CC By Mathieu Plourde, 2013 - flickr.com/photos/mathplourde/8620174342/
Phil Hill, July 24, 2012 'Four Barriers That MOOCs Must Overcome To Build a
Sustainable Model' mfeldstein.com/four-barriers-that-moocs-must-overcome-to-
blog.yesnyou.com/?p=829 and others
Good Old Classroom
A bit of perspective..
1844 1858 1946 1969
Alan Tait, 2013, 'Reflections on Student Support in Open and Distance Learning'
2012: OMG! We can teach online!
Tait, Laurillard, Weller, and others:
Videos don't teach people
– people teach people
Medieval Studia Generale
19c Bell-Lancaster Monitorial school
60s / 70s University without walls
David Boven, 2013, 'The next game changer..'
Three Generations of Distance Ed
Generation: predominant use of single tech,
no student interaction.
Generation: multiple media, designed for
distance, interaction mediated by 3rd
Generation: variety of interactive media,
two-way communication course team –
students & students – students.
Tony Bates, 2005, Technology, E-learning and
Guided discovery Self-guided discovery
Guided journey Self-guided journey
Christine Redecker, JRC Institute for Prospective Technological Studies
EU MOOCs for web
From Design Narratives...
I convinced my university that we beed to experience with
moocs. And I succeeded!
From January to April we built the cope14 MOOC:
competences for global collaboration, which is running from
22.4. - 2.6. (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. Im glad that cope14 is open, we use a wordpress
blog. There are questions and links and assigments and videos
And - we have two moderators who are monitoring the learning
processes and try to support the learners a little bit.
Link to blogpost about my ideas of moderating cope14
Link to cope14: www.cope14.at
This is relevant if the platform doesn't offer threaded discussion tools.
Use a third party tool off platform to provide a more managable
At Leeds University synchronous events are recorded via adobe
connect, transcribed it (google doc) then users could comment on
specific parts of discussion (off platform) - Then 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.
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).
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.
Accept that people use a range of platforms, tools, approaches for online teaching and
learning - build this into design patterns. Integrate platforms together - i.e. LTI etc.
Pattern: Bend, don't break
In a MOOCs setting, 'flexible' can
potentially entail jettisoning the
'massive', the 'online' and the
'course', leaving just the 'open'.
How flexible can a Mooc be before it
either disappears, or is spoilt, or (in
some cases) becomes a misleading
rider for a more formal distance
Which learners do you lose if you
aren't flexible, and what part of
MOOC do you lose if you are
Form groups of 4-6
Choose a role
Choose the course format you
prefer, and explain to the others why
Try to “pull” the others' format to
Negotiate a new format