Tag Archives: MOOCs

How is it almost August?⤴

from

This is another of those blog posts that starts “Where the hell have the last two months gone?!”  I’ve been sorely neglecting this blog since early May, not because I’ve got nothing to write about, quite the opposite, I’ve been so busy I haven’t had a chance to get near it!  I’m about to go off on annual leave for a couple of weeks but I wanted to post a quick round up of the last two months before I go, so here’s wot I have been up to.

Innovation Projects

UoE OKN, CC BY Natalie Lankester-Carthy

A lot of my time has been tied up with two Information Services Innovation Fund projects.  The UoE Open Knowledge Network was a small project that aimed at drawing together the University’s activities in the area of Open Data, Open Access, Open Education, Open Research, Open Collections and Archives, to support cross-fertilisation and promote the institution’s activities in these areas. We ran three events, with the last one taking place in early July.  This event focussed on discussing priorities, ideas for the future and how we can sustain the network going forward.  You can read about the first two events on the project blog here: UoE Open Knowledge Network and I’ll be writing up the July event when I get back from leave in August.

The aim of the second project was to develop a MOOC for entrepreneurs, creative individuals, and SMEs to help them develop the knowledge and skills to find and access free and open licensed research, data and content produced by universities and higher education. I was lucky enough to recruit Morna Simpson of Geek Girl Scotland to work on the project however despite our best efforts and an incredible amount of work on Morna’s part the project faced a number of challenges which we struggled to overcome.  Rather than go ahead with a MOOC we will be releasing a series of twelve case studies on the theme of Innovating with Open Knowledge demonstrating how individuals and organisations can access and use the open outputs of University of Edinburgh research.  These case studies should be finished by early August so watch this space!

Media Hopper Replay

The University of Edinburgh is in the process of rolling out a new state of the art lecture recoding service, Media Hopper Replay, which will see 400 rooms enabled to deliver lecture recording by 2019.  As part of a training programme for staff, my colleague Charlie Farley and I have been developing training sessions on preparing for lecture recording covering accessible presentation design, copyright basics, and using open educational resources.

ALT

City of Glasgow College, CC BY Lorna M. Campbell

I was honoured to be invited by ALT to join the selection panel for the prestigious Learning Technologist of the Year Awards.  The quality and diversity of the entries was really inspiring and while I thoroughly enjoyed reading all the entries it wasn’t easy to pick the best from such a strong field.  The winners of the awards will be announced at the ALT Annual Conference which this year takes place at the University of Liverpool.  I’ll be there rejoining my old partner in crime Richard Goodman to provide social media coverage of the conference for the third year running.

In June I also helped to organise ALT Scotland’s annual conference which focused on sharing strategy, practice and policy in learning technology.  We had really interesting talks on lecture recording policy and practice from the Universities of Edinburgh and Glasgow and Joe Wilson reported back from two European open education policy events he recently attended on behalf of Open Scotland.  The real star of the show however was City of Glasgow College’s new state of the art campus where the event took place.

Celtic Knot Conference

In early July I was busy helping UoE’s Wikimedian in Residence, Ewan McAndrew, plan the University of Edinburgh / Wikimedia UK Celtic Knot Conference.  The conference showcased innovative approaches to open education, open knowledge and open data to support and grow Celtic and Indigenous language communities, and explore how our cultural heritage can be preserved as living languages.  The conference was attended by delegates from all over Europe and was an enormous success.  It was a real privilege to be involved in this event and as a Gael, I found the conference to be both moving and inspiring.  I may have got a little starry eyed listening to delegates talking animatedly in Gaelic, Welsh, Breton, Basque and too many other languages to mention.  And as an indication of the collaborative and supportive nature of the event, it was great to see all 50+ delegates come together to provide input and advice to Wikimedia Norge on how to support Sami language Wikipedia.

 

Wikimedia UK

Last weekend I was at the Wikimedia UK AGM and Board Meeting in London where it was a real pleasure to see Josie Fraser voted in as new chair of the Wikimedia Board and our very own UoE Wikimedia in Residence Ewan McAndrew awarded a very well deserved joint Wikimedian of the Year award together with Kelly Foster.  It was also great to hear that Sara Thomas has been appointed as the new Wikimedian in Residence at the Scottish Libraries and Information Council.

CMALT

And on top of all that I somehow managed to submit my CMALT portfolio at the end of May! Although it was a lot of hard work, and although I went right to wire (of course), I actually enjoyed the process of putting my portfolio together and I found it really useful to step back and reflect on my experience of working as a learning technologist in the broadest sense of the word. I would still like to write a proper post reflecting on my experience of developing my portfolio in the open but that will have to wait until the autumn.

That’s just a few of the things that have been taking up most of my time over the last couple of months.  I’m now off for a fortnight’s holiday during which we are going to attempt to coax our aged VW van to take us all the way to Brittany.  If we make it to the Borders we’ll be lucky!   I’ll be back in early August with a new role at the University of Edinburgh as Learning Technology Team Leader in the Department of Education Development and Engagement.

Open Knowledge, OER, Wikimedia, MOOCs and Maritime Masculinities⤴

from

How is it March already?!  I’ve been sorely neglecting this blog for the past few months, not because I’ve got nothing to say, quite the opposite, I’ve been so tied up with different projects I’ve barely had a chance to write a single blog post! A poor excuse I know, but anyway, here’s a very brief run down of what I’ve been up to for the past three months and hopefully I’ll be able to get back to blogging on a regular schedule soon.

Most of my time has been taken up with two new IS Innovation Fund projects I’m running at the University of Edinburgh.

UoE Open Knowledge Network

The UoE Open Knowledge Network is an informal forum to draw together the University’s strategic policies and activities in the area of Open Data, Open Access, Open Education, Open Research, Open Collections and Archives, in order to support cross-fertilisation and promote the institution’s activities in these areas. This Network aims to embed open knowledge within the institution and to establish a self-sustaining network supported by the departments and divisions that have oversight of the University’s strategic Open Access, Open Education and Open Data policies.

The Network held its first event in January which featured a keynote from Gill Hamilton of the National Library of Scotland plus lightning talks from colleagues across the institution.  You can read more about the event on the Open Knowledge network blog here: http://okn.ed.ac.uk/

UoE Open Knowledge Network, CC BY Stephanie Farley

Accessing Open Research Outputs MOOC

Since the publication of the Finch report and the Research Councils’ policy on open access, universities have increasingly made the outputs of their publicly funded research freely and openly available through open access journals and repositories. However it’s not always easy for people outwith academia to know how to access these outputs even though they are available under open licence.

This project is developing a short self paced learning MOOC aimed at the general public, private researchers, entrepreneurs and SMEs to provide advice on how to access open research outputs including Open Access scholarly works and open research data sets, in order to foster technology transfer and innovation. The course will focus on developing digital and data literacy skills and search strategies to find and access open research outputs and will also feature a series of case studies based on individuals and SMEs that have made successful use of the University of Edinburgh’s world class research outputs.

This is the first time I’ve worked on a MOOC project and I’m delighted to be working with Morna Simpson, of Geek Girl Scotland who has just been named one of Scotland’s most influential women in tech.

Wikimedia UK

I’ve been involved in a whole host of Wikimedia events including the Wikimedia UK Education Summit at Middlesex University, where Melissa Highton gave an inspiring keynote and I chaired a panel of lightning talks, #1Lib1Ref which encouraged Librarians and wikimedia editors to add one reference to Wikipedia to mark the 15th anniversary of the foundation of Wikipedia, and the History of Medicine editathon, part of the University of Edinburgh’s Festival of Creative Learning.  This event was a personal highlight not only because it took place in the stunning Surgeon’s Hall Museum and featured an utterly fascinating series of talks on subjects as diverse as Lothian Health Services Archive and William Burke, Scotland’s most prolific serial killer, but also because I got to create a new Wikipedia page for Ethel Moir, a nurse from Inverness who served on the Eastern Front in WW1.  I’m planning to do some more work on Ethel’s Wikipedia page tomorrow as during the University of Edinburgh’s Bragging Writes editathon as part of International Women’s Day.

History of Medicine Editathon, Surgeon’s Hall, CC BY Ewan McAndrew

UNESCO European Consultation on OER

2017 marks the 5th anniversary of the Paris OER Declaration and UNESCO and the Commonwealth for Learning are undertaking an international consultation focused on OER for Inclusive and Equitable Quality Education. Since the end of last year I’ve been liaising with COL to ensure that Scotland was represented at this consultation which is being undertaken in advance of the 2nd World OER Congress which will be held in Ljubljana later this year.  Joe Wilson went along to the consultation in Malta represent Open Scotland and you can read his report on the event here.

Maritime Masculinities Conference

Way back in December I took a week off from Ed Tech to co-chair the Maritime Masculinities Conference at the University of Oxford. The two day conference featured keynotes from Prof. Joanne Begiato, Dr Isaac Land and  Dr Mary Conley and a wide range of international papers.  I chaired a panel of papers on the theme of Sexualities and my co-author Heather Noel-Smith and I also presented a paper on Smoking Chimneys and Fallen Women: the several reinventions of Sir Henry Hart.  We were pleasantly surprised by the success of the conference and the lovely feedback we got from delegates.

I’ve also got a lot of conferences and events coming up over the next couple of months, but I think that deserves a separate blog post!

Two new projects for Open Access Week⤴

from

Open Access Week seems like a good time to write my first blog post about two new projects I’m going to be working on over the coming months.  One is to facilitate a University of Edinburgh Open Knowledge Network and the other is to create a MOOC for small to medium enterprises on how to access open research outputs produced by the UK Higher Education sector.  Both projects have been funded by the University of Edinburgh’s Information Services Innovation Fund.

UoE Open Knowledge Network

The aim of the network will be to draw together the University’s activities in the area of Open Data, Open Access, Open Education, Open Collections and Archives and to promote collaboration and cross fertilisation across these areas.  The Open Knowledge Network will host a series of meetings that will bring together guest speakers and open practitioners from across the institution to share ideas and practice. The project will also aim to raise awareness of the benefits of open licensing and sharing open data, collections, scholarly works and OER within the institution and across the sector.

Accessing Open Research Outputs MOOC

This project will scope and develop a short information Services MOOC for small to medium enterprises on how to access open research outputs. The course will focus on developing digital and data literacy skills and search strategies to find and access open research outputs including Open Access scholarly works and open research data sets.  The course will be developed with Edinburgh Research and Innovation and will feature  case studies based on the University of Edinburgh’s open research outputs.  In line with the University’s commitment to OER, all resources developed for the course will be released under open license and will be available to be re-used and re-purposed through a range of channels.

If you have an innovative case study that could feature in the new course, or if you’d like to get involved in the Open Knowledge Network you can drop me a mail at lorna.m.campbell@ed.ac.uk or tweet to me at @lornamcampbell.University of Edinburgh Information Services

 

 

Open Access Week

Open Access WeekOpen Access Week is a global event that provides an opportunity for the academic and research community to learn about the potential benefits of Open Access, to share what they’ve learned with colleagues, and to inspire wider participation in helping to make Open Access a new norm in scholarship and research.

 

 

Cultural Heritage Sparks⤴

from @ Open World

I recently went along to the first meeting of the Digital Cultural Heritage Research Network here at the University of Edinburgh. The aim of the network is to

“bring together colleagues from across the University to establish a professional network for researchers investigating digital cultural heritage issues, seeking to include perspectives from diverse disciplines including design, education, sociology, law, cultural studies, informatics and business. Partners from the cultural heritage sector will play a key role in the network as advisors and collaborators.”

About DCHRN

Anyone who follows this blog will know that I have a bit of a thing about opening access to digital cultural resources so I was pleased to be able to contribute a lightning talk on digital cultural heritage and open education. This was one of an eclectic series of lightning talks that covered a wide range of subjects and topics.  I live tweeted the event and Jen Ross has collated tweets from the day in a Storify here: Digital Cultural Heritage Research Network, Workshop 1 and has also written a recap of the workshop here Recap of Workshop 1: Cultural Heritage Sparks.

My EDINA colleague Lisa Otty kicked off the day talking about the Keepers Extra Project which aims to highlight the value of the Keepers Registry of archiving arrangements for electronic journals, to libraries, preservation agencies and publishers through national and international collaboration. Lisa noted that only 17% of journals are archived in the Keepers Registry and asked the very pertinent question “do we trust publishers with the stewardship of electronic journals?” I think we all know the answer to that question.

I confess I rehashed a previous presentation on the comparative dearth of openly license cultural heritage collections in Scotland which allowed me to refer for the millionth time  to Andrew Prescott’s classic blog post Dennis the Paywall Menace stalks the Archives.  This time however I was able to add a couple of pertinent tweets from the Digging Into Data Round Three Conference that took place in Glasgow earlier in the week.

did_tweet_1 did_tweet_2

One lightning talk that was particularly close to my heart was by Glyn Davis who spoke about the ‘openness’, or lack thereof, of gallery and museum content, and reflected on his experience of running the Warhol MOOC.  Glyn noted that license restrictions often prevent copyright images from being used in online teaching and learning, however many of the students who participated in the Warhol MOOC understood little about copyright restrictions and simply expected to be able to find and reuse images via google, so lots of discussion about open access was required as part of the course.

Other highlights included Jen Ross‘ talk on Artcasting a project which is exploring how digital methods can be used inventively and critically to reimagine complex issues. The project has built an app which engages audiences by allowing them to capture images and decide where to send them in time and space and time, while also retrieving data for evaluation.  Bea Alex introduced the impressive range of projects from the Language Technology Group, including historical text projects, which aim to use text mining to enrich textual metadata with geodata from the Edinburgh Geo Parser. Stephen Allen spoke about the MOOC the National Museums of Scotland created to run in parallel with their Photography – A Victorian Sensation exhibition.  The museum now hopes to reuse content from future exhibitions for more MOOCs. Rebecca Sinker presented a fascinating keynote on Tate’s research-led approach to digital programming which prompted an interesting discussion on how people engage with art now that so much of it is available online. Angelica Thumala spoke all too briefly about her research exploring emotional attachment and experience of books in different modalities, and left us with one of the loveliest quotes of the day

“Books are constant companions, people carry them around and develop physical and emotional attachments to them.”

The workshop ended with four group discussions focussing on issues raised by participants; openness and preservation; participation and interpretation; semantic web and curation; and how can DCHRN create a sustainable interdisciplinary network.  These and other issues will be picked up in the next workshop Research that matters – playing with method, planning for impact takes place in March

DCHRN is coordinated by

  • Dr Jen Ross, Digital Education
  • Dr Claire Sowton, Digital Education
  • Professor Sian Bayne, Digital Education
  • Professor James Loxley,  Literatures Languages and Culture
  • Professor Chris Speed, Design Informatics

On a side note, it’s a while since I’ve done a lightning talk and I’d forgotten how difficult it is to put together such a short presentation. Seriously, it took me most of an afternoon to put together a 5 minute talk which really is a bit ridiculous! Seems like I’m not the only one who struggles with short presentations though, when I mentioned this on twitter, a lot of people replied to say that the shorter the presentation, the more preparation was required. Martin Weller reminded me of the quote “If I had more time, I would have written a shorter letter”, while Kevin Ashley invoked Jeremy Bentham who was allegedly happy to give two hour speech on the spot, but a fifteen minute talk required three weeks notice.  I’m with Bentham on that one!


Next Generation Virtual Learning Environments⤴

from @ Pedagoo.org

Has your Virtual Learning Environment (VLE) become a dumping ground of resources that learners rarely access?   Has the framework of your VLE changed as frequently as its provider’s expiring contract that engagement from staff has plummeted?  What is the point of them anyway? Their purpose is to allow teachers to share educational materials with […]

Developing Digital Skills in our Classrooms MOOC starting on the 14th September [#eSkillscourse]⤴

from @ OllieBray.com

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Join me on this exciting European Schoolnet Academy Course covering the hugely important topic of developing digital skills in our classrooms. Digital skills are already an essential requirement for young people to succeed in an increasingly digitized society. Not only are these skills demanded for an increasing number of jobs, they also are a requirement and a right of citizens, if they are to be functional in today’s society. 

EUN Academy BadgeSchools and teachers need support to work with their students to develop a wide range of digital skills that ensure young people leaving school have the skills required by the labour market and by an increasingly digitized society. 

The course aims to guide teachers in how to develop a range of digital skills and to introduce them to the tools and resources that are available to them. At the end of the course, teachers should be able to design lessons that focus on a range of digital skills, make use of innovative tools to assist their own and the students’ work in this area. 

 

The course is organized around thematic areas of digital skills that are relevant at all levels of primary and secondary schooling. In 6 modules it explores the definition and role of digital skills generally and then looks at specific skill areas and how to address them in the classroom. The focus of these modules is on how pedagogically the skill area can be addressed and what tools there are available to help the teachers and students.

At the end of the course participants are required to prepare a final lesson project which can be submitted as part of the eSkills for Jobs Awards competition. The course is part of the eSkills 4 Jobs campaign by the European Commission where you can also find additional resources about the topic.

Enroll now and help us spread the news by tweeting #eSkillscourse and joining our Facebook group here.

The course starts on 14th September and runs for 7 weeks.

Computational Thinking for Educators – free online course from Google⤴

from @ OllieBray.com

Ct_banner

Computational Thinking seems to be a bit of a buzz word at the moment, and to be frank it is an important buzz word. The process and the methodology behind Computational Thinking has got real potential in education and school leadership. The process is certainly not confined to the domain of computer science.

I recently completed the Google Computational Thinking Course a free online course from Google.

The main aim of the course is to help educators learn about computational thinking, how it differs from computer science, and how it can be integrated into a variety of subject areas. The course is based around the four main components of computational thinking, which are:

 

  • Decomposition: Breaking down data, processes, or problems into smaller, manageable parts.
  • Pattern Recognition: Observing patterns, trends, and regularities in data.
  • Abstraction: Identifying the general principles that generate these patterns.
  • Algorithm Design: Developing the step by step instructions for solving this and similar problems

 

The final assignment is to complete a project on how  computational thinking applies to your subject area and a plan to integrate it into your work and classroom.

The course is well worth checking out for 12 hours of pretty good (and pretty flexible CPD). It was also great to see my old friend Tina Ornduff (from the Google Earth Team) in a few of the videos (we first met back in 2008 at one of the first Google earth Summits).

 

If your interested in taking part and getting a certificate (think GTCS professional up-date!) then you need to bear these dates in mind.

  • Now: All course materials and final project materials are available.

  • September 30 at 11:59 PT:  Submission deadline for course final project

  • October 1, 2015: Starting October 1st, you can continue to view and utilize course materials, but certificates for completing the course will no longer be available. The G+ Community will continue to be a place to collaborate.

 

 

 

Mainstreaming Digital Education at #LTT15⤴

from @ Open World

Carol Blackwood, Digimap for Schools team.  Picture by Anne Robertson

Carol Blackwood, Digimap for Schools team. Picture by Anne Robertson

Earlier this week I attended the Holyrood Connect Learning Through Technology Conference in Glasgow as a guest of the Digimap for Schools team.  It’s the first time I’ve been to this conference and I confess that I came away rather perplexed as to precisely who the event was aimed at and what we were expected to take away. I’ve created a storify of my tweets here so you can judge for yourself, and my colleague Nicola Osborne live blogged the second day of the conference here.

University Digital Education Comes of Age – Professor Sir Timothy O’Shea

The highlight of the event, for me, was Tim O’Shea’s engaging keynote on the University of Edinburgh‘s ambitious plans to mainstream digital education by embracing openness, expanding the provision of MOOCs and online masters, and developing open educational resources. By 2020 the university expects to have 40,000 on-campus students, 10,000 off-campus online students, hundreds of MOOCs and thousands of OERs. Hybridity and blended learning are key to these plans, with students both on and off campus engaging with online learning resources.  In order to delivery this vision of mainstreaming digital education, O’Shea argued that the university needs a technology strategy that embraces applications within the institution, on the open web, and on learners own personal devices.

O’Shea explained that Edinburgh’s original rational for developing MOOCs was for reputational benefit, for fun, and to experiment with new modes of teaching and learning; not to make money.  The University of Edinburgh’s MOOCs embrace an eclectic range of subjects covering everything from chickens, to philosophy, to extraterrestrial life and back again, and while the majority of learners who engage with these courses are already highly educated, O’Shea believes strongly that MOOCs can play an important role in widening access and participation. The Edinburgh MOOCs have already made an important contribution to widening access by reaching into schools that the university would otherwise not have access to, enabling students to get a taste of the kind of learning experience the University of Edinburgh has to offer.  O’Shea concluded by highlighting the unexpected popularity of the Introduction to Philosophy MOOC which has been particularly successful in this regard; enabling large numbers of pre-entry students to find out what philosophy is all about, and leading to the creation of new masters level programmes.

 


OERde14 – The view from Scotland⤴

from @ Open World

[Cross posted to Open Scotland]

I’m delighted to have been invited to Berlin later this week to give a talk at OERde14 – The Future of Free Educational Materials.   I’ll be talking about a range of contrasting initiatives that have aimed to promote open education policy and practice in Scotland, England and Wales over the last five years, including the UKOER Programme, Open Scotland, OER Wales, the Welsh Open Education Declaration of Intent, the Scottish Open Education Declaration and the Opening Educational Practice in Scotland project. I’ll also be reflecting on the different approaches taken by these initiatives and asking what Germany can learn from the experiences of open education practitioners in the UK.

Abstract

The first and largest open education initiative in the UK was the UKOER Programme. Between 2009 and 2012 the Higher Education Funding Council for England (HEFCE) invested over £10 million in UKOER, and funded over 80 projects at universities throughout England. UKOER proved to be hugely successful, however only English universities were eligible to bid for funding. As a result, there was arguably less awareness of the potential benefits of open education across other sectors of UK education. That is not to say there have been no significant open education developments in other parts of the UK, simply that approaches to open education have followed different paths.

In September 2013 universities in Wales issued the Wales Open Education Declaration of Intent, which announced Welsh Universities commitment to work towards the principals of open education and in direct response, the OER Cymru project was established. In a parallel initiative, the Welsh Government established an Open Digital Learning Working Group in early 2013, which published the report Open and Online: Wales, higher education and emerging modes of learning.

Meanwhile north of the border, interest was growing around the area of Open Badges, and MOOCs had also caught the attention of Scottish Higher Education.

In order to raise awareness of open education policy and practice more widely, Cetis, SQA, Jisc RSC Scotland and the ALT Scotland SIG, came together to launch Open Scotland in early 2013. Open Scotland is an unfunded cross-sector initiative that aims to raise awareness of open education, encourage the sharing of open educational resources, and explore the potential of open policy and practice to benefit all sectors of Scottish education. Among other activities, Open Scotland launched the Scottish Open Education Declaration, based on the UNESCO Paris OER Declaration.

Open education in general, and MOOCS in particular, also caught the attention of the Scottish Government and the Scottish Funding Council, and in early 2014 the Funding Council announced a £1.3 million investment in open education. Rather than issue an open funding call similar to the UKOER programme, SFC allocated their funding to the Open University to establish the Opening Education Practices in Scotland (OEPS) project, which aims to facilitate best practice in open education in Scotland.

These diverse programmes represent just some of the open education initiatives that have emerged in the UK; they provide a wide range of exemplars that may be of interest and benefit to open education practitioners in Germany and elsewhere in Europe.


FutureLearn CreativeCoding⤴

from @ John's World Wide Wall Display

sat-7

FutureLearn is a massive open online course (MOOC) platform founded in December 2012 as a company majority owned by the UK’s Open University. It is the first UK-led massive open online course platform, and as of October 2013 had 26 University partners and – unlike similar platforms – includes three non-university partners: the British Museum, the British Council and the British Library.

from: FutureLearn – Wikipedia, the free encyclopedia

I’ve signed up for and started the Creative Coding course at FutureLearn. It looked like an interesting course and I was interested to try out the FutureLearn platform.

The Platform

Unlike some MOOCs I’ve dipped my toe into FutureLearn is based on its own platform. FutureLearn is in beta and they are developing new features and evolving the offer. They have started with the smallest feature set that they though they could.

The webpages are extremely clear and it is easy to follow the course.

The course I am doing is split into 6 weeks.

Futurelearn Creativecoding Overview

The week view gives an overview of a number of tasks to be carried out in the week.

Futurelearn Weekview

The colour of the wee square letting you know if you have completed the ‘task’.

Futurelearn Tasks Done

Each task is laid out rather like a blog post, with content at the top and a place for participants to comment. On a wide screen computer the comments appear at the side, but on my 1280 macbook they are below.

Futurelearn Post

There are already 100s of comments on most of the week one tasks.

The course encourages you to post your results to Flickr: The Monash Creative Coding Pool and to use #FLcreativecoding. The links to images can then be added in the comments. Folk are also posting images to other places, tumblr, dropbox etc.

Learning Processing

There is a fair bit of interaction going on in the comments and quite a lot of folk helping others. I’ll be interested in seeing any signs of community growing in such a large class.

The course has been very easy to work through so far as far as organization goes. Each task is clearly set out, the videos have be of good quality and very clear. As I have been doing most of this on my commute I’ve had a few problems when the Scot Rail internet connection is poor (Falkirk!). The system works very well on a technical level. If fells like reading and responding to a series of blog posts. I am sure you could do something similar on a smaller scale with a blog. I’ll be interested to see what new features FutureLearn add as time goes on.

This has been quite good fun so far. A fairly gentle introduction to the application and some basic principles in the first week. The videos and handouts have been clear. Some of the folk taking part are obviously experienced coders and it might be a bit daunting to see some of their work others seem to be taking their very first steps in programming/coding. I’ve had enough experience with baby steps to keep me going this week. I expect I might hit a trig wall at some point I had a quick look at the khan videos suggested for getting up to speed with trig but there looked like too many to watch in a reasonable time.

The Course suggests that you need at least three hours a week to keep up, I think that would be a pretty bare minimum I am guessing I have spent five or more hours and could have done with a few more to really get the week one lessons in my head.

The course is certainly not one you could drop in and out of, it seems to be pretty linear and even in the first week you would find it hard to skip many tasks unless you already had some knowledge.

So far it has got me more interested in processing that I have been and I hope I can find the time to keep up for the next few weeks.