Successful Design Approaches to MOOCs
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Presentation given at the EADTU 2014 conference in Krakow Poland describing the use of the participatory pattern workshop approach to developing design patterns for MOOCs. More details available on the project website at: http://www.moocdesign.cde.london.ac.uk/
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Successful Design Approaches to MOOCs
- 1. Successful Design approaches to MOOCs EADTU 2014 - KRAKÓW, POLAND Steven Warburton and Yishay Mor
- 2. "Everyone designs who devises courses of action aimed at changing existing situations into preferred ones." – Herbert Simon CC By Mathieu Plourde, 2013 – http://flickr.com/photos/mathplourde/8620174342/
- 3. What do we mean by success? Let’s examine a concrete example: Open Learning Design MOOC
- 4. http://olds.ac.uk (Open Learning Design Studio)
- 5. 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
- 6. How do we measure participation? Clow, Doug (2013). MOOCs and the funnel of participation. In: Third Conference on Learning Analytics and Knowledge (LAK 2013)
- 7. Global reach as a success criterion - OLDS MOOC
- 8. Sustainability as a success criterion – OLDS MOOC heritage
- 9. 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?
- 10. Distributed Online Collaborative DOCC Small Private Self-paced cMOOC iMOOC xMOOC pMOOC COOC SOOC SPOC BOOC MOOC Niche TOOC http://blog.yesnyou.com/?p=829 and others Open Online Course - differentiations Inquiry Project Practice Small Corporate Community True Big NOOC GOCC Good Old Classroom
- 11. 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
- 12. Design Patterns for MOOCs project http://www.moocdesign.cde.london.ac.uk
- 14. Context: building an internal space for people 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)
- 16. Constructing design patterns – a methodology 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
- 18. 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/
- 19. … to Design Patterns
- 20. Integrated Learning Design Environment (ILDE … METIS project)
- 21. Pattern: Chatflow This is relevant if the platform doesn't offer threaded discussion tools.
- 22. Solution Use a third party tool off platform to provide a more managable discussion. Examples At 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)
- 23. 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). Problem Coursera / FutureLearn / edX etc. are new, limited in some of their scope. When extra functionality is required course teams / learners make things outside to share.
- 24. Solution Accept 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) Examples Tagging: Twitter hashtags Video conferencing: Google Hangouts; BB Collaborate; Adobe Connect Blogging: Wordpress Peer assessment: Turnitin
- 26. Bring them along Induction Bend don’t break Know your audience Scaffolded MOOC ECL MOOC LDS MOOC Design Pattern Mapping Fishbowl Provocative question Chatflow MOOC Legacy PARTICIPATION Crowd bonding Drumbeat Large diverse groups Knowing the story Herding cats Adjacent platforms LEARNING ORIENTATION STRUCTURE COMMUNITY
- 27. 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”
- 28. Incorporating design patterns into a design process Research Prototype Success criteria [Design] challenge Evaluate Six-step design model 1 2a 6 Iterate Ideate 3 4 5 2 Design Patterns 1a 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)
- 29. Design Patterns for MOOCs http://www.surrey.ac.uk/tel/projects/mooc/ MA Higher Education University of Surrey http://www.surrey.ac.uk/dhe/programmes/ma/