How to ruin a mooc
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How to ruin a mooc

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"How to ruin a MOOC", talk at the London Knowledge Lab's What the Research Says event, 29 Nov, 2014

"How to ruin a MOOC", talk at the London Knowledge Lab's What the Research Says event, 29 Nov, 2014

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  • Hi Niall, you can hear the expanded version of this talk tomorrow:
    http://www.jiscrsc.ac.uk/yh/online-conference-2013.aspx
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  • So how do you ruin a MOOC (or not)? I can't figure out much from the slides. And what have deep-fried mars bars go to do with it? I guess you had to be there.
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  • 1. How To Ruin A MOOC* Lessons learnt from the (not ruined!) OLDS MOOC LKL What the research says, 29 Nov 2014 slideshare.net/yish/ how-toruinamooc * OULDI Activity “How to ruin a course” http://cloudworks.ac.uk/cloud/view/2597 Yishay Mor, http://yishaymor.org
  • 2. OLDS? http://www.flickr.com/photos/sherlock77/16240140 http://www.flickr.com/photos/jantik/4808012
  • 3. Olds.ac.uk
  • 4. Design principles Radically open ● all content OER, no registration required ● Structure and Autonomy ● Daily activities, participants can choose and remix ● Peer support and collaborative learning ● Diverse learning practices ●
  • 5. The works  Google site “spine”  Google groups for facilitation / discussion  Cloudworks for “Objects to talk with”  Participant production, self and peer assessment  Participant driver social media  Badges flickr.com/photos/orogeny/6973688129
  • 6. http://www.olds.ac.uk/
  • 7. June 2013 (MOOC ended 13th March)
  • 8. Feedback the ... team here at ... have used a number of the tools & techniques that I learned about during the OLDS MOOC. Specifically, we used the Persona & Course Features Cards during a two-day Design & Development workshop held in late February. it has changed the way that I work and has provided me with some useful tools and input into an EU educational project I am involved in. Some of your approaches helped me articulate problems with the delivery mode we were then trialing, and have contributed to changing the approach significantly. In particular the idea of a force map and analyzing the positions of all the players involved helped change direction and overcome some resistance to the project which we were encountering.
  • 9. Evaluation & publications • • • Mor, Y. & Mogilevsky, O. (2013), Learning design studio: educational practice as design inquiry of learning 'Scaling up Learning for Sustained Impact' , Springer, Berlin Heidelberg , pp. 233-245 researchgate.net/publication/256841554_Learning_design_st udio_educational_practice_as_design_inquiry_of_learning Cross, Simon (2013). Evaluation of the OLDS MOOC curriculum design course: participant perspectives, expectations and experiences. OLDS MOOC Project, Milton Keynes. http://oro.open.ac.uk/37836/ McAndrew, Patrick (2013). Learning from open design: running a learning design MOOC. eLearning Papers(33) http://oro.open.ac.uk/37753/
  • 10. And now, how to ruin a MOOC.... (MOOC Anti-Patterns)  Home-brew technology  Deep-fried Mars Bar  Facilitator FOMO / FOFO  SteamPunking
  • 11. Home-brew technology
  • 12. Deep-fried Mars Bar By Christian Cable, http://www.flickr.com/photos/nexus_icon/1622353060
  • 13. Facilitator FOMO / FOFO FoFo = Fu** off and Find out, Dennis Hayes, TES http://www.tes.co.uk/article.aspx?storycode=2203188
  • 14. SteamPunking flickr.com/photos/f7oor/564669765/ flickr.com/photos/65128587@N04/6222498949 flickr.com/photos/gsfc/10461394966
  • 15. Thank You xkcd.com/519/ Yishay Mor, http://yishaymor.org slideshare.net/yish/how-toruinamooc