Thinking aboutMOOC Design    Getting Started
MOOCs are different    (Sort of familiar but also quite unusual)
Start simply
Clear, concise goal Analyze environmental issues and   disputes through a legal lens
Identify “Big Ideas”         Goal  Big      Big      BigIdea 1   Idea 2   Idea 3
Ask...
What specific understandings about    this big idea dostudents need to have?                         1
What common   misconceptions do students tend to haverelated to this big idea?                            2
What provocative  questions will fosterinquiry, understanding& transfer of learning?                          3
Create a new course map
Tree map
OutlineCourse Goal (150 characters)  Big Idea 1        •      What 1 or 2 things about Big Idea 1 do students need to     ...
Table        Courtesy of Duke University: bit.ly/unitplanning
Sketch
Concept map
Tell us stories!
Very hypothetical    example
Find what works for you! (But is different than the method you normally use to organize your content.)
Creativity involves breaking out  of established patterns in orderto look at things in a different way.                   ...
CC-Licensed Image CreditsSlide 2:   http://www.flickr.com/photos/vanschijndeljan/6892681295/, James JordanSlide 3:   http:/...
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MOOC Design: Getting Started

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MOOC Design: Getting Started

  1. 1. Thinking aboutMOOC Design Getting Started
  2. 2. MOOCs are different (Sort of familiar but also quite unusual)
  3. 3. Start simply
  4. 4. Clear, concise goal Analyze environmental issues and disputes through a legal lens
  5. 5. Identify “Big Ideas” Goal Big Big BigIdea 1 Idea 2 Idea 3
  6. 6. Ask...
  7. 7. What specific understandings about this big idea dostudents need to have? 1
  8. 8. What common misconceptions do students tend to haverelated to this big idea? 2
  9. 9. What provocative questions will fosterinquiry, understanding& transfer of learning? 3
  10. 10. Create a new course map
  11. 11. Tree map
  12. 12. OutlineCourse Goal (150 characters) Big Idea 1 • What 1 or 2 things about Big Idea 1 do students need to understand? ✦ What stories can you tell to help students connect emotionally & intellectually to the big idea & detailed understanding? • What common misconceptions do you expect for each understanding? ✦ How might you give students the opportunity to demonstrate and correct misconceptions? • What provocative questions will help foster inquiry, understanding & transfer of learning?
  13. 13. Table Courtesy of Duke University: bit.ly/unitplanning
  14. 14. Sketch
  15. 15. Concept map
  16. 16. Tell us stories!
  17. 17. Very hypothetical example
  18. 18. Find what works for you! (But is different than the method you normally use to organize your content.)
  19. 19. Creativity involves breaking out of established patterns in orderto look at things in a different way. — Edward de Bono
  20. 20. CC-Licensed Image CreditsSlide 2: http://www.flickr.com/photos/vanschijndeljan/6892681295/, James JordanSlide 3: http://www.flickr.com/photos/69826987@N00/2226419650/, JanvanSchijndel
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