Successful Design Approaches to MOOCs
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EADTU 2014 - KRAKÓW, POLAND Successful Design approaches to MOOCs
Steven Warburton and Yishay Mor
CC By Mathieu Plourde, 2013 – http://flickr.com/photos/mathplourde/8620174342/
"Everyone designs who devises courses of action aimed at changing existing situations into preferred ones." – Herbert Simon
$What do we mean by success?
Let’s examine a concrete example:Open Learning Design MOOC
http://olds.ac.uk (Open Learning Design Studio)
Participation as a success criterion - OLDS MOOC
• 20,000 students enrolled is a typical MOOC size.
• most MOOCs have completion rates of less than 13%.
Source: http://katyjordan.com
How do we measure participation?
Clow, Doug (2013). MOOCs and the funnel of participation. In: Third Conference on Learning Analytics and Knowledge (LAK 2013)
Global reach as a success criterion - OLDS MOOC
Sustainability as a success criterion – OLDS MOOC heritage
$Can we share ‘patterns’ of success?• Participation rate (start and/or finish)• Quality of the learning experience• Economic return on investment• Reach, sphere of influence• Fun• Brand recognition• All of the above?
cMOOC
xMOOC
iMOOC
pMOOC
COOC
SOOC
SPOC
BOOC
DOCC
MOOC
TOOC
http://blog.yesnyou.com/?p=829 and othersOpen Online Course - differentiations
Inquiry
Small Private Self-paced
Project
Distributed Online Collaborative
Practice
Small
CorporateCommunity
TrueBig
NOOCNiche
GOCCGood Old Classroom
And …some historical perspective ...
1844 1858 1946 1969
Alan Tait, 2013, 'Reflections on Student Support in Open and Distance Learning' http://irrodl.org/index.php/irrodl/article/view/134/214
http://www.moocdesign.cde.london.ac.ukDesign Patterns for MOOCs project
159...LIGHT ON TWO SIDES OF EVERY ROOM
When they have a choice, people will always gravitate to those rooms which have light on two sides, and leave the rooms which are lit only from one side unused and empty.
Therefore:
Locate each room so that it has outdoor space outside it on at least two sides, and then place windows in these outdoor walls so that natural light falls into every room from more than one direction.
(Alexander et al., 1977)
Context: building an internal space for people
Problem Solution
Context
Participatory pattern workshops (PPW)
Mor, Y.; Warburton, S. & Winters, N. (2012), 'Participatory Pattern Workshops: A Methodology for Open Learning Design Inquiry', Research in Learning Technology 20
Constructing design patterns – a methodology
From Design Narratives...I convinced my university that we need to experience with MOOCs. And I succeeded! From January to April we built the “cope14” MOOC: competences for global collaboration, which is running from 22.04 - 02.06. (so it is active, today starts week 6). I love cMOOCs but in the project team we opted for a mixture of c and x. I’m glad that “cope14” is open, we use a wordpress blog. There are questions and links and assignments and videos of course. And - we have two moderators who are monitoring the learning processes and try to support the learners a little bit.
http://zmldidaktik.wordpress.com/2014/04/26/interacting-as-moderator-and-facilitator-inthe- cope14-mooc/
… to Design Patterns
Integrated Learning Design Environment (ILDE … METIS project)
Pattern: Chatflow
This is relevant if the platform doesn't offer threaded discussion tools.
SolutionUse a third party tool off platform to provide a more managable discussion.
ExamplesAt Leeds University synchronous events are recorded via adobe connect, transcribed it (GoogleDoc) then users could comment on specific parts of discussion (off platform). Afterwards should there be the opportunity for a discussion around the recorded session.
In Commonwealth of Learning MOOC on mobile for development learner lead use of Google doc as a collaborative document creation. (off platform)
Pattern: Adjacent Platform
Platforms which support/underpin MOOCs - often used to provide places to share resources or bespoke tools to create learning objects. Used when the MOOC platform falls short (usually technical, could be for quality or other reasons).
ProblemCoursera / FutureLearn / edX etc. are new, limited in some of their scope. When extra functionality is required course teams / learners make things outside to share.
SolutionAccept that people use a range of platforms, tools, approaches for online teaching and learning - build this into design patterns. Integrate platforms together e.g. LTI (Learning Tools Interoperability)
ExamplesTagging: Twitter hashtagsVideo conferencing: Google Hangouts; BB Collaborate; Adobe ConnectBlogging: WordpressPeer assessment: Turnitin
http://ilde.upf.edu/moocs
Bring them along
Bend don’t break
Induction
Know your audience
Scaffolded MOOC
ECL MOOC LDS
Fishbowl
Provocative question
Chatflow
MOOC Legacy
Crowd bonding
Drumbeat
Large diverse groups
Knowing the storyHerding cats
Adjacent platforms
LEARNING
ORIENTATION
STRUCTURE
COMMUNITY
PARTICIPATION
MOOC Design Pattern Mapping
Design elements – from workshops
More visible
• Pedagogy• Constraints of ‘the’ platform• Audience diversity
(ascertain, activate prior knowledge*)
• Community (learning as a social enterprise)
• Control and flow
Less visible
• Business, brand• Analytics, adaptive
pathways• Innovation e.g. gamification• Self organisation of learners• Segmentation of market
[target audience]• Articulated learner goals
*Ausubel (1968), “[t]he most important single factor influencing learning is what the learner already knows; ascertain this and teach him[her] accordingly”
Research
Prototype
[Design] challenge
Evaluate
Six-step design model
1
IdeateIterate6 3
4
5
2
Design Patterns
Open Design: the concept of design as a fluid, instinctive process, open to everyone. (http://www.nytimes.com/2011/10/03/arts/design/can-anybody-be-a-designer.html)
Success criteria1a
2a
Incorporating design patterns into a design process
Design Patterns for MOOCshttp://www.surrey.ac.uk/tel/projects/mooc/
MA Higher EducationUniversity of Surreyhttp://www.surrey.ac.uk/dhe/programmes/ma/