Andrés Ordorica

Andrés Ordorica

Andrés is an Instructional Designer at the University of Edinburgh working on both short online courses and micro credential programmes. He has been working at the University since 2018.

Activity

  • This is a really well-crafted persona and adds enough things to consider that can really inform your course's design.

  • Welcome Beata! We look forward to your contributions to the course.

  • Welcome Pardis and best of luck on your learner journey!

  • Andrés Ordorica made a comment

    Hi, I am Andrés.

  • Welcome Adeyemi. At Edinburgh our team are currently exploring e-books as another tool. At the University, we have an open-access library service known as Edinburgh Diamond: https://books.ed.ac.uk/edinburgh-diamond

  • Welcome Ailish! Nice to have some Edinburgh representation on the course.

  • Very true Tamzin. Often when encouraged, teachers will realise that they want learners to do much more than understand a concept.

  • Thank you so much Pauline! We have linked to a new resource as you are right, this link no longer exists.

  • 'Chalk and talk' is a perfect descriptor! Thank you for your input.

  • Good suggestion Jennifer. We recommend to always click through to the page where the image has come from in order to verify its licence and any further information that might be useful.

    Note: Before reusing content, check the licence details on the source page and check the exact terms of reuse. For example, the licence might require that you give credit to...

  • Hi Sara, a ring light can help to improve your lighting set-up and help to control the lighting. Just be mindful of reflection which happens especially if you wear glasses while presenting. This additional video might be of help:
    https://media.ed.ac.uk/media/1_uipwij1s

  • Hi Ivica, you are invited to share your video directly in this forum. Where you upload it is up to you as long as it is shareable. You could upload to Vimeo or YouTube for instance and then share the link.

  • Hi Ivica, we ask that you share your examples with this forum by adding a link to the video example(s).

  • So true Nasia! For any content writer or educator it can be helpful to reflect on the words we "put down" on the proverbial page and assess if they are all needed and as clear as can be! This is especially true in online learning when course leaders are not in the room to immediately clarify.

  • Hi Michael, this sounds like a solid approach to balancing both passive and active forms of learning. Allowing for peer-based learning/student directed learning is a really great idea.

  • Thanks Elizabeth. This is a very thoughtful and clear definition for both learning approaches.

  • Thank you Meta! This is a great example of student to student learning. This peer-based approach can be very beneficial in online learning as it reduces pressure for the instructor to always be present/engage and gives opportunity for students to create learning communities of their own.

  • Thank you for your enthusiasm Akashjyoti! If you are interested, we have just launched a new course on creating video for online courses that shows how you can make use of your smartphone and not rely on expensive nor advanced equipment:
    https://www.futurelearn.com/courses/how-to-create-video-for-online-courses/1

  • Thanks for joining the course Deborah!

  • Welcome Ann! Happy to have you on the course.

  • These are very helpful ideas and thoughts! Thank you so much Veronica, I am sure your fellow learners will also find these five recommendations essential in their own exploration of decolonising and analysing the diversity and inclusivity of their own teaching materials.

  • This is a really good idea Amanda and will help create a more robust course that ensures the learning materials are directly linked to what the stated learning outcomes are.

  • Good job, Anne! Your persona is clear and well thought out. Your learner's motivation is easily identifiable, along with her current understanding/skills. This will hopefully help guide your course design keeping in mind your learner's needs and wants.

  • As a gentle reminder, you only need need to post in this discussion forum if you have a technical issue or specific query about the course material that is not addressed elsewhere in the course. Thank you!

  • Thank you to everyone for your thoughtful reflections - we appreciate that the Drivel Defence tool and Readable are only useful up to a point. However, we hope that you realise the main aim of this activity is to think thoughtfully about our word choices, sentence lengths and meaning. Some subject matters require more jargon than others, but it is important to...

  • Thank you everyone. The tools highlighted are just a few of the many available both freemium and paid for. The aim of this exercise is to hopefully get you thinking about other components of this week: understanding your audience, writing for a diverse audience, and communicating clearly. Of course, some courses will be pitched at a more advanced level, but we...

  • Hi Amanda, the best practice would be to summarise in your own words using as much plain English as possible. You might select the most salient points for your learners and then invite them to read the article on their own. For copyright purposes, you might run into issues trying to get content authors to agree.

  • Thank you everyone for your commitment to thoughtfully implementing active and passive learning in your current and/or future courses!

  • Great ideas Joe! I appreciate that you will give your learners opportunity to reflect before you come in as the expert. This is important and often can surprise us when learners are able to work things out individually or learn from peer to peer interaction.

  • Hi everyone, if you would like to discuss the results then please join us in the next step 1.15 - see you there!

  • Thank you everyone for your enthusiasm. If you would like to focus your discussions on Step 1.15 and 1.18 - this is where we will engage more deeply on the topics of active learning and storytelling techniques in online education.

  • Hello everyone, thank you for your helpful comments. It is great to see so many of you already have identified possible ways of implementing diversity in the design of your courses.

  • Great to see so many of you commenting on how effective learning balances "active" and "passive" information. In no way does this course say do away with passive forms of learning, but instead think how you might compliment them by getting your learners to do something beyond just reading, watching or listening - can they practice a concept through a quiz, or...

  • A lot of great comments from the cohort! It is evident that you are all thinking reflectively about your own areas and subjects while exploring this course's concepts. There is no "one size fits all" approach, so it is important to think about how you might shape these ideas into your own teaching practice. Some subjects will require more reading and videos...

  • Hi Andre, yes you are right - much of the guidance provided is based on UK and EU law as we are a University based in Scotland. As a best practice, educational content creators should always research applicable laws in the country they are working from or with. In terms of font, san serif is most accessible for people with dyslexia or visual impairments both...

  • Hi Burdoc, you raise a good point! However, there are means of replicating what you do in your in-person teaching. For example, you could use a discussion board such as this one, or a Padlet board to invite learners to state their "strengths or weaknesses" or their interest for taking your course. You could also using Polling such as Mentimeter to ask learners...

  • Hi Fadia, BME or BAME stands for 'Black and minority ethnic'/'Black, Asian and minority ethnic' and is a term to categorise people from minority backgrounds in the UK as part of the Equality Act 2010. https://www.advance-he.ac.uk/guidance/equality-diversity-and-inclusion/using-data-and-evidence/use-of-language-race-ethnicity

  • This is a very good point! In many short online courses, especially when academic credit isn't involved (like this very MOOC) there is a risk of high drop off. Numerous learning platforms are quite honest about this. Typically in a five week course, there is at minimum a 50% drop off after the first week and it continues week on week. Learning analytics from...

  • Great to see the results of our cohort so far. Case studies, debates/discussions, and reflections are solidly represented by your voting. These are great forms of active learning to employ in online spaces. They help to build up learning communities, give opportunities for course tutors to engage with learners thus adding teacher presence, and allow the...

  • Hi Anthony, captions are enabled for every video. You may have yours turned off, but if you enable them using the third icon in - located on the bottom right of the player - you will be able to watch the videos with captions.

  • @AakankshaMonga thank you for your insight! This is a really great point and a lot of other disciplines could learn from how successful language courses are taught. They are ripe for both passive and active learning. For example, introducing learners to how the language works, both written and spoken, and then allowing them to practice this understanding!

  • Hello Anthony, if you would like to access the transcript it is available in the 'Downloads' area of this page. You will be able to read the interview if you are unable to access the audio podcast.