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COMPETEN-SEA

COMPETEN-SEA

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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

(2)

co./undfid ll'( lhtl E •;ts<nus: .. Pmgra;mme

of ine F.1.Jrnpe;111 UnHlri

Leamer Competences

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...

·-

(3)

More

&

Different Work for Faculty?

Support?

(4)

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

(5)

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

(6)

Components of New Education

~~-

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.

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.

-

-1. Movie Actor?

(7)

Scale and Impact

• From local theater actor

(here,

now)

to world-wide movie star (everywhere, always)

.. ~

Acting Skills

{t!l)r

~r\tr

!Jork

€inu~s

Dr. stavensseesadaywhenMoocswill

disrupt 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-

(8)

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

(9)

2. Story Teller?

Lecturing Tools

..

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(10)

-Lecturing Tools

:s:~f

,-~

--

~-

-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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(11)

Co-fu11d~1 ~y lha •

Emsn'H,!> ... Progr~m1ne

oi!l'1e EuropE:i.::11'1 Ur11an

Basic: Bb&chalk

Co-lundt;Wj by ttu~ •

E'":>mu~t-P1osr"1nmfl

af !ho Europ.>;:in Un10rl

Basic: Projector&Pp

My Superbad PowerPoint Presentation

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(12)

Basic: Video

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(13)

Which Pedagogy?

Direct instruction

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--4. Video Producer?

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--Co-fonded by the •

F.fAffnl1K+ Prr'l(lri:ltmn~ or tha Europeari Limon

Teleprompter

Co-funded tly the •

fat11smu~+-Pmgr a1nme of1nt1 European Union

One to many

Class

One to many more?

(15)

Co-lundt:1d Jy lht:i • E.r1t~musl- PrngrRl?lJn~

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

,

(16)

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

(17)

Resources

•vimeo.com/videoschool

5. Assessment Specialist?

FO~ A PAI~ $£1.&CTION

l!\ll!ltYllOOY HAS TU TAOC:• THI: SAMli •XAM: PL•AS&

(18)

I Co-ft...nd~d

tly Lhe •

El'i11!11nv:r1• Prf)Qrarmntt oi Iha Eurnptiao U111on

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

(19)

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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of t~1~ E.u1 ope;rn Un inn

Instant Feedback

• Bret Victor:

Inventing on Principle

•vimeo.com/36579366

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(20)

Ca-funded oy thi!! •

ErRS<!llJ~+ Progra"1me

of tho Europeao Uf11on

Parametric Exercises

• Automatically generate different exercises

with common base

• Exercises with parameters

that get instantiated randomly

• Parameterization

• Random integers in given ranges

-

__

,.,__

__

• Random person names with matching adjectives

(Peter/he/him, Susan/she/her)

• Random values in sets (vehicles, round food, etc.)

.

~estrictions

among va

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Erru;mus-+- Programme of Tha Europea:'l U111on

Parametric Exercises

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(21)

Co-func1.:id oy th•J •

E asnia'!-i+ Prograrune

oi me E.uopeao Ur:oo

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

~~r~ ... ,~

(22)

I

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

Ca-funded by lhid •

Era:.:;mus+ Prt)!.;ramm~

cJfti'1~ Eumpaan U1111m

P2P Evaluation

• Phases (in Coursera):

• 1. Submission Phase (assignment)

• 2. Evaluation Phase (rubric)

• 3. Results Phase (computation)

(23)

CPR

• Callibrated Peer Review

• cpr .molsci. ucla .edu

• Experience

• mooctalk . org

I

2012/10/20/

mooc-planning-part-9/

/ ...

,

,,,

-( CPR )

.,.

Machine Leaming

• Some advance made

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ult/files/Kshitij.Jain_Week_04_Report_Ol.pdf •

(24)

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

(25)

The Conversation is Online

Social Media Etiquette

• When and whom to answer?

• How to react?

• How to deal with trolls?

• How to avoid flaming?

''./

.._ - t ."-' I

.sol'inl M1~li11

(26)

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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Flabook

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(27)

How to Harness Collective Intelligence?

• Everybody can contribute

to each others learning!

•How make everyone help!

•Example: Cursos 0

7. IP Expert?

..

--

·

··-·

-

..

---

...

THE WISDOM

OF CROWDS

JAM

(28)

Copyright

• 1940:

increase in rates

• Boicott of radio stations

• Decrease in rates

(29)

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"

(30)

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,

(31)

8. Big Data Scientist?

Gettl)

Knowledge and Data

• "Quite simply,

knowledge is the engine of our economy.

And data is its fuel. "

.

-~

(32)

Big Digital Data

Global Information Storage Capacity

in optimalty (omoreis,ed byte'§

. l . •·'f1l '.,,. ,_ •.• .. I.·~ ~ " - I I - • • ' ~=··

Big Data

lOOlo ~~1nn1ng

11( rbt! diqirrr, 110,.·

IOOJA~OCi

,._

)• •1

...

--• " ... the explosion in the quantity

(and sometimes, quality) of available

and potentially relevant data. "

.

(\

Francis X. Diebold, U Penn, 2000

(33)

Privacy!

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ORDER DETAILS

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Leaming Analytics

\.l1J.1.•1•0.tl ~-~

_•.;...~''"..;.'".;...""'-H'" t-...;...l>t Controller System

Sensor

• Makes the learning process into a controlled one

(like

in

business, health, or web)

• Relevant are feedback speed and quantity of data

(34)

Information

•For whom?

• Learner (pilot)

• Educator (air traffic controller)

• lnstructional designer • lnstitution

• Educational authority • Employer

• Tool developer

Desire2Leam

Des

i

re

Learn;, ..

Innovative 1-.earning Tc;chnofogy

•Dashboard

(35)

-Blackboard Analytics

Blackboard.,,,

analytics.

.

•www.blackboard.com/Platforms/

Analytics/Overview.aspx

Turn your

lntGAction

j

Information

Khan Academv

-

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=

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I I

(36)

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

t

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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(37)

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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• What visualizations are useful?

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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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(38)

Discussion

• Any other competence

that is of relevance?

Co-f!.:ndfn1 by lh'.!! •

E.ra.s~nu~+ Prngrarnri1c:i

oftntt E-urnpea1 Union

.

-...

.

.

Discussion

• Any other competency

that is of relevance?

• Gamification

• Simulations and animations

(39)

Teacher Competences

'"j[ ~·*

nr

the 21st:'

retun Mire

rnliiw'

/'pu~3h1WJ

~ ~··,~

"Cha'a

university is

like

moving a

graveyard,

(40)

Support

Teacher Support

•For some competences

• documentation

might be enough

• you might need

to provide training

• you might need

(41)

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

I l•· '

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

(42)

Co-lu\lr1t:tll 011· tt1•J £Hrnrnu'.'l ~ Prllqrnnlfnc (Ji ~ho EL:roµor1n U111011

Portal

Co-1,n•d~.Jd ny lh~i Er.i:'\!l~us+- Pmqr;t1l11:-it~ or ;no r:.u;r.ipoa:i Un.tu•

uc3m.digital

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(43)

:

Camtasia and other Tools

•Courses

•Video

tutorials

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1 Portal de Videos

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,., •• •11' t

-GE-L: MOOC Management Tool

• Multiplatform

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(44)

Co-runded Dy thi:i •

EtB':14mus+ Programme of \h@ Europt)al'I Union

Subtitles

• SIGMu

Co-furidad by thu •

E.a:1smu~+ Progr<lJflO'J(! ol ~ha Europea:i Union

FlipApp: Gamify SPOCs

a ,"', ... .,. ..

(45)

Open edX: Leaming Analytics

Co-funded by lh• •

Er...,,.,,•+F'rog.-amme

of lhe European Un.on

Intellectual Property

•Guide

• Recommendation

•Clearance

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(46)

Training Plan

• Instructional design

• Active pedagogies

• Assessment

• Learning analytics

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(47)

Bloque 0. lntroducci6n

Bloque I. Metodologra

y

pedagogra

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

3 1nt@fdCl'.i011

4. Oe<pliegut

..

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.

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(48)

Co-fundt'!Cl lly lhi:.i •

F rrtMlu<\+ Prr){'lt::ln'lfnA ui tha Europea.1 Ur.am

I.

Methodology

&

P

edagogy

)-~i.111J.WCltU

MJruulivn

A++

B

II. Production

(audiovisual & platform)

Rl1Jq11<· ll P1n(\•_1U11J11

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t Hu.en.is priictlc.:s5 dl'! producci6n

dEI!> vldP.O pnra MOOC-s

!. ?liltaforma edX· LMS

3. Plalaform• odX. CMS

.t P1alo11fa1ma ~ox CMS pe1rle 11 y .impliando Open edX

(49)

,.

'

..

II. Production

'

J

(audiovisual

&

platform)

vc3m I Uove+"sidod Carlos Ill de Modrid

fl

aa

i - - r - 1

.:i '

III. MOOC Management &

Development

JIO(JU€ Id ."~.:.Sl!Ofl "( -j..::siJ: rollo r:i~I MOOC

1 Y!OOC 'I ~qulpo hurn.rno

i PlanificaciOn y des.arrollo

3 GustiQn d~ cont~n~Ol>

(50)

Co-fu-nded by ltui •

Er;:1.smus .. Pro~rnnnnll

(Jf (he Eurni..>eari Urqon

fl

..

,

.

~

llf '

III. MOOC Management

&

Development

l

Where to find the course?

bit.ly/metamooc

(51)

-..

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

(52)

Mooe

Production Guideline

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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

(55)

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

(56)

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

(57)

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.

(58)

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

(59)

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

(60)

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.

(61)

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

(62)

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

(63)

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

(64)

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.

(65)

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

(66)

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 any

errors 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 make

sure all navigation functions work correctly, all links are live, all items are labeled, and assessments operate correctly.

(67)

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.

(68)

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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

Co-funded by 1no

Erasrnus+ P.tug,ommo

of 111 Eu1011Cun Union

Co-funded by !he

E1asrnl1S ~ Programme

(69)

\

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

Co-funded by tho

Erasmus t-Ptogrtunmu

(70)

.

, ....

·-.

.

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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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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(71)

06.11.2017

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

(72)

f 06.11.2017

MOOCspace(Schneider 2013)

Instruction Interactive Learning Environment Dimensions

Content 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 discussion

board, 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

(73)

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 mrllO

of 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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Figure

tablet, animations, and screen capture. Whatever you choose you should begin gathering
FIGURING OVT HOW

References

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