SEC3 2014 Engaging Leeds
Blended Learning Symposium
Welcome!
Twitter: #SEC3
SEC3 2014 Engaging Leeds
Blended Learning Symposium
Introduction
Neil Morris
Director of Digital Learning
Professor of Educational Technology, Innovation and Change,
School of Education
SEC3 2014 Engaging Leeds
2013 at a glance!
•
•
•
•
•
•
NEW Digital Strategy for Student Education
NEW Blended Learning Strategy
Digital Learning Team established
Lecture capture and multimedia management projects initiated
First Leeds MOOC successfully delivered
Leeds iTunesU channel successfully delivered
SEC3 2014 Engaging Leeds
Priorities for 2014
• Procurement, implementation and use of lecture capture, multimedia
management system and interactive classroom functionality.
• Embedding of Digital Strategy for Taught Student Education and
Blended Learning Strategy within Faculties and Schools.
• Institution-wide focus on blended and digital learning approaches.
• On-going development of external digital learning channels (e.g.
FutureLearn, iTunesU, YouTube, Jorum).
SEC3 2014 Engaging Leeds
Blended Learning Strategy
Blended Learning is the considered, complementary use of
face-to-face teaching, technology, online tools and
resources to enhance student education.
Vision
Each programme will define and embed into a research-led curriculum an
appropriate blended learning approach which supports learning, enhances the
student experience, and inspires students to reach their full potential so that they
can have an impact on our global and digital society.
SEC3 2014 Engaging Leeds
Social media
channels
Interaction
collaboration
Mobile
devices
Event
capture
Learning
resources
Online
assessment
Face to
face
classes
Research
SEC3 2014 Engaging Leeds
Only available to
Registered Students
Available to all learners
Individual Learning Objects
Online Courses
Learning Objects complementing face-to-face provision (Blended Learning)
SEC3 2014 Engaging Leeds
Provide additional
learning resources
for current students
Engage new global
audiences with
accessible content
Showcase the
University to
prospective UG /
PG students
Provide digital
materials for
disadvantaged
learners
SEC3 2014 Engaging Leeds
Nature and fairness: When worlds collide
2 week mini-MOOC: 21st Oct to 3rd Nov 2013
Key Facts
5,000+
97%
Enrolled learners
of learners would recommend the course
10,000+
Total comments
90%
of learners rated the course as
excellent or very good
24 mins
15 pages
Per visit
Per visit
SEC3 2014 Engaging Leeds
SEC3 2014 Engaging Leeds
SEC3 2014 Engaging Leeds
Blended Learning Symposium
Oral Presentations
SEC3 2014 Engaging Leeds
Blended Learning Symposium
Hype or Help?
Incoming students and technologies for study
Alice Shepherd
Senior Teaching Fellow in Accounting and
Finance, LUBS
Jessica Johnson
Postgraduate tutor in Accounting and Finance,
LUBS
SEC3 2014 Engaging Leeds
Context
•
International Business tablet pilots – 2011/12 and 2012/13
•
Faculty providing iPads for all incoming PGT students (either 2013/14 or 2014/15)
•
Accounting and Finance iPad affordances pilot (6 staff with various teaching and research roles)
to investigate pedagogic uses of tablet technology from April 2013-December 2013
•
Idea to survey our incoming PGT and UG students in September 2013 came out of the pilot group
SEC3 2014 Engaging Leeds
Existing literature
•
Prensky (2001) Digital natives, digital immigrants typology – much criticised (lacks subtlety, presocial media)
•
Helsper and Eynon (2010) Using Oxford Internet Survey (OxIS) in UK (not specific to educational
internet uses), age, experience, breadth of internet use are all important factors in degree of
internet engagement – spectrum of engagement suggested
•
White and Le Cornu (2011) Again using OxIS to suggest a new typology not based on
age/background but on preference and perceptions of the internet. Continuum between visitors
(internet as toolbox) and residents (internet as community)
•
Kinash et al (2012) Australian HE study loaning iPads with Blackboard MobileLearn to students
(module already using blended approaches). Wide range of leisure and educational uses, no
strong preference for iPads but some indication they were a motivating tool for learning
•
Morris et al (2012) UoL study in FBS loaning iPads but not altering curriculum. Wide variety of
affordances and classroom uses. Some level 2 and 3 students claimed iPad did not influence
study activities – suggesting these can be embedded and persistent among more advanced
learners
SEC3 2014 Engaging Leeds
Purposes of our survey (1)
•Important to capture information about incoming cohorts at induction, before university blended
learning practices have influenced them
Devices
Tools
Websites
• Frequency of use
• Past general use
• Educational use – past and intended use
• Frequency of past educational use
• Communication/content creation and
consumption/media/productivity
• Frequency of past educational use
• Some discipline-specific
SEC3 2014 Engaging Leeds
Purposes of our survey (2)
Communication
preferences
In-class use of
own devices
Coursework
assignment
research
• Peer to peer methods
• Past educational use
• E.g. taking photo of screen, audio recording,
looking at an ebook etc
• How likely to use…from a list of sources
• Some traditional, some newer e.g. using
social media
SEC3 2014 Engaging Leeds
Our sample
Response rate:
• PGT students (A&F, Finance and Investment, Financial Risk Management) = 122
(85%)
• UG students (A&F) = 42 (50%)
•
Some responses incomplete (statistically, assumed mean response if blank)
SEC3 2014 Engaging Leeds
Demographics
Q1: Nationality (UG)
1
13
18
10
UK/Irish
Q1: Nationality (PG)
24 9
EU
EU
International
No response
UK/Irish
107
International
No response
SEC3 2014 Engaging Leeds
Demographics
Q2: Previous study
location (UG)
11
1
20
10
UK/Ireland
EU
International
No response
SEC3 2014 Engaging Leeds
Interesting descriptive results
Q3: General purpose
past use of devices:
Smartphone (UG)
1
6
5
2
Q4: Educational purpose
past use of devices:
Smartphone (UG)
8
Frequently
28
Sometimes
Rarely
0
11
Frequently
Sometimes
10
13
Rarely
Never
Never
No response
No response
SEC3 2014 Engaging Leeds
Interesting descriptive results
Q3: General purpose past
use of devices:
Smartphone (PG)
22 32
Frequently
Sometimes
113
Q4: Educational purpose
past use of devices:
Smartphone (PG)
11
8 5
Frequently
61
37
Sometimes
Rarely
Rarely
Never
Never
No response
No response
SEC3 2014 Engaging Leeds
Interesting descriptive results
Q5: Intend to use device
for educational
purposes: Smartphone
(UG)
5
2
18
5
12
Frequently
Sometimes
Q5: Intend to use device
for educational
purposes: Smartphone
(PG)
7
22
11
8
Frequently
74
Sometimes
Rarely
Rarely
Never
Never
No response
No response
SEC3 2014 Engaging Leeds
Interesting descriptive results
Q6: Tool used for
educational purposes:
Social media (UG)
3 2
16
7
Frequently
Sometimes
14
Rarely
Q6: Tool used for
educational purposes:
Social media (PG)
10
15
8
Frequently
61
28
Sometimes
Rarely
Never
Never
No response
No response
SEC3 2014 Engaging Leeds
Interesting descriptive results
Q6: Tool used for
educational purposes:
Apps (UG)
8
0
16
Frequently
Sometimes
9
9
Rarely
Q6: Tool used for
educational purposes:
Apps (PG)
10
14
9
Frequently
55
34
Sometimes
Rarely
Never
Never
No response
No response
SEC3 2014 Engaging Leeds
Interesting descriptive results
Q7: Website used for
educational purposes:
Wikipedia (UG)
1 3 1
12
Frequently
25
Sometimes
Rarely
Never
No response
SEC3 2014 Engaging Leeds
Interesting descriptive results
Q8: Communication
preferences: Face to face
(UG)
5
10
Strongly agree
Agree
36
Q8: Communication
preferences: Face to face
(PG)
29
04
Strongly agree
89
Agree
Disagree
Disagree
Strongly disagree
Strongly disagree
No response
No response
SEC3 2014 Engaging Leeds
Statistical Analysis – Q3 Past use
of devices for general purposes
Creative
Leisure
Digital camera
Video camera
Games console
Internet TV
Games console
MP3 player
Internet TV
(Smartphone)
Mobile
Tablet
E-reader
Smartphone
Notebook
Traditional
PC
Notebook
(Laptop)
SEC3 2014 Engaging Leeds
Statistical Analysis – Q4 Past use of
devices for educational purposes
Flexible
Digital camera
Video camera
E-reader
Notebook
MP3 player
Mobile
Smartphone
Tablet
Traditional
Laptop
PC
SEC3 2014 Engaging Leeds
Statistical Analysis – Q5 Intentions to use
devices for educational purposes at LUBS
Core flexible
Mobile
Notebook
E-reader
Tablet
PC
Smartphone
MP3 player
Traditional
Laptop
PC
SEC3 2014 Engaging Leeds
Conclusions/next steps
•
Students appear to have diverse prior educational technology experiences, and different
starting points and preferences with regard to digital and blended learning – we need to
acknowledge, support and develop their experiences, as well as responding to their needs
and preferences
•
Dissemination of our findings in LUBS and in the Accounting Education academic
community
•
Consideration of how what we have learned is important for future programme
refresh/redesign, module development and our blended learning teaching practices
•
Wider use of iPads by staff and PGT students in A&F next year- another learning curve
•
Further statistical analysis to mine our data…and publish!
SEC3 2014 Engaging Leeds
We would appreciate questions or comments later on
We can be contacted at:
Alice Shepherd A.K.Shepherd@leeds.ac.uk
(Twitter:@AliSheph)
Jessica Johnson J.C.Johnson@leeds.ac.uk
If you wish to use/adapt the survey, please contact us
by email and we can provide it electronically
SEC3 2014 Engaging Leeds
References
•Helsper, J. and R. Eynon (2010) Digital natives: where is the evidence? British Educational
Research Journal 36 (3), pp.503-520
•Kinash, S., J. Brand and T. Mathew (2012) Challenging mobile learning discourse through
research: Student perceptions of Blackboard Mobile Learn and iPads, Australasian Journal of
Educational Technology 28(4), pp.639-655
•Morris, N. Ramsay, L. and V. Chauhan (2012) Can a tablet device alter undergraduate science
students’ study behaviour and use of technology? Advances in Physiology Education 36(2),
pp.97-107
•Prensky, M. (2001) Digital natives, digital immigrants. Part 1, On the Horizon, 9(5), pp.1-6
•White, D. and A. Le Cornu (2011) Visitors and Residents. A new typology for online
engagement. First Monday 16(9) DOI: http://dx.doi.org/10.5210%2Ffm.v16i9.3171
SEC3 2014 Engaging Leeds
Blended Learning Symposium
Development of an anatomy eBook to
promote flexible learning
Dr James Pickering
Lecturer in Anatomy
School of Medicine
(j.d.pickering@leeds.ac.uk; @accessanatomy)
SEC3 2014 Engaging Leeds
Context of enhancement
• Promote flexible learning with use of mobile media (smart phones / tablets) for anatomy
teaching across the School of Medicine;
• Increase flexible learning = h student engagement;
• To increase flexible learning - make resources available off-line.
Previous learning resource creation
Anatomy teaching within SoM is already supported by diverse range of blended learning
resources with evidence of positive outcomes:
•Screencasts – 95% and 92% of students found these resources improved their student
experience and increased their knowledge base
•Podcasts – 83% and 82% of students found these resources improved their student experience
and increased their knowledge base
•Articulate presentations – “the on-line neuroanatomy ‘Articulate’ presentations helped my
understanding of the topics” 4.79/5 (Likert scale).
James Pickering, Blended Learning Symposium
SEC3 2014 Engaging Leeds
Creation of Screencasts and Podcasts
• Hardware
• Wacom tablet
• Mic and amp
• PC/Mac
• Software
• Screen-capture software (Camtasia)
• Graphic suite (Adobe Illustrator)
• Audio capture (Adobe Audition/Audacity)
• Output
If interested please get in touch for more information!
• 5-15min .mp4 / .mp3 files
• Easy playback on PC/Mac, smart phone or tablet
James Pickering, Blended Learning Symposium
SEC3 2014 Engaging Leeds
Why these resources on this platform?
•
•
100% Year 2 MBChB students have access to mobile media devices that are internet enabled;
93% use them to access learning material.
What do you access?
Internet
Videos
%
Lecture/practica…
0
•
50
Don’t use
Self testing
Drawing
Visual…
Audio (podcasts)
Reading(…
eBooks
Podcasts
How important is your mobile
device for learning/revising
material?
What is your preferred method
of learning/revising material?
Not important
%
%
Very important
Extremely important
0
100
Important
50
100
0
10
20
30
40
80% use their mobile device to access learning material whilst undertaking other activities.
If yes, what other activities do you undertake whilst
learning with your mobile device?
Other
At home
Gym/recreational activity
%
General commuting
Walking/cycling/commuting to campus
0
20
40
60
80
100
James Pickering, Blended Learning Symposium
SEC3 2014 Engaging Leeds
Creation of e(i)Book with iBooks author
Advantages:
• Free from Apple app store;
• Easy to use without needing to be familiar with Pages (mac version of MS Word);
• Can export as iBook direct to students through VLE, do no need to upload to iTunes;
• Can be easily uploaded to iTunesU for wider dissemination;
• Students can access material off-line;
• Update easily and quickly.
Disdvantages:
• Need an iMac or MacBook;
• Only outputs to iPad or iBooks on iMac or MacBook;
• Only students with access to either the above can access the full resource;
• Can export as .pdf, but lose interactive tools;
• Embedded resources may need to be uploaded to VLE separately to ensure ALL students
have access.
James Pickering, Blended Learning Symposium
SEC3 2014 Engaging Leeds
SEC3 2014 Engaging Leeds
Preliminary student feedback
Cover Page:
Navigation:
Please tick
Very good
Good
Clarity
Colour scheme
2
1
3
Neutral
Poor
Very
Poor
Easy to navigate between
pages
Easy to navigate between
chapters
Chapter Layout:
Please tick
Very good
Good
Clarity
Colour scheme
Chapter titles reflects
contents
Organisation of pages
Embedded screencasts
Embedded podcasts
Embedded text
1
1
1
2
2
2
2
3
1
3
Strongly
agree
2
1
0
2
Appropriate number of
screencasts
Appropriate number of
podcasts
Appropriate length of
text
Appropriate content of
clinical boxes
Agree
1
Neutral
2
Poor
Very
Poor
I liked it and would use it
It was an appropriate
length
It went into appropriate
detail
Neutral
1
Disagree
Strongly
disagree
Strongly
agree
1
Agree
2
1
Strongly
agree
3
2
Agree
2
1
Neutral
Disagree
Strongly
disagree
Neutral
Disagree
Strongly
disagree
2
Overall:
Please tick
1
2
Please tick
1
Would you prefer to use this over a traditional textbook? Y Y Y
Would you like some MCQ questions at the end of each chapter? Y Y Y
Would you like some diagrams to be embedded? N Y Y
Do you feel it is overly detrimental to not have any diagrams? N Y Y
3
Generally the students really enjoyed the iBook, specifically commenting on the screencast element. It was easy to
navigate and very accessible as WiFi is not required.
The students mentioned the addition of a self-test area would be beneficial (now added). Also, due to the media content it
is a large file to download and takes up a lot of space on smaller capacity iPads (maybe split in half?).
SEC3 2014 Engaging Leeds
Blended Learning Symposium
Social media platforms as
educational interfaces
A Case Study in Dance in Higher Education
Ms Kelly Preece BA (Hons), MA, FHEA
Research Associate and Lecturer in Dance
School of Performance and Cultural Industries, University of Leeds
School of Arts, University of Northampton
SEC3 2014 Engaging Leeds
Aims of the Project
explore the use of social media platforms as alternative educational interfaces to
the VLE
collate useful online resources in my subject area
help students to recognise reliable online source materials
Kelly Preece, Blended Learning Symposium
SEC3 2014 Engaging Leeds
Padlet
Kelly Preece, Blended Learning Symposium
SEC3 2014 Engaging Leeds
Emerging Themes
Autonomy over learning
Bitesize/ongoing engagement
Engaging visual appearance and clarity
Awareness raising of online resources
Facilitating critical reflection
Content sharing and discussion amongst students
Need for video tutorials
Kelly Preece, Blended Learning Symposium
SEC3 2014 Engaging Leeds
Impact
Use of tumblr blogs with the same cohort on the third year module Choreography 3:
Experiments in Performance
Enhances: discussion, content sharing and critical reflection
Project exploring tumblr as a tool for documenting and facilitating collaborative
media arts practice (with Matthew Gough and Tim Halliday at University of
Northampton)
Adoption of the use of Padlet by the Merce Cunningham Trust
Kelly Preece, Blended Learning Symposium
SEC3 2014 Engaging Leeds
Provocation:
Is the VLE fit for purpose as an educational tool?
Kelly Preece, Blended Learning Symposium
SEC3 2014 Engaging Leeds
Can Online Resources Fully Engage
Students?
Developing online resources in the School of Education
Dr Bronwen Swinnerton
Project Manager: PGCE Investment Project
School of Education
Online / distance materials
• M Level CPD
• Research methods modules:
Getting started:
research
questions and
approaches in
education
Philosophical
underpinning of
educational
research
Qualitative data:
processes of
collection,
interpretation and
analysis
Introduction to
quantitative data
analysis
Research Methods module
‘Getting started: research questions and approaches in
education’
Was - six two-hour face to
face sessions in order
Now – six online sessions to be
completed in order, plus one freestanding session AND 3 tutorials
(face to face or online)
Who is it for?
• PGR students/PGT students – research training
We will be able to offer a distance /PhD where students can receive
their choice of research methods training.
Why is engagement an issue for
online/distance courses?
Lack of a physical
classroom and
physical contact
with tutors and
other students
Lack of mediation of
content by tutor
Technical problems may
be an issue on distance /
online courses
Flexibility
can go too
far to a lack
of structure
Lack of visual cues
if feedback is
mostly written, or
audio
Other
commitments
more likely from
students on
distance courses
Dropout figures
Much higher on
distance courses
What do we mean by engage?
Fredricks, Blumenfeld and Paris (2004, 62-63), identify three
dimensions to student engagement:
1. Behavioural engagement
2. Emotional engagement
3. Cognitive engagement
How?
The material should be:
• Intuitive to use, easy to access, clearly introduced and well
signposted
• We want students to:
• Have the necessary technical skills/equipment to access the
material
• Become part of a community of learners
• Interact with the material/be ‘active’ participants in their learning
• To collaborate with other students/tutor
• Be able to relate the content to their own work/context
What about tutors? They need to be suitably trained in technical and
pedagogical aspects. They need to be ‘up for it’
Intuitive to use, easy to access, clearly introduced
and well signposted/have appropriate technical skills
• Within the VLE – can be accessed on a PC, tablet (Android or iPad)
and mobile (although not recommended except to recap).
• Numbered sessions
• Introductory session – navigation etc.
• instruction manual
• Well signposted within session – material is worked through in a
linear way, screen by screen, with some screens having layers to go
into that content a little deeper
• Icons, told where there is something to click on, told there is
something to do after the learning check, activities are labelled, you
can tell how far through it you are
Become part of a learning community
• Begin by telling others in the group a little bit about themselves, their
research interests
• Post to their research profile for others to read
• Create a poster telling others in the group about their research
project (session 5)
Interact with the material
• Read material (but not too text heavy)
• Click on things to access further content
• Layers
• Tips
• Additional information
• Watch video
• Listen to audio
• Access additional reading
• Participate in activities including quizzes
Be active participants in their own learning
• Users go through the material at speed they wish, when they wish
(within a timeframe)
• Users can revisit any bits of content anytime
• Users can do a session in one go, or come back later – option to
restart where they left off or at beginning
• Read more from ‘additional reading’ list
• Develop a Personal Research Profile
• Post to discussion forums
• Attend online or face to face tutorials
Collaborate with other students
• By engaging in discussions on the
forums
• Participate in tutorials
• Read the research profiles of
fellow students
• Present poster to other students in
tutorial group
Be able to relate content to their own work
• Create their Personal Research Profile
• Create a poster telling others in the group about their research
project (session 5)
• Use outputs to write their Critical study form/PhD upgrade form
Tutors
• What about tutors? They need to be suitably trained in technical and
pedagogical aspects. They need to be ‘up for it’
• Colleagues not necessarily fully engaged by online/blended format
• training to explain module
• We’ve set up groups, journals, discussion forums
• Training in Adobe Connect – and how it really works from
colleagues who already do this
• Available to help with tutorials etc.
Further information
Contact:
Dr Bronwen Swinnerton
School of Education
b.j.swinnerton@leeds.ac.uk
Ext 37837
SEC3 2014 Engaging Leeds
Blended Learning Symposium
Truly Capturing the Moment
Accessible Lecture Capture that Really Counts
Ms. Alina Secară
Teaching Fellow in Translation Studies
Centre for Translation Studies
School of Modern Languages and Cultures
Dr. Dragoș Ciobanu
Lecturer in Translation Studies
Centre for Translation Studies
School of Modern Languages and Cultures
SEC3 2014 Engaging Leeds
Imagine you are
A
B
A hard-of-hearing student
on an MA programme
A student on an MA
programme
+ international (IELTS 7+)
+ started learning English
after loss of hearing
+ international (IELTS 7+)
C
A home student on an
MA programme
Ms. Alina Secară & Dr. Dragoș Ciobanu; Blended Learning Symposium
SEC3 2014 Engaging Leeds
Welcome to a lecture
Ms. Alina Secară & Dr. Dragoș Ciobanu; Blended Learning Symposium
SEC3 2014 Engaging Leeds
SEC3 2014 Engaging Leeds
Was that…
1.
2.
Rather unintelligible?
A bit specialised?
Ms. Alina Secară & Dr. Dragoș Ciobanu; Blended Learning Symposium
SEC3 2014 Engaging Leeds
Your most likely support options for lectures
A
B
C
Notes from note-taker
(often: manual, on
paper;
sometimes: electronic)
Reading lists; Lecture slides (+ additional VLE resources)
Ms. Alina Secară & Dr. Dragoș Ciobanu; Blended Learning Symposium
SEC3 2014 Engaging Leeds
Problems with your most likely support options
A
B
C
Notes
Can be lost easily;
Cause cognitive &
physical discomfort;
Unused resource;
Involve *A Lot* of effort.
Reading lists; Lecture slides (+ additional VLE resources)
Not very interactive (during lecture time)
Ms. Alina Secară & Dr. Dragoș Ciobanu; Blended Learning Symposium
SEC3 2014 Engaging Leeds
Traditional Lecture Capture
(slides + audio/video of lecture)
A
B
No better than slides in the
VLE
C
Can be beneficial, especially when
preparing for exams
Not interactive; no benefit in real-time lecture;
no screen sharing with students
Ms. Alina Secară & Dr. Dragoș Ciobanu; Blended Learning Symposium
SEC3 2014 Engaging Leeds
Our approach to LC
Ms. Alina Secară & Dr. Dragoș Ciobanu; Blended Learning Symposium
SEC3 2014 Engaging Leeds
Our Lecture Capture
• Integrated in a Blended Learning approach:
• Pre-sessional 5-minute monolingual (English) subtitled
videos
• Interactive Lecture captured with desktop screen + live
synchronised notes + live student interaction +
audio/video
• Lecture Capture posted immediately with minimum postediting; notes are searchable
Ms. Alina Secară & Dr. Dragoș Ciobanu; Blended Learning Symposium
SEC3 2014 Engaging Leeds
SEC3 2014 Engaging Leeds
SEC3 2014 Engaging Leeds
SEC3 2014 Engaging Leeds
Student feedback
80 students; 56 respondents (25 non-EN natives; 31 EN natives)
• “I found the recordings very useful especially when I have
difficulties in understanding”
• “language barrier”
• “I used the captions to follow what was going on if I had
missed something”
• “Using captions can help me understand the lecture better”
• “The lecture recordings were a blessing”
Ms. Alina Secară & Dr. Dragoș Ciobanu; Blended Learning Symposium
SEC3 2014 Engaging Leeds
Ms. Alina Secară & Dr. Dragoș Ciobanu; Blended Learning Symposium
SEC3 2014 Engaging Leeds
Ms. Alina Secară & Dr. Dragoș Ciobanu; Blended Learning Symposium
SEC3 2014 Engaging Leeds
Result
Some problems solved
increased interactivity and access to lecture for ALL students
more electronic note-takers trained since our project
positive staff attitude to lecture capture
Some problems raised
live broadcast & multiple chat channels needed from any LC solution
technical support
sustained funding for live captioning & pre-sessional videos
Ms. Alina Secară & Dr. Dragoș Ciobanu; Blended Learning Symposium
SEC3 2014 Engaging Leeds
Thank you
We look forward
to your questions.
Ms. Alina Secară & Dr. Dragoș Ciobanu; Blended Learning Symposium
SEC3 2014 Engaging Leeds
Making of a MOOC
‘When worlds collide’
Jon C Lovett
Chair in Global Challenges
School of Geography