COMPETEN-SEA
COMPETEN-SEA
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6 - 61.'4,S"~Management of a MOOC Project
within an Institution
Carlos Delgado Kloos
Universidad Carlos III de Madrid
@cdkloos
Summary
1. Teacher competences
• What are the competences
of the new educator?
2. University support
• Services, infrastructures
,
people, documentation,
training, software
co./undfid ll'( lhtl E •;ts<nus: .. Pmgra;mme
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Leamer Competences
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Different Work for Faculty?
Support?
Co-fundOO oy lhe •
Er,11H1tius~ Pmora.11''11llf! or tili!' EurnPl:!.;iin Umon
Support vs. DIY
• Educator not independent any more
• Now part of a greater team
• Collaboration and negotiation
•Refactoring teaching
• Which tasks should be done
by faculty and which by support personnel?
• DIY culture
Dir
Roles
Exercise
• Write down the competences
you think
educators should have
in the new era of
digital education!
Some New Competences for Educators
• 1.
actor/actress
• 2. engaging storyteller and communicator
• 3. instructional designer
• 4. have knowledge of video production
• 5. know how to prepare formative evaluations
• 6. expert community manager
• 7. IP expert
• 8. big data analyst
and all this ... without losing
Components of New Education
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--1. Movie Actor?
Scale and Impact
• From local theater actor
(here,
now)
to world-wide movie star (everywhere, always)
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Acting Skills
{t!l)r
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€inu~s
Dr. stavensseesadaywhenMoocswilldisrupt how faculty are attracted, trained and paid, with the most popular
"compensated like a TV actor or a movie actor." He adds that "students will want to learn from whoever is the best teacher."
• www.nytimes.com/2012/ll/04/education/edl
ife/massive-open-online-courses-are-
Co-furH1E.!d oy lh•l •
Ernl4«1LJS-t- Prrlcrart'lf1'El
of '.he EuropeRn Un11.:m
Acting Skills
•Closeness
• Intonation
• Originality
• Speed
• Smile
• www.wikihow.com/
Strengthen-Your-Acting-Skills
2. Story Teller?
Lecturing Tools
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-Basic Media Competences
•Blackboard and chalk
• Good calligraphy
• Organization of blackboard
• Projector and Powerpoint
• Powerpoint slide design
• Use of visual resources
•Video
• Use ofrecording tool
• Visual storytelling
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Basic: Projector&Pp
My Superbad PowerPoint Presentation
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Which Pedagogy?
Direct instruction
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Teleprompter
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fat11smu~+-Pmgr a1nme of1nt1 European Union
One to many
Class
One to many more?
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oi ~h'l Europua:1 Ur!!On
One to many
Class
One to one
One to many,
one at a time
MOOC
Communication Competences
• Bb&chalk, Projector&Pp
• One to many,
at the same time
• Theatre
•Video
• One to many
,
One to one: Interrotron
Co-luo(lf.ld ~y lha • Er.;1sm.us+ Prr:>gramme
or !h& E.u1'0p@R<i U111on
Resources
•wistia.com/learning
Resources
•vimeo.com/videoschool
5. Assessment Specialist?
FO~ A PAI~ $£1.&CTION
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Assessment
•Assessment used to be "expensive"
• Formative and summative uses
•Flipping the "flipped classroom"
• What is possible?
Types of Automated Assessment
• Instant Feedback
• Automatic assessment
with given answers
• Parameters
• Hints
•Peer to Peer evaluation
Co-f1>1H1~d tir lhti •
E~:::t~mu~ .. Pro~ratnfl\e
of the E.uro~an Urnoa
Instant Feedback
•Khan Academy: CS
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Instant Feedback
• Bret Victor:
Inventing on Principle
•vimeo.com/36579366
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Parametric Exercises
• Automatically generate different exercises
with common base
• Exercises with parameters
that get instantiated randomly
• Parameterization
• Random integers in given ranges
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• Random person names with matching adjectives
(Peter/he/him, Susan/she/her)
• Random values in sets (vehicles, round food, etc.)
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Hints in Exercises
• Make assessments a
formative learning experience
• Supply successively hints that
help to solve a problem
Hints in Exercises
• Many possible hinting strategies
• Penalty for requesting hints
• Limit on the number of hints
• Take into account students history and preferences
• Intelligent and social hints
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P2P Evaluation
•Not all subjects can be adequately evaluated with
multiple choice exercises
• Sometimes there is not one correct answer or a
given set of correct answers
• Especially in the Humanities
it becomes necessary to write an essay
• To cope with massive numbers,
peer to peer (P2P) evaluation is used
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P2P Evaluation
• Phases (in Coursera):
• 1. Submission Phase (assignment)
• 2. Evaluation Phase (rubric)
• 3. Results Phase (computation)
CPR
• Callibrated Peer Review
• cpr .molsci. ucla .edu
• Experience
• mooctalk . org
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2012/10/20/
mooc-planning-part-9/
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Machine Leaming
• Some advance made
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Co-lundtrd ~y lh~ • F~:t.o:irl'\1~+ Pm1y~1nrn~ or !he Europea:1 Union
Flipping the Flipped Classroom
• It
is sometimes better to ask before giving the
explanation in order to create the need
• computinged.wordpress.com/2013/07/30/taking-a-test-is-better-than-studying-even-if-you-just-guess/ • news.stanford.edu/news/2013/july/
flipped-learning-model-071613.html
The Conversation is Online
Social Media Etiquette
• When and whom to answer?
• How to react?
• How to deal with trolls?
• How to avoid flaming?
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Co-fUOO..d by tho •
Eraamut+ Prngrarnme of th& E.uropesn Umon
Selection of Social Tools
•What social tools to use?
•How many?
• Which is best for
each kind of interaction?
Co-lundud by the •
Erasmus+- ProgrRmme of the ~uroP"}an Un ICU~
Example: EDF MOOC
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• Everybody can contribute
to each others learning!
•How make everyone help!
•Example: Cursos 0
7. IP Expert?
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THE WISDOM
OF CROWDS
JAM
Copyright
• 1940:
increase in rates
• Boicott of radio stations
• Decrease in rates
Copy left
• From
copyright
(all rights reserved)
to
copyleft
(some rights reserved)
• Authors take control on
how they share the intellectual property
• Creative Commons
Relevant People
• Lawrence Lessig
•
Author
of "Free Culture"
• Remix and reuse, creativity
• www.ted.com/talks/larry_lessig_says _the_law_is_strangling_creativity
• David Wiley
• "Give without giving away"
• "Education is sharing"
UNESCO
• OER, Open Educational Resources
• 2002: Term coined
• 2012: Paris Declaration
• Foster use of OER
•
• Encourage open licensing
Questions
• What content can you take?
• Under which conditions?
•For which purpose?
• Which law applies?
• Other ethical and privacy issues?
•If
you publish something and grant copyright to the
publisher, can you use it?
•If
your national law allows you to cite,
8. Big Data Scientist?
Gettl)
Knowledge and Data
• "Quite simply,
knowledge is the engine of our economy.
And data is its fuel. "
.
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Big Digital Data
Global Information Storage Capacity
in optimalty (omoreis,ed byte'§
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Big Data
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(and sometimes, quality) of available
and potentially relevant data. "
.
(\Francis X. Diebold, U Penn, 2000
Privacy!
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Leaming Analytics
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Sensor
• Makes the learning process into a controlled one
(like
in
business, health, or web)
• Relevant are feedback speed and quantity of data
Information
•For whom?
• Learner (pilot)
• Educator (air traffic controller)
• lnstructional designer • lnstitution
• Educational authority • Employer
• Tool developer
Desire2Leam
Des
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Learn;, ..
Innovative 1-.earning Tc;chnofogy
•Dashboard
-Blackboard Analytics
Blackboard.,,,
analytics.
.
•www.blackboard.com/Platforms/
Analytics/Overview.aspx
Turn your
lntGAction
jInformation
Khan Academv
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Examples
• Duolingo
(Luis von Ahn)
• Delaying the teaching of the neutral gender improves outcomes for Spanish-speakers learning English
• Coursera
(Andrew Ng)
Vlktor Mayer-Schonberger• Correlation of students that read a particular forum post
and those who passed an assessment
•Khan Academy (Salman Khan)
• 10 of the 50 employees work on learning analytics
• Google Books
_ It is about datafying books rather than digitizing them
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Co-h:ndl3d !ly lha •
Ernsffiils • Pfogmmrn+1
of th¥. F.:urniJt'la~ U111f):l
Levels of Analytics
1. Reporting (past)
2. Predictive modeling
(future)
3. Finding the optimal
path (routing)
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Educator Competences
• How to take full advantage of technology?
• What tools to use?
• What questions to pose?
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• What data to capture?
• How to process data?
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• How to interpret the results?
• What conclusions to take?
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• What interventions to plan?
Components of New Education
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Discussion
• Any other competence
that is of relevance?
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E.ra.s~nu~+ Prngrarnri1c:i
oftntt E-urnpea1 Union
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Discussion
• Any other competency
that is of relevance?
• Gamification
• Simulations and animations
•
Teacher Competences
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"Cha'a
university is
like
moving a
graveyard,
Support
Teacher Support
•For some competences
• documentation
might be enough
• you might need
to provide training
• you might need
Co-furHlOO by the •
Era.smu~• Pm<;ra.nune of the Europerill UrhOf"I
Support Unit
ucJm I Ur.ver51doa Carlo> Ill de Mo<Jrn1
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UTEID UNIOAO Of. 'ECNOtOGiA EDUCAHVA E INNOVACION OO<ENTC
Support Unit
• Tasks
uc3m.es/UTEID
uc3m.es/UTEID
• Maintain fluent relationship with MOOC platforms
• Manage each of the MOOC projects
• Organize events
• Prepare guides and other documentation
• Organize training events
• Produce software
Co-lu\lr1t:tll 011· tt1•J £Hrnrnu'.'l ~ Prllqrnnlfnc (Ji ~ho EL:roµor1n U111011
Portal
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Subtitles
• SIGMu
Co-furidad by thu •
E.a:1smu~+ Progr<lJflO'J(! ol ~ha Europea:i Union
FlipApp: Gamify SPOCs
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Open edX: Leaming Analytics
Co-funded by lh• •
Er...,,.,,•+F'rog.-amme
of lhe European Un.on
Intellectual Property
•Guide
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•Clearance
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Training Plan
• Instructional design
• Active pedagogies
• Assessment
• Learning analytics
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Bloque 0. lntroducci6n
Bloque I. Metodologra
ypedagogra
Bloque II. Producci6n
(audiovisual
y
plataforma)
Bloque Ill. Gesti6n
y
desarrollo del MOOC
I.
Methodology & Pedagogy
Bloque I, Metodologia y
pedagogi.1
1.. Video y c:locurne1HaC'i6n
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4. Oe<pliegut
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P
edagogy
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MJruulivn
A++
B
II. Production
(audiovisual & platform)
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t Hu.en.is priictlc.:s5 dl'! producci6n
dEI!> vldP.O pnra MOOC-s
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3. Plalaform• odX. CMS
.t P1alo11fa1ma ~ox CMS pe1rle 11 y .impliando Open edX
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II. Production
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(audiovisual
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platform)
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III. MOOC Management &
Development
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1 Y!OOC 'I ~qulpo hurn.rno
i PlanificaciOn y des.arrollo
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III. MOOC Management
&
Development
l
Where to find the course?
bit.ly/metamooc
-..
Conclusion
1. Teacher competences
• What are the competences
of the new educator?
2. University support
• Services, infrastructures
,
people, documentation,
training
C.J.-t...,nd~d by lh~ •
Ernsnius ... Pmgr!\mfflf1
ol tt1~ i:.uropefHl Uruon
Mooe
Production Guideline
COMPETEN-SEA
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ITERIMA
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* *
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*Contents
Introduction:
General Considerations when beginning a MOOC:
Getting Started:
Timeline:
Course Design:
Development:
Course Communication:
Quality Assurance:
Sources
3
4
5
6
7
9
11
12
Introduction:
Welcome to the MOOC production Handbook. This handbook is designed to help you create
your first MOOC within the context of COMPETEN-SEA. MOOCs can take many forms, but
ultimately they share some common traits and constraints.
Naturally, capacity is a major consideration for MOOCs. MOOCs are "Massive", that is they
have the potential to reach many more participants than is traditionally possible in a brick
and mortar classroom. Some MOOCs reach hundreds of thousands of participants, but what
is most important is not necessarily reaching an enrollment of thousands at any one point,
but the ability to scale a course so that increasing the participants exponentially does not
increase the workload for the facilitator exponentially. This can be done several ways such as
with the help of tools, such as automatic feedback response systems, or by leveraging the
number of participants to solicit quality peer feedback.
MOOCs are also by definition "Open". Within the context of MOOCs Open is a controversial
term for some people open is complete and non-negotiable, open to anyone without
restrictions such as fees, membership or location, open use of all materials and open to
learners establishing their own goals and learning plans. For others Open simply means fewer
restrictions such as not needing to be a member of the sponsoring organization or only
charging a few to participants who require a certificate. What is clear is that MOOCs are
"open" to more people who wouldn't otherwise have the chance to take the course. This is
great opportunity but it adds the challenge of having participants with widely varying
backgrounds and motivations.
As "Online" courses MOOCs can transcend multiple barriers, such as geographical location,
language( with help of translations) and time constraints. However, this also makes it
significantly more difficult to build community as learners may not have the chance to
interact with one another synchronously or may not even share a common language. The
MOOCs design therefore needs to consider ways to build positive group interactions into the
Finally, MOOCs are "Courses" meaning they have a planned curriculum with assessments.
However, many MOOC users do not utilize MOOCs as courses. Many of them see MOOCs as
digital textbooks where they can go to find the specific information they need at that
particular moment or they do view them as courses, but choose not to fully participate
instead relying on the "massive" number of other participant to be active instead. Here again
the designer needs to carefully consider not only the intended use of the MOOC, but how a
significant minority of participants will ultimately use it.
These characteristics set MOOCs apart from traditional classroom experiences and even from
standard distance learning programs. They offer many benefits, primarily increased capacity,
but they also pose some very real challenges to designers. In recent times multiple MOOCs
have tended to be divided based on their pedagogical approach, often either through a
behaviorist/cognitivist lense(xMOOCS) or a constructivist/connectivist lense(cMOOCs).Both
of these approaches have positive and negative aspects. xMOOCs tend to be more
structured and easier to implement asynchronously. In contrast, cMOOCs offer a higher level
of learner engagement and community, but can be more difficult to design and require
higher levels of involvement from participants which requires some level of synchronous
participation. Of course, there are countless variations of these designs depending on the
goals and emphasis of the designer.
This guideline aims to help you get started with designing and implementing your first
MOOC. We will cover some general considerations when designing MOOCs, an overall
timeline of MOOC development and production, communication within the MOOCs and
General Considerations when beginning a MOOC:
1) A classroom experience cannot be replicated on fine. Even if you are covering the same information in a traditional class and in a MOOC the teaching and learning experience will vary considerably. Instructors should be aware that planning and executing a MOOC looks very different from traditional teaching.
2) Everything takes longer than imagined. Instructors tend to underestimate the amount of time it takes to produce a MOOC one estimate has MOOC preparation averaging at 400 hours per course and three times the amount of effort compared to a traditional course (Mesquita 2015). In particular, instructors underestimate the time needed to produce learning videos. Depending on your experience and available resources, it is reasonable to assume that you will spend around three hours producing ten minutes of video.
3) Be aware of interdependencies and be consistent. Make sure that all resources referenced in videos are available when and where you say they will be. For example, if a reading is mentioned in a video the link to that reading should be immediately available and easily located. If for some reason the reading has been removed from the course plan then the video should be edited to remove mentioning the text. Otherwise students will become frustrated looking for resources that are not actually provided. Additionally, make sure that the connections and sequencing between modules and lessons is clear and well defined. 4) Take technological limitations into account. According to the feasibility study internet
penetration ranged between SO and 70% and most individuals used a mobile device to access the internet. Additionally, some of the target audience members (such as single mothers in Malaysia) report having limited or no technological experience. In these cases it is extremely critical to provide learner guidance and be aware of accessibility issues.
best to complete the MOOC in its entirety and review it from several perspectives (Design,
content, coding, accessibility etc.) before the initial launch.
Getting Started:
Establish a Timeline: Many people begin preparing their MOOC nearly a year in advance. Depending on how much time you can devote to the MOOC at any given point many steps
can be completed parallel to one another thus saving time, for instance content production
and learning how to use the chosen platform. Of course, the exact amount of time needed
depends on the scope of your project as well as the resources available to you. On the
following page, you can see a sample timeline for designing and producing a MOOC.
Set the parameters: Decide on the overall learning goals for the course, your personal teaching goals, and establish a target audience before beginning. Clarifying these items
upfront will help keep you focused throughout the design and development process and will
make alignment easier.
Identify resources: Begin to investigate what resources, including possible team-members, are available to you. Most MOOCS involve large support teams across disciplines often
including a content expert, a video production expert, an educational technologist, and
teaching assistants. In addition, in may be necessary to acquire additional resources and
Timeline:
8-10 months
·Select and train with a MOOC platform
·Establish Parameters and course outline
· Gather materials and resources ·Put together a MOOC team
6-8 months
·Write unit and lesson learning goals
·Organize course content and create slides as needed ·Begin writting Assessments
·Begin planning course activities and interactions
·Make a video plan
4-6 months
·Create Promotional material
·Begin filming lessons
·Continue creating assessments and activities
· Begin loading the platform
3-4
m
onths
· Finish filming
·Finish assignments and assessments
·Begin transcripts
·Announce and promote course
2-3
m
onths
·Finish transcripts
·Finish uploads
·Create a communication plan
· Promote course
1-2 months
·Quality Assurance Check ·Promote Course
0-1 months
Course Design:
Learning Objectives: Begin by establishing course objectives and gradually refine the
objectives for individual units and even individual lessons. By the end of this process, you
should have a basic course outline of what information will be covered in each lesson and
how the lessons fit together. Later each activity can then be linked to a specific learning goal
and assessments can be designed to mirror these goals. This helps keep the course aligned
and helps students understand the value of what they are doing and how it connects to the
course and their personal goals.
Video Style: Most MOOCs are heavily reliant on video recordings and there are numerous
ways to style learning videos, including: speaking directly to the camera and superimposing
[image:60.595.84.539.102.790.2]images later, audio voice over of a slide presentation, presenting in front of a whiteboard or
tablet, animations, and screen capture. Whatever you choose you should begin gathering
and learning to use the necessary equipment early on.
Cases and Examples: It can be helpful to think about examples or case studies, which tie into
each unit's learning objectives early on. Examples help students understand how the
knowledge they are gaining can be used outside of the classroom to help them reach their
personal or professional goals. Use these examples as anchorages in assignments and
activities to deepen student understanding and increase motivation.
Design Interactions: Most MOOCs consist of relatively simple interaction structures such as
student-to-student on a discussion board, or student to Instructor via. E-mail. However, it
can be extremely beneficial to encourage higher levels of interaction among students. Such
interactions need to be well thought out and organized in order for them to add value to the
course. For example if students are to provide each other with peer feedback then
distribution needs to be planned, a feedback rubric must be provided and deadlines set.
These interactions should be scripted and supported by an instructor or moderator.
students often have questions and concerns that need to be addressed immediately. In
addition developing, or failing to develop, a sense of community early on influences student
participation and satisfaction. It is of course, also possible to setup a moderator that takes
care of more basic questions and addresses technical issues.
Course topic list is prepared and divided into units and lesson
Multi-level learning objectives
Objectives exist not only for the individual lessons, but also for the uni ts and course as a whole
Objectives can be measured to make assessment more transparent and aligned
""'.
Video segments
.
_ _
•
Video Segments are no more than ten minutes long and sequenced so that they build on each other.
Video style is appropriate for the topic
Student-Instructor interactions
•
A plan communication between the student and instructor exists.
w
Student-Material interactions
•
The student can actively engage in the material, answer quiz questions, ask questions provide examples etc.
Student-St
ua
ent interactions
•
Students have informal interactions in the discussion board and formal interactions in the peer-review sessions.
Activate
·
rior knowled e
•
Activities help students build on existing knowledge and integrate new knowledge
Examples and cases
Students can see how the information is used
Development:
Getting to know the platform: Take the time to learn how to use the platform, including from the
student perspective and basic troubleshooting long before the launch date. Take advantage of
online-tutorials as well as learning from colleagues already familiar with the platform. Try out and
practice with all of the functions you intend to use for the course.
Videos: Use the learning objectives and course outline to break your material into chunks that can be
explained in five to ten minutes. These can be prepared as scripts or outlines as you prefer. Make
sure to include the examples that you thought of in the design stage. Produce corresponding visuals,
such as slides or animation. Minimalistic slides, with little text, work best as many students will view
them in a reduced size and quality. Once your videos have been produced make sure they are
accessible to all students by including closed-captioning, alternate text for images, and making all
materials available for download and use offline.
Materials: All materials should be licensed under an open content license. Since MOOCs are open to
anyone, many items that are available for classroom use at not available for use in a MOOC. Check
the copyright status of all materials that are to be used. Make sure that links are stilt active and that
materials can be downloaded for offline viewing.
Assessments: Use formative assessments to help students, and instructors, measure and understand
the overall learning progress of participants. Not all assessments must be graded; they can also be
used as a learning tool or a method of self-reflection. Summative assessments can then be used to
establish mastery. Most assessments within MOOCs use closed questions, which can be
automatically graded. This allows for students to have instant feedback and reduces the workload for
the instructor. Another method of assessment is implementing peer feedback cycles for more
complex learning tasks. This allows for open-ended responses and additional interaction among
peers without greatly increasing the facilitators workload.
Learner Guidance: Since students cannot ask questions in real time it is important to provide
the expectations for that particular activity and an explanation as to how this activity helps them
meet learning goals. Navigation should be clear and easy to use allowing students to quickly reach
the page or information they are looking for. Finally, students should have a set and easy way to
reach out for help if needed, weather this is then the discussion board or help desk ticket.
Course Promotion: Decide how the course will reach interested students and develop promotional
material ranging from a basic course description to a promotional video for use on social networks.
Course information can be distributed through email lists, social media, professional networks,
events, and institutional press releases. Make sure the following information is clearly presented to
potential students; prerequisites, estimated time commitment, course start and end dates, and how
Check to make sure that you know how the platform functions and how to solve basic problems which may arrive
Videos should be under ten minutes long and paced for non-native speakers
Video Qualit
•
Videos should be easily viewed in small formats, with limited and clearly presented text
Material Accessibilit
•
.
Materials should be open-source, available for download, and compatible with a screen reader
Formative Assessments
Formative assessments exist and allow students and instructors to measure track their progress throughout the course.
Summative Assessments
·
- · · ·;
. · :
•
Summative assessments are clearly identified and grading policies and expectations are clearly stated
Peer Review
•
Expectations for peer review are clearly stated including deadlines and procedures for teams that experience problems
S llabus
•
Includes grading policy, due dates and course timeline
Instructions for activities
•
All activities, including videos, are preceded by clear instructions and a description of what the student should learn from the activity .
Navl ation
• - '· 1.·-4-t' .. ' ... ~ .Written and visual cues direct students as to where to go next.
Course Communication:
Although most course communication will occur once the class has begun, it is advisable to make a
plan ahead of time to ensure smooth communication.
E-Mail communication: An E-mail distribution list can be produced from the registration information
and used to keep in contact with students. At a minimum we recommend sending the following
E-mails:
• Course Reminder Email: sent at least one week before the course launch to build anticipation
and excitement
• Welcome E-mail: sent on the first day of course including an introduction to the course and
the team. This is a good opportunity to gather data about participants in a short survey. This
data can later be used to help learn about participants and measure the success of the
course.
• Weekly Updates: summarize the most important information from the week and preview
what is to come in the coming week
• Course completion E-mail: summarize the experience, thank students for their participation
and outline next steps including a timeline for receiving certification if applicable. This is a
good opportunity for a post-course survey to learn about the strengths and weaknesses of
the course.
Landing Page: This is the first page that students see when entering the course and it should be
friendly, welcoming and most importantly informative. Make sure this page includes the most
important information and is easy to navigate.
Discussion Board: The discussion board is where students interact with each other and the
instructor/TA. The board should be clearly organized and tasks should be distributed. For example,
the TA could answer logistical and technical questions while the instructor answers the content
Escalation plan
:
A plan should be made for what to do in the case of an offensive or inappropriate post. This plan should include how and to whom students can report such a post and what are the consequences are for the student responsible for the posting.Mail is sent to all registered participants with important information before the course begins.
Welcome Email
•
Include an introduction to the course and team as well as a short survey to learn about participants
Weekly Updates
•
Summarize the most important information from the week and outline the coming week.
Closin Email
•
Summarize the course experience and solicit feedback in the form of a survey
Landing pa e
•
The first page students sees contains all important information
Discussion board moderation
•
A plan exists as to who, when and how the discussion board will be moderated
Escalation plan
•
A plan exists as to what to do should a student make inappropriate or offensive comments
Quality Assurance:
Review for Content:
The instructor or TA very familiar with the course material should review for anyerrors in content, including calculations and typos. They should also make sure all complex terms are clearly defined and answers to questions are correctly coded.
Review of Platform functionality:
A team member familiar with the platform should check to makesure all navigation functions work correctly, all links are live, all items are labeled, and assessments operate correctly.
Review for Accessibility: Ideally completed by a team member who is NOT a native speaker of the course language. Identify and clarify any idioms or vocabulary that is unlikely to be familiar to international students, and check to make sure basic accommodations such as closed captioning and alternate image text function properly. Additionally, check to make sure all necessary materials can be downloaded for offline use.
Beta Student Review: At least one beta tester should be established to review the course from the
student perspective in its entirety.
All information is accurate and up-to-date and all calculations are correct
Navigation works, all links are live, all assessment questions are coded correctly
Checked by both a native and non-native speaker for errors and understandability
Accessibility
•
All materials can be downloaded, all texts are compatible with a screen reader, all videos have closed captioning
Beta-Student
•
At least one person has completed the course in its entirety to identify any missing elements or inconsistencies
Sources
Kruse, Anna. (2016). Making a MOOC at TUM: A Handbook for Instructors and Course Teams. Munchen, Germany: TUM Medienzentrum.
Mesquita, Anabela. (2015). Furthering Higher Education Possibilities through Massive Open Online
Courses. Hershey, PA: Information Science Reference.
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Armin Weinberger, Helmut Niegemann, Allison Kolling
COMPETEN.-SEA
Overview
• Motivation for MOOC participation
• Challenges of Mass education
• Importance of taxonomies
• xMOOC v. cMOOC
• Design Based Categorization
- Schneider and Conole
, COMPETEN.-SEA
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06.11.2017
Different Motives for Learning in MOOCs
• to make a (better) living
• for personal development (Bildung;
Humboldt)
• to ,,emerge from self-imposed immaturity"
(,,selbst-verschuldete Unmundigkeit";
Kant)
to become
autonomous and free
• to participate in a community and engage in critical
dialogue (,,pratica da liberdade para transformar o seu
mundo";
Freire)
·. COMPETEN-SEA
•
Co-funded by ~o
Erasmus+ Programmo
of Iha Euroooon Union
MOOCs enables learning for all - why don't they?
• Technical problems
• Learner requirements
• Motivation and lack of commitment
• Bad or non-existent instructional design
COMPETEN-SEA
•
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Erasmus t-Ptogrtunmu
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06.11.2017
Why are MOOC Taxonomies important?
• Allows for a shared
vocabulary
ARf>V ING A'BOVT" WHAT VS. FIGURING OVT HOW• Makes comparing
MOOCs easier and
more accurate
• Can help make design
and evaluation decisions
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WIAIC 11116 A CHAlll" ~ Altf'"Tl-IE' C"4Alll"
COMPETEN-SEA
Traditional Split
- cMOOC v. xMOOC
• First MOOCs were cMOOCs (connectivist)
- cMOOC focus on collectively creating knowledge
NNjg
•
Co-funded by llW
Erasmus+ P.worummu of lhe Eurooo311 Union
- Highly interactive and users are partially responsible for creating content
- Community is extremely important
• Most current MOOCs are xMOOCs (extension)
- xMOOC resemble traditional lecture course
- Usually consist of video lectures and quizzes
- Users often complete the course completely Independent of one another
• Very over simplified as most MOOCs are a cross between the two
·. COMPETEN-SEA ~ -
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Design Based Categorization
•
Several approaches have appeared since 2013
• Do more than provide a common vocabulary
Provide a base for making overarching design decisions
Provide criteria for evaluation and comparison
'COMPETEN-SEA
MOOCspace (Schneider 2013)
•
Co-funded by lhO ErasmL)S t-Pt()\lranu1Kt
ol ll>O Euroocan Union
•
MOOCs are described on two levels-general and ILE(lnteractive learning
environment)
•
General includes subject matter, audience, and use
- Name
- University or Institution
- Platform
- Domain
- Educational level
- Target Audience
- Pace
Expected workload
- Accreditation
, COMPETEN-SEA
•
Co-funded by lho Etasmus"" Pfuor mmo
f 06.11.2017
MOOCspace(Schneider 2013)
Instruction Interactive Learning Environment DimensionsContent Assessment Community
L
Lecture length,Readings, involvement
of lecturer etc.
L
Domain, pacing,
modulation etc.
L
Peer review v. computer assessed,
projects, grading structure etc.
L
Internal discussionboard, social media, biogs etc.
COMPETEN-SEA
Schneider, E (2013). Welcome to the moocspace: a proposed theory and taxonomy for massive open on line courses. In Proceedings of the Workshops at the 16th International Conference on Artificial Intelligence in Education (Vol. 1009, pp. 2-9). Presented at the AIED'2013, Memphis, USA: E. Walker and C,K, Looi Eds,
12 Dimensions (Conole 2014)
•
Co-funded by lhe
Erasmus-. Program.-n.e
of lhe Eurane.an Union
• Move away from Acronyms and towards a comprehensive view of MOOCs
• Identified 12 aspects of MOOCs that useful for description, comparasion and evaluation
COMPETEN-SEA
12 dimensions of MOOCs
Open Massive
Use of Multimedia Degree of communication Degree of. collaboration Learning pathways Quality Assurance Amount of reflection Certification Formal learning Autonomy Diversity
06.11.2017
12 Dimensions (Conole 2014)
•
Each Dimension ranked Low to High
Hight Better
Based on the goals and target audience
Ex: An optional course for Medics in a local authority in UK
Open
Massive
Use of multimedia
Degree of communication
Degree or collaboration
High· The course ls built u•lng open source tools •nd portlclpants are encouraged to share their learning outputs using the cre•llve commons license,
Low~ The course is deslgn~d for CanUnulng Profess101ul Developm~nt for
Modlcs 111 •local authority,
High -The course uses a range of multimedia and interactl\1e medl3, along
witlt .an l!!:densive range of medical OER.
Medium -The participant!> ~re encourage to contlibute to a number of key
debates on the discussion forum, as well as keeping .a reflective blog of ho\\' the course relates to their professional practice.
Low-The course is designed far busy working professionals,
roll~bor~tion is kept to 11 minimum.
COMPETEN-SEA Conole, G. (2014). A new classification schema for MOOCs. The internationaf journal for Innovation and QuaUty in Learning, 2(3), 65-77
•
Co-funded by IMO Erasmus+ P1og1 mrllOof Ibo Eu1011e3n Unloo
Advantages of Design based Categorizations
• Chance to reflect on the goals and needs of the MOOG
•
Design with the end in mind- Consider evaluation criteria
early on
•
Compare apples to apples in the design and evaluation
stages.
COM PETEN-SEA
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