A short presentation used during Online Educa Berlin 2013. The presentation was the intro to get people actively thinking on which type of MOOC they would like to start.

1. Plan your own MOOC
A OEB Learning Session
Inge (Ignatia) de Waard

2. MOOC can be anything just pick your
instruments, get your music out there!
To MOOC or not to MOOC is as simple or complex as offering
eLearning/online education or not
• Challenges are multiple
• Learning is natural, yet complex through diversity
• There is NO single sublime solution
• Change management and dynamics are inevitable
• Everyone can build a fairly good MOOC if known elements
are taken into account
• The human capacity to balance learners between
support, trust and autonomy is crucial for success
MOOC build upon eLearning knowledge, MOOC added
numbers and got the word out on eLearning.

3. This is a physical MOOC: join the jam
• The one sharing knowledge does not know who to expect
• We have different backgrounds and expectations
(newbies, experts, corporate, academia)
• Depending on your need, you will either like it or hate it
• The learning and dialogue on the topic does not have to
stop here, we can connect (all of us)
• Resources are shared digitally

4. Why do I give this session?
• Organized MOOC’s since 2011 (MobiMOOC)
• Researching MOOC’s since 2011 (e.g. mobile MOOC, Self-Directed
Learning in MOOC)
• Followed different MOOC’s (some successfully, some I dropped out)
• Wrote an eBook ‘MOOC YourSelf’ (low cost via Amazon, once
bought U can read it with free tools here, you don’t have to use a
Kindle)
And into eLearning and mLearning since 1999

5. What makes MOOC special?
Not much really, but understanding the new options and their
opportunities/challenges is crucial for getting it right
• Massive - Scale: up until MOOC elearning resided mainly behind paid walls
=> free meant more learners
• Openness
– higher ed paid walls implied intellectual property (closed)
– everyone can now scrutinize the content/training approaches you provide for
their quality
• Online
– mobile and/or web connectivity just got global, attracting global learners
became possible
– Digital skills are important
– Corporate and non-profit options increased by international reach
• Increased dialogue:
– previously elearning provided interactions between learners, using basic tools.
MOOC open up an array of dialogues between all actors
(learners, tutors, coordinators alike) – social media, networking, lifelong
learning and communication skills are added to learning/teaching skills.

6. Choices to make
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Where do you put your MOOC?
Using a platform or not?
Knowing the learner group
Planning learning approaches
Which tools to use
What are the human factors?
Options for further reflection (certification, HR)

7. MOOC in/out the Learning Environment
Where do you see it?
• As an add-on (converting eLearning?)
• As a stand-alone (e.g. promotion, disaster readiness)
• Do you have preferred embed options?
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For a specific audience (e.g. sales, engineers)?
To reach new audiences?
Using existing LMS or tools?
Peer knowledge exchange or expert push? (topdown, grassroots, equal sharing?)

8. MOOC range?
X(MOOC)
C(onnectivist) MOOC
Transformative pedagogy, expert to
learner, multimedia content fixed and
provided, classic assignments,
discussions between peers.
Constructivist/connectivist pedagogy,
distributed knowledge, peer-to-peer,
media produced and evaluated by
learners, open badges – informal
certification, variety of dynamics
between peers, new networks.
Coursera. Udemy, Khan Academy, EdX,
Iversity, Canvas.net, …
Change.mooc George Siemens and
Stephen Downes
But also other options
Closed to public / in-house only
Open to public
Formal
Informal
Tutor supported learning
Learner autonomy
As MOOC research and experiences grow, an array of best options will emerge.
http://en.wikipedia.org/wiki/Massive_open_online_course

9. LMS, MOOC platform or Mash-up?
(depends on budget and HR)
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You will use your existing LMS . The good: you and your learners are familiar with
it, security in place, design issues known, interesting for internal use. Bad: not
good for promoting new services to the public, not necessarily ideal in terms of
instruction design options.
You will roll out your course on an existing MOOC platform The good: you can use
what has worked for others, there is a strong marketing for your course through
the platform’s data banks (registered users), you know what you get. The bad: you
need to work with the tools that are offered, sometimes you need to pay a big
amount of money or move into a partnership deal – some are free though and
good, the learning is defined by the platform options, not necessarily aligning with
what you have in mind. (BTW keep an eye out: http://mooc.org/ EdX+Google)
You want to build your MOOC platform from existing open code. Use the
knowledge and developers expertise of others (e.g. CourseBuilder by Google
(https://code.google.com/p/course-builder ), OpenEdX code from the xConsortium
(http://code.edx.org ) , MechanicalMOOC by P2PU
(https://github.com/p2pu/mechanicalmooc ), OpenMOOC by a European
partnership: http://www.openmooc.org ). The good: the code has been
tested, there is a community to fall back on. The bad: you need IT experience in
house, there might be bugs, you can add to the source code.
You want to create a mash-up. The good: you can get what you want and really
custom build all the online interactions. The bad: it will be a steep learning
curve, it might result in a big budget need – but does not have to.

10. Some big MOOC Mobile option
platforms
Alison
Mobile in parts
Learners
(Nov 13)
1 million
Region
URL some specifics
Europe
http://alison.com/
Certified learning
Canvas Network Apps
Coursera
Apps
4,5 million
5,2 million
North America https://www.canvas.net
North America https://www.coursera.org/
Signature track
EdX
Eliademy
1,6 million
Not found
North America https://www.edx.org/
https://eliademy.com
Europe
FutureLearn
Iversity
Mobile in parts
Fully mobile,
even producing
content
Fully mobile
Mobile unclear
Khan academy
OpenLearning
Europe
Europe
Mobile in parts
New: 20.000
New:
220.000
15 million
Works with Moodle
https://www.futurelearn.com/
https://iversity.org/
Asia
https://www.khanacademy.org/
Mobile unclear
Not found
Australia
https://www.openlearning.com/
actively uses gamification
P2P university
Udacity
Udemy
Mobile unclear
Mobile in parts
Apps
160.000 (?)
1,6 million
400.000
North America https://p2pu.org/en/
North America https://www.udacity.com/
North America https://www.udemy.com/

11. LMS, MOOC platform or Mash-up?
What does it mean?
Example: Eliademy or Canvas.net ? (thx for idea from Bill Meador, from Central New Mexico
Community College )
Both are free for learners and easy for setting up your MOOC if you are a trainer/tutor.
Possible decisions influencing your choice:
Eliademy is fully mobile, you can even develop content on your mobile and make it
immediately available.
Canvas.net uses mobile apps, this means it depends on what mobile you have (Operating
system and such), chances are not everything will work as fluently on a mobile as a result.
Canvas.net promotes its courses to its registered users and by disseminating it through their
course overview (open to all).
Eliademy’s courses can only be viewed when registered. So Eliademy is a good fit for more
closed, business MOOC (paid options) to reach an international audience.

12. MOOC: rethinking existing training
Once you found your MOOC angles, rethink your learning architecture:
• Analyse target groups: which levels of expertise, how do they
learn, is there content for them (OER, their expertise…)
• Provide diverse learning activities:
personal, collaborative, authentic, peer-to-peer, tutor
led, eMentorship… (fit to the type of learner: knowledge
worker/hands-on worker)
• Education moves from fixed and one-time in life, to mobile and
lifelong => digital and learning skill needs

13. Analysing goal of learning and add
tools accordingly
Creating/producing versus remembering/understanding
Blooms Digital Taxonomy (http://edorigami.wikispaces.com/Bloom's+Digital+Taxonomy
Some mobile social media tools for training, see also here and on mobile2.0
affordances paper by Thom Cochrane here.
Mobile enabled social
media tool
Blogs
(Examples: wordpress,
blogger)
Discussion enabler:
Listserv
(Examples: google
groups, yahoo groups)
Social Networking
(examples: Facebook,
Google+, LinkedIn)
Why use it
To reflect on what is learned, or what the
learner thinks is of importance.
Keeping a learning archive.
Reflecting on the learning itself.
Commenting on content.
Enabling quick interactions between peers.
Generating and maintaining discussions.
Getting a group feeling going via dialogue.
Allow timing (e-mail digest: e.g. immediate,
once a day, once a week), this adds to
self-regulated learning.
Building a network of people that can add
to the knowledge creation of the learner.

14. Target population
Get the full picture of your target population:
• personal/professional needs
• infrastructure (connectivity, devices)
• time at their disposal (cater for balance)
• Motivation, their goal?
• Learning expertise (metalearning/digital skills)

15. What type of learning interactions do
you have in mind?
• One to many (cfr. Teacher in front of classroom, or computer aided
learning, or one peer teaching others) => delivery/transformative
• One to one (e.g. more close tutoring or mentoring type of learning, one
person per device…) => scaffolding/authentic/just-in-time
• Many to many (e.g. social peer-to-peer learning or collaborative
learning, where everyone builds on each others strengths and
experiences, one shared device by many) => collaborative/peer
scaffolding/tutor=guide-on-the-side.
Each learner interaction demands another learning approach => other
mLearning options.
Learning actions point towards instructional design choices.

16. Learner/tutor challenges depending
on: tools used, learning approach
• Self-image and persona: daring to
speak up, using second language to
express thoughts
• Digital skills: computer use, social
media use, mobile use…
• Online communication skills
• Self-directed learning strategies
• Earn as you learn  open badges

17. Allow serendipity to emerge:
Belief in learner experience: edupunk
21th century learning is social and collaborative,
trusting the existing knowledge that resides in all
adult learners
There are many experts
Do you really know what learners want?
Learning can be: personal (motivation), informal
(the learner chooses), chaotic (looking at masses of
info, to curate what you need), so design most of
your course, but leave room for educational punk
(m-edupunk) to appear, plant a seed or take a
walk on the wild side.
Let the learners come up with ideas that helps them.

18. Some other options to consider

19. Return on investment?
That depends on human or business models that are of importance to
you and at this point … MOOC are money eaters.
• Provide disaster readiness => if a population is helped = ROI.
• If a new service is promoted => a MOOC promotion can be seen as
marketing (and a MOOC beats marketing costs).
• If teachers must be made aware of new technological options =>
getting change management in, is the benefit.
• Return of investment relies on your professional insight.

20. Reflecting on certification
Add to what is offered or custom design yours?
• MOOC2Degree
• OpenBadges by Mozilla
• Coursera: signature track

21. Reaching a diverse, global population
Native language, cultural
differences, background, sensitive content, taboos…
All of these can be obstacles or drives if you set up a
MOOC for international learners.
If it matters to you, have a look at these slides covering
the advantages of MOOCs for an international audience.

22. Some extra reading (later)
• MOOC news and reviews and nice MOOC resource list
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Overview of recent research projects
Recent reports on MOOC and Online education
MOOCs, a systematic study of published literature (2008 – 2012)
EUA MOOC paper
Openness and MOOC
MOOC Yourself
Edupunk Guide
Any google/scholar search will do

23. Actions to take prior MOOC launch
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Screen facilitators for optimal profile and willingness
Optimize digital skills (all areas)
Come together and exchange ideas, experiences
Test out all used media extensively
Provide tutorials for all used media
Earn as you learn strategy

24. Tips for coping with the abundance of resources in MOOCs
Collaboratively written pointers provided by the MobiMOOC participants
• Use the course to your advantage! You know where you want to go, ask relevant
help.
• Select between the abundance of resources.
• Plan which type of participant you want to be (lurker, intermediate, active)
• Develop a mental filter: you do not need to reply to everyone, skim discussions
and choose to reply on what is of interest to you.
• Get to the point: be short (max 250 words) and respectful in your
discussions/questions/answers. This will save time for everyone.
• Use descriptive titles in your discussion threads: this allows people to
immediately anticipate where you are going with your message.
• Connect with participants working on the same topic.
• Check your e-mail digest in the google group section 'edit my membership'.
• Pace yourself to keep motivated.
• Dare to take time off.
• The most important idea behind self-regulated learning is: Make the course Work
for YOU!

25. Consider additional learning options
mLearning and MOOCs
• Just-in-time learning: what you need, when you really need it
• Authentic learning: in the field
• Learning anywhere and anytime
• Contextualized learning: in your setting
• Personalized and collaborative learning
• Multimedia carry-on (learner preference: visual, audio, text…)
• Augmented learning
• Gamification
• Time management
MOOC’s and social media
• Flipped classroom
• New pedagogies: building on peer knowledge exchange
• Increased knowledge production
• Open Educational Resources (OER).
mLearning and social media:
• Connected throughout the day
• Connected in your field of preference/expertise

26. References for the images
The references to the pictures used
• Medieval instruments (http://www.aurorascarnival.co.uk/minstrels.htm )
• King Oliver’s Jazz Band (1923) – black and white
• http://www.healdsburgjazzfestival.org/wordpress/jazz-is-a-party/
• Nina Simone from
http://www.morethings.com/music/nina_simone/photo_gallery05.html
• Orchestra with conductor from http://artsfuse.org/73289/arts-fusecommentary-tanglewood-2013-less-than-what-should-have-been/charlesdutoit-leads-the-boston-symphony-orchestra-at-tanglewood-7-30-10hilary-scott/
• Violins players from http://www.sarasinalpen.com/internet/ieae/community_ieae.htm
• White pop stars Kenji Minogue from
http://www.agendamagazine.be/en/blog/kenji-minoguehygi%C3%ABnisch-verantwoorde-cult
• Music score
http://www.langgaard.dk/kbscan/nodemanu/nodemanue.htm
• Musical instruments http://www.tennesseesounds.com/

27. And now … you start the music
• Use the template, fill in first question (need) – 5 min.
• Grouping (corporate – existing platform, building
platform) – 5 min
• Exchange your experiences / find solutions – 30 min
• Getting back together: challenges / wrap up

28. Contact me, here & now !
Or later, with pleasure
E-mail: ingedewaard (at) gmail.com
Blog: ignatiawebs.blogspot.com
Twitter: http://twitter.com/Ignatia
Slideshare (ppt): http://www.slideshare.net/ignatia
linkedIn: http://www.linkedin.com/in/ingedewaard
Publications/presentations:
http://www.ingedewaard.net/pubconsulpres.htm
Academia.edu:
https://open.academia.edu/IgnatiaIngedeWaard
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