you've got questions, there's help with registration here.

Open journals

Well everything was going swimmingly with Block 2: A great selection of readings relating to theory, with carefully crafted materials and integrated online activities to support them. But then... one of the readings on Activity Theory turned out not to be available through the (very expensive) journal subscriptions we already have. Recent issues of the journal yes, but not the particular issue with that reading in it.

Our Rights department dutifully trotted off to ask the publisher how much it would cost us to include this paper in the course, and they came back with a figure of £1,791 (about €2600 or US$3700)

Hmm... that's more than our rights budget for the whole course, so no thank you. Less law-abiding organisations would simply scan or photocopy the paper for their students. But we don't do that. So we've gone back to ask the publisher (who shall be nameless at this stage) to reconsider, otherwise we shall have to replace the paper and rewrite Week 9 of the course.

In the long-run of course, this kind of behaviour is likely to increase the attractiveness of open access journals, or some variant. At the same time, the OU already makes as many of its researchers' publications as it can freely available online. But the general public might not be aware that often academics have to sign away the copyright of their own work to the publishers of the journal in which it's published. And so academics might be unable to make their work freely available, even after some years have elapsed.

We'll see what happens...

Update 7 Nov: A happy resolution. A current subscription covering that particular journal issue has now been found.

New links

I've updated the links on this page. One of the additions is to a set of slides showing the various pathways to a Masters degree involving H809. Of course it can be taken as a standalone course, but we get asked about pathways quite a bit, so I hope this helps.

Another new link is to Gráinne Conole's new blog. Gráinne is a member of the H809 Course Team and always makes terrific contributions to our discussions. So I think her blog is well worth a look.

Conference news

I know I said there were too many relevant conferences worldwide to be posting them all here, but there are a few coming up that might be of interest.

• Next month is E-Learn 2007 in Quebec, Canada.
• In November is the 2007 European Practice-Based and Practitioner Research conference on learning and instruction in Maastricht in The Netherlands.
  
• A few days later is the annual conference of the Australian Association for Research in Education (AARE 2007), in Fremantle, Western Australia.
• In December is the annual conference of the Australasian Society for Computers in Learning in Tertiary Education (ascilite 2007) in Singapore.

Finally, the conference is not until March, but I couldn't resist linking to the "Computer and Internet Applications in Education" Special Interest Group of the American Educational Research Association (AERA). Did someone mutter the word "usability"? My screen-reader sees nothing...

A busy summer

Production of the course is now well advanced. Personally, I've been on my holidays, and then the conference of the European Association for Research on Learning and Instruction (EARLI), held this year in Budapest.

But while I've been away the rest of the course team have been busy finalising the Block 2 materials and firming up Block 3. We're also busy planning the podcasts, about which I'll say more in a future post.

We've now had useful feedback from our Critical Readers: these are the folks outside the course team who go through the materials and online activities in detail and suggest improvements. Our Critical Readers seem genuinely as excited by the course as we are, which is great!

We've had a gratifying number of applications from people wanting to be tutors on the course (see the advert). We'll be shortlisting soon. We'll continue to accept applications even after the first tutors are appointed, because we won't know until February how many students we'll have and so how many tutors are needed.

Now that students are registering on the course, the February start date suddenly seems very close!

Block 1 readings

As promised, some early readings. And they are not just "early" in the course. Several are early in the sense of being older in the field. That's because they're part of the "scene-setting" that goes on in Block 1 ("Contextualising the field"). The cutting-edge stuff comes later!

Further caveats: Firstly, most of the readings are not freely available online. H809 students will get access through OU subscriptions. Secondly, you haven't got the course materials or tutorial activities that "scaffold" the readings. Again, H809 students get these during the course.

1. Hiltz, S. R. and Meinke, R. (1989) ‘Teaching Sociology in a Virtual Classroom’, Teaching Sociology, vol. 17, no. 4. pp. 431-446.
   
   
2. Wegerif, R. and Mercer, N. (1997) ‘Using computer-based text analysis to integrate qualitative and quantitative methods in research on collaborative learning’, Language and Education, vol. 11, no. 4, pp. 271-286
   
   
3. OECD (2005) E-learning in Tertiary Education: Where do we stand?, Paris, OECD
   
   
4. Laurillard, D. (1994) ‘How Can Learning Technologies Improve Learning?’ Law Technology Journal, vol. 3, no. 2
   
   
5. Oliver, M., Roberts, G., Beetham, H., Ingraham, B. and Dyke, M. (2007) ‘Knowledge, society and perspectives on learning technology’, in G. Conole and M. Oliver (eds) Contemporary Perspectives on E-learning Research, London, RoutledgeFalmer
   
   
6. Hewer, S. and Mogey, N. (eds) (1997) LTDI Case Studies, Edinburgh, Heriot-Watt University, ISBN: 0 9528731 3 3; also available online (Accessed 22 June 2007)
   
   
7. Roschelle, J. (1992) ‘Learning by Collaborating: Convergent Conceptual Change’, Journal of the Learning Sciences, vol. 2, no. 3, pp. 235-276
   
   

Now recruiting...

We are looking for tutors who are interested in being part of this. If you've experience of researching the use of technology for learning, or even if you have a more general broad educational research background, please see the employment advert.

e-learning publications and conferences

If you work in the school sector, you might be interested in a new publication by the UK's agency BECTa: Emerging technologies for learning (volume 2)

If you work in a university or college, another UK agency JISC is holding an online conference on e-learning in June.

Worldwide there are many such publications and conferences relating to ICT in education - too many to publicise here systematically - and they are often a rich source of enthusiasm, case studies, and issues.

However prospective H809'ers might also be wanting to take a step back to ask questions such as...

• How strong is the evidence for claims?
• Are alternative explanations possible?
• How could the claims be tested more strongly?
• What theoretical explanations are offered, what do they buy us, and what are their weaknesses?

We'd be interested to hear to what extent each of the e-learning gurus is engaging in these questions.

Show 'n Tell

One of the bright ideas we had earlier in the year was a research Show 'n Tell. Each of the course team brought along three examples of original research with which H809'ers might usefully engage and that could illustrate a cutting edge methodology. To discourage bashfulness, one of these examples had to be local (either one's own work or a colleague's). We then talked about each piece of research, and what it had to offer. The discussion proved so enjoyable we had two more of them.

The readings were about...

• research into technologies such as social websites, games consoles, podcasting, Google Maps, Second Life, robotics...
• research using technologies such as ChatBot, eye-tracking, remote observation, audio logs...
• analytical frameworks such as Activity Theory, discourse analysis, network analysis, content analysis...
• issues such as effectiveness, informal learning, interactivity, economics, privacy, personalisation, capacity building...

Of course we can't promise to fit all of this into the course, but the selection of readings for the first presentation of the course does draw heavily on these happy discussions. And the plan is to update the readings annually to keep them at the cutting-edge. We're happy to receive further suggestions.

Conference on practice-based research

There's a call for contributions to the second European Conference on Practice-based and Practitioner Research on Learning and Instruction. It's being held in Maastricht, the Netherlands, 14-16 November 2007.

According to the organisers, the conference "will offer opportunities to discuss educational innovations and developments based on evidence emerging from different forms of inquiry into educational practice. Interactive formats are intended to promote interaction between practitioners and researchers."

The deadline for the submission of proposals is 20 June 2007.

Registration now open

Worldwide approval has just been granted. You can now register for the course online.

It can count towards one of four different Masters degrees:

• MA in Online and Distance Education
• MEd Master of Education
• MSc in Research Methods for Educational Technology
• MRes Master of Research