Teaching And Learning Models in MOOCs

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Teaching And Learning ModelsTeaching And Learning Models
inin MOOCsMOOCs
Dr. Eisa rezaei
PhD in Educational Technology, Assistant Professor, Virtual University Of
Medical Sciences, Tehran, Iran
EisaRezaei.ir rezaeiphd@gmail.com

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MOOCMOOC
•Massive i.e many learners (often, thousands)
•Open i.e. (freely) available to anyone (although
many MOOCs only accessible to those who register):
also open-access issue
•Online
•Course i.e. some aim and structure to the learning

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The pedagogy of the MOOCThe pedagogy of the MOOC
cMOOC
Driven by principles of pedagogic innovation within a network,
disaggregated mode of social learning.
xMOOC
Institutionally-focused, characterised by a pedagogy short on social
contact and based on video-lecture content with automated
assessment.

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bMOOC
blended MOOCs (bMOOCs) that aim at bringing in-class (i.e. face-to-
face) interactions and online learning components together have
emerged as an alternative MOOC model of teaching and learning in a
higher education context
quasi-MOOCs
Quasi-MOOCs offer web-based tutorials such as those by Khan
Academy and MIT’s OpenCourseware (OCW). They consist of “open
education resources” supporting learning specific tasks that do not offer
the social interaction of cMOOCs or the automated grading and tutorial-
driven format of xMOOCs
The pedagogy of the MOOCThe pedagogy of the MOOC

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Connectivism instructional Design Principles
cMOOC

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‫ييييييي‬ ‫ييي‬
cMOOC

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Key Features of cMOOCsKey Features of cMOOCs
a. use of social media such as Blackboard Collaborate or Adobe
Connect, streamed video or audio files, blogs, wikis, ‘open’ learning
management systems such as Moodle or Canvas, Twitter, LinkedIn or
Facebook, all enabling participants to share their contributions
b. participant-driven content. The key design practice with regard to
content is that all participants contribute to and share content.
c. distributed communication. With participants numbering in the
hundreds or even thousands, each contributing individually through a
variety of social media
d. assessment: there is no formal assessment, although participants may
seek feedback from other, more knowledgeable participants, on an
informal basis.
See more at: http://www.tonybates.ca/2014/10/13/comparing-xmoocs-and-
cmoocs-philosophy-and-practice/#sthash.8zn62sQl.dpuf

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Teaching techniques in cMOOCsTeaching techniques in cMOOCs
a. Articulate reasoning - participants articulate their reasoning on a
particular topic.
b. Collective aggregation – get the participants to collectively aggregate
a set of resources around a particular topic.
c. For and against debate - where participants are divided into two
teams.
d. Jigsaw pedagogical pattern where a problem is broken down into
four parts, each participant researches a part of the problem, then they get
together with others who have researched the same problem, and then they
return to their home team to combine knowledge.
e. Peer critique – get the participants to peer critique other participants’
writings.
f. Q&A forum – a space for participants to asked questions, which can be
answered by other participants and/or the tutors. Turn the final forum
output into a FAQ list.
g. Reflective blog – get the participants to keep a reflective blog, where
they consider what they have learnt and the relevance to their practice.

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Teaching and the teacherTeaching and the teacher
xMOOC

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Key Features of xMOOCsKey Features of xMOOCs
a. specially designed platform software
b. video lectures
c. computer-marked assignments
d. peer assessment
e. supporting materials
f. a shared comment/discussion space
g. badges or certificates
h. learning analytics

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xMOOC model
ChallengesChallenges
session,
paperclip,
feedback
video
session,
paperclip,
feedback
video
Students share
videos,
pictures,
schemes
Students share
videos,
pictures,
schemes
Interactions
,
discussions
Interactions
,
discussions
Real world
problems,
practical
activities
Real world
problems,
practical
activities
Welcoming
messages
Welcoming
messages
Weekly
updates
Weekly
updates

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MOOCs: Course Structure and Flow

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MOOCs: Course Structure and Flow

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Modes Of Video CaptureModes Of Video Capture
Tablet CaptureTablet Capture
This can done on a tablet, using a whiteboard or chalkboard, or solely with
graphics.
khan academy teaching stylekhan academy teaching style

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Tablet Capture with InstructorTablet Capture with Instructor
This allows for the learner to see the instructor as well as the materials at
hand.
Edx teaching styleEdx teaching style

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Live CaptureLive Capture
This mode of capture usually involves multiple cameras and can also
include other capture devices.
Lecture recording styleLecture recording style

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On Location ShootOn Location Shoot
This mode of capture usually involves going to a location that is relevant to
the course material being covered
Documentary Film styleDocumentary Film style

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screen recordingscreen recording
Power point videos, recorded presentations, computer screen recording
Software training styleSoftware training style

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Whiteboard animationsWhiteboard animations
Whiteboard animations are videos that ‘show’ the learner an idea or concept
through a series of live drawings

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animationsanimations

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Introduce yourself
and invite students
to do the same:
“What is your name,
where are you from
and what do you
expect to learn from
this course?”
Introduce yourself
and invite students
to do the same:
“What is your name,
where are you from
and what do you
expect to learn from
this course?”
xMOOC course discussion

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xMOOC Student cooperation
Plan interaction using the Discussion Forum:
“Share your thoughts and give feedback on…”
“Help your colleagues by replying to their
questions…”
Plan interaction using the Discussion Forum:
“Share your thoughts and give feedback on…”
“Help your colleagues by replying to their
questions…”

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xMOOC Assessment examples
CheckboxesCheckboxes
Multiple choiceMultiple choice

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Numerical inputNumerical input

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Drag and dropDrag and drop

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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

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Finally, learning through MOOCs can become
even more effective if there is an authentic face-to-
face interaction between students and teachers; this
is possible with a Flipped Classroom model
bMOOC

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quasi-MOOCs
Quasi-MOOCs offer web-based tutorials such as those by
Khan Academy and MIT’s OpenCourseware (OCW).
They consist of “open education resources supporting
learning specific tasks that do not offer the social
interaction of cMOOCs or the automated grading and
tutorial-driven format of xMOOCs

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Dimension Description
multimedia
Some MOOCs are primarily text-based whereas others make significant
use of multimedia and have a high degree of interactivity.
Communication
range from limited use of discussion forums (which may or may not be
moderated by the tutors), through to significant use of communication
through a variety of social media tools
Collaboration
this might range from no collaboration (particularly in xMOOCs where
participants primarily work through the materials on their own) through to
significant collaboration with participants working in groups on a shared
set of activities.
Reflection
Some MOOCs will not explicitly state this, whilst others might include
statement such as ‘reflect on what you have learnt to date’ or ‘apply your
understanding to your context’.
Learning
pathway
Some MOOCs, such as cMOOCs, deliberately do not have a specified
learning pathway through the materials, the emphasis is on participants
creating their own learning pathway and Personal Learning
Environments. Other MOOCs may have a prescribed learning pathway to
guide the learners.

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Dimension Description
Quality
Assurance
This might range from no quality assurance, where the MOOC is
developed by one or more teacher, through to some form of relatively
informal peer review through to high quality assurance through a formal
review process and a number of iterations and improvements.
Certification
This ranges from no certification associated with the MOOC, through to
the assignment of badges on completion or different aspects of the
MOOC or achievement of particular competences, through to certificates
for participation or completion.
Formal
Learning
This can range from the MOOC being informal and optional through to
perhaps being part of a formal educational offering, where MOOC
participants learn alongside fee-paying students on a course.
assessment automatically graded assessments - Peer and self–assessment
Autonomy
This is the extent to which participants are expected to work individually
through the MOOC and take control of their learning with little or no tutor
support through to the participants being given a certain degree of tutor
support. This might include forum moderation, or formative assessment
on artefacts the participants produce.

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NAME TYPE FUNDING
BUSINESS
MODEL
PARTNER
S
COURSES
EdX
)May 2012(
Academic
MIT, Harvard:
$30m each
U. of Tex: $5m
Gates: $1m
Non-profit;
Plans to charge
fee for
certificates of
completion
29including
MIT
Harvard
UC Berkeley
HKU
59courses at
October 2013;
, ,1 200 000
users
Coursera
(April 2012) Academic
VC: $16m
)KPCB, NEA(
Add’l equity $6m
)including
Cal Tech, Penn(
For-profit;
Plans to charge
for certification,
testing, sale of
student info, etc
83University
partners,
including:
Columbia
U. Of Toronto
U. of
Washington
400courses at
June 2013;
, ,4 700 000users
)Sept 2013(
Udacity
)February 2012(
Academic
VC: $22m
)Andreesen
Horowitz,
Charles River,
Steve Blank(
For-profit;
In-person proctored
exam $89;
Job placement;
Plans for fee-based
online secure
exams
Notables:
Sebastian Thrun
Peter Norvig
Steve Huffman
30courses
,750 000users
)January
2012(
BUSINESS MODELBUSINESS MODEL

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Best practice guidelines
• Keep the MOOC relatively short; evaluation suggests that
longer MOOCs result in high dropout rates and low
learner satisfaction. Four to eight weeks is the
recommended length of a MOOC.
• Clearly articulate the number of anticipated learning
hours per week; again keep these to a minimum; around
3 – 4 hours is recommended.
• Have a clear and logical learning pathway.
• Consider having core and extension activities.
• Indicate the amount of learning time associated with each
learning activity,

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• Make clear why participants are expected to use digital
technologies (such as forums, wikis, blogs, etc.)
• Ensure that learning outcomes are indicated at the
beginning of each week, use active verbs that are
measurable.
• Ensure content is coherent and logically structured, with
a clear beginning, middle and end.
• Indicate what, if any, tutor support is provided.
• Articulate the pedagogical approach used, for example is
reflective learning encouraged, or dialogic learning.

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• Keep participants motivated and on track by providing a
weekly email update, summarizing the key points covered
and signposting to the following week’s activities.
• Include mini quizzes at the end of each week, to enable
participants to assess their learning.
• Provide extensive activities, which are both remedial and
advanced in nature, to cater for a diversity of participants.
• Have a number of synchronous hour-long sessions
• Provide a discussion thread on the forum to enable
participants to introduce themselves, their experience of the
subject to date and what they hope to get out of the
participation in the MOOC.

Teaching And Learning Models in MOOCs

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