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How To Ruin A MOOC*
Lessons learnt from the (not ruined!) OLDS MOOC
Jisc RSC Yorkshire & the Humber Online Conference 2013...
Quick show of hands...
 How many MOOCs have you participated in?
 How many did you complete?
 How many did you consider...
Be my guinea pigs..
 What do you think are the best ways to ruin
a MOOC?
 What do you think are the signals of success?
...
OLDS?
http://www.flickr.com/photos/sherlock77/16240140
http://www.flickr.com/photos/jantik/4808012
Olds.ac.uk
Open Learning Design Studio
Learning Design
Learning Design is the act of devising
new practices, plans of activity,
resources and tools aimed at achi...
MOOCs (connectionist model)
xMOOCs (knowledge transfer model)
pMOOC = Project based
flickr.com/photos/maltman23/8240272888
The Learning Design Studio
Mor, Y. & Mogilevsky, O. (2013), Learning design studio: educational
practice as design inquiry...
Design principles
● Radically open
● all content OER, no registration required
● Structure and Autonomy
● Daily activities...
The works
 Google site “spine”
 Google groups for facilitation / discussion
 Cloudworks for “Objects to talk with”
 Pa...
http://www.olds.ac.uk/
Badges
flickr.com/photos/orogeny/6973688129
(70)
June 2013
(MOOC ended 13th March)
Feedback
the ... team here at ... have used a number of the tools &
techniques that I learned about during the OLDS
MOOC. ...
Evaluation & publications
• Mor, Y. & Mogilevsky, O. (2013), Learning design studio:
educational practice as design inquir...
#oldsmoop
Signals of Success and Self-directed Learning.
http://emoocs2014.eu/programme
And now, how to ruin a MOOC....
(MOOC Anti-Patterns)
 Home-brew technology
 Deep-fried Mars Bar
 Facilitator FOMO / FOF...
Home-brew technology
Deep-fried Mars Bar
By Christian Cable, http://www.flickr.com/photos/nexus_icon/1622353060
Facilitator FOMO / FOFO
FoFo = Fu** off and Find out,
Dennis Hayes, TES
http://www.tes.co.uk/article.aspx?storycode=2203188
SteamPunking
flickr.com/photos/f7oor/564669765/
flickr.com/photos/gsfc/10461394966flickr.com/photos/65128587@N04/6222498949
Thank You
Yishay Mor,
http://yishaymor.org
xkcd.com/1291/
This slideset:
http://goo.gl/k2KT7g
How to ruin a MOOC? JISC RSC Yorkshire & the Humber Online Conference 2013
How to ruin a MOOC? JISC RSC Yorkshire & the Humber Online Conference 2013
How to ruin a MOOC? JISC RSC Yorkshire & the Humber Online Conference 2013
How to ruin a MOOC? JISC RSC Yorkshire & the Humber Online Conference 2013
How to ruin a MOOC? JISC RSC Yorkshire & the Humber Online Conference 2013
How to ruin a MOOC? JISC RSC Yorkshire & the Humber Online Conference 2013
How to ruin a MOOC? JISC RSC Yorkshire & the Humber Online Conference 2013
How to ruin a MOOC? JISC RSC Yorkshire & the Humber Online Conference 2013
How to ruin a MOOC? JISC RSC Yorkshire & the Humber Online Conference 2013
How to ruin a MOOC? JISC RSC Yorkshire & the Humber Online Conference 2013
How to ruin a MOOC? JISC RSC Yorkshire & the Humber Online Conference 2013
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How to ruin a MOOC? JISC RSC Yorkshire & the Humber Online Conference 2013

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The Open Learning Design Studio MOOC: Learning Design for a 21st Century Curriculum (http://www.olds.ac.uk/) was the first ever project-based MOOC on learning design. This ambitious MOOC ran for 9 weeks in early 2013. Its structure was based on a design inquiry model, where designers identify a (learning/curriculum) design challenge, explore it to gain an understanding of its context and driving forces, generate possible solutions, implement a solution and reflect on the process as a whole and its outputs. The MOOC exposed participants to a wide range of voices, approaches, representations, and tools for learning design. It incorporated a host of innovations in pedagogy and technology including Badges (http://www.olds.ac.uk/badges). Over 2000 people registered, over 1000 participated in the first week, and several hundred were active thoughout. OLDS MOOC adopted a radically open approach - registration was optional, and all the MOOC resources were made available as OERs. This session will reflect on what went well, what not so much, and what lessons can be learned.

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Transcript of "How to ruin a MOOC? JISC RSC Yorkshire & the Humber Online Conference 2013"

  1. 1. How To Ruin A MOOC* Lessons learnt from the (not ruined!) OLDS MOOC Jisc RSC Yorkshire & the Humber Online Conference 2013 Yishay Mor, http://yishaymor.org * OULDI Activity “How to ruin a course” http://cloudworks.ac.uk/cloud/view/2597 This slideset: http://goo.gl/k2KT7g
  2. 2. Quick show of hands...  How many MOOCs have you participated in?  How many did you complete?  How many did you consider a success?  How many MOOCs you didn't complete did you consider a success?
  3. 3. Be my guinea pigs..  What do you think are the best ways to ruin a MOOC?  What do you think are the signals of success? Enter one of the breakout rooms, discuss these questions, and record your thoughts in: docs.google.com/document/d/1IzLZBIzfwADB3v Rqo6riTr5ZxD-LK- VlxdfYKR3Ii5g/edit?usp=sharing (10 minutes)
  4. 4. OLDS? http://www.flickr.com/photos/sherlock77/16240140 http://www.flickr.com/photos/jantik/4808012
  5. 5. Olds.ac.uk Open Learning Design Studio
  6. 6. Learning Design Learning Design is the act of devising new practices, plans of activity, resources and tools aimed at achieving particular educational aims in a given situation Craft & Mor, Yishay (2012) oro.open.ac.uk/33910/ Studio
  7. 7. MOOCs (connectionist model)
  8. 8. xMOOCs (knowledge transfer model)
  9. 9. pMOOC = Project based flickr.com/photos/maltman23/8240272888
  10. 10. The Learning Design Studio 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_studio_educational_practice _as_design_inquiry_of_learning Mor, Y. & Mogilevsky, O. (2013), 'The Learning Design Studio: Collaborative Design Inquiry as Teachers' Professional Development', Research in Learning Technology 21 researchinlearningtechnology.net/index.php/rlt/article/view/22054
  11. 11. 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
  12. 12. 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
  13. 13. http://www.olds.ac.uk/
  14. 14. Badges flickr.com/photos/orogeny/6973688129
  15. 15. (70)
  16. 16. June 2013 (MOOC ended 13th March)
  17. 17. 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.
  18. 18. 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/
  19. 19. #oldsmoop Signals of Success and Self-directed Learning. http://emoocs2014.eu/programme
  20. 20. And now, how to ruin a MOOC.... (MOOC Anti-Patterns)  Home-brew technology  Deep-fried Mars Bar  Facilitator FOMO / FOFO  SteamPunking
  21. 21. Home-brew technology
  22. 22. Deep-fried Mars Bar By Christian Cable, http://www.flickr.com/photos/nexus_icon/1622353060
  23. 23. Facilitator FOMO / FOFO FoFo = Fu** off and Find out, Dennis Hayes, TES http://www.tes.co.uk/article.aspx?storycode=2203188
  24. 24. SteamPunking flickr.com/photos/f7oor/564669765/ flickr.com/photos/gsfc/10461394966flickr.com/photos/65128587@N04/6222498949
  25. 25. Thank You Yishay Mor, http://yishaymor.org xkcd.com/1291/ This slideset: http://goo.gl/k2KT7g
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