Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

EMMA Summer School - C. Padron-Napoles - Choosing a MOOC approach that meets your objectives

1,041 views

Published on

This workshop will give a good opportunity to participants to get acquainted with the main concepts taken into account in the different existing MOOC approaches from pedagogical, technical and market perspectives. This hands-on session will allow participants to establish proper mappings between learning objectives and the choices for designing and developing their MOOC considering learning, human and budgetary resources. At the end of the workshop, participants will have a better overview of how their MOOCs would look like from the design perspective and initial plans for their implementation would be prepared.

This presentation was given during the EMMA Summer School, that took place in Ischia (Italy) on 4-11 July 2015.

More info on the website: http://project.europeanmoocs.eu/project/get-involved/summer-school/

Follow our MOOCs: http://platform.europeanmoocs.eu/MOOCs

Design and deliver your MOOC with EMMA: http://project.europeanmoocs.eu/project/get-involved/become-an-emma-mooc-provider/

Published in: Education
  • Be the first to comment

  • Be the first to like this

EMMA Summer School - C. Padron-Napoles - Choosing a MOOC approach that meets your objectives

  1. 1. “Choosing a MOOC approach that meets your objectives and suits your available resources” Carmen L. Padrón- Nápoles, ATOS EMMA Summer School July, 2015 Ischia, Italy
  2. 2. – MOOCs as software artifacts – Conceptual Learning design • Learning design meta-models • Examples of learning designs – Mapping to your resources – Contractual aspects Contents
  3. 3. MOOCs as software artifacts A MOOC is • an online course open to anyone without restrictions* (free of charge and without a limit to the number of attendees) • usually structured around a set of learning goals in an area of study, • which runs over specific period of time (with a clearly defined starting and finishing date) • on an online platform which allows interactive possibilities (between peers or between students and instructors) • that facilitate the creation of a learning community. As an online course, it provides some learning materials and (self) assessment tools for independent study. MOOC definition available at OpenEducationEuropa
  4. 4. Learning design Learning design (Dalziel, 2012) can be defined as: • Pedagogical meta-model • A framework describing the structure of teaching and learning activities • A technical specification • A software system for managing sequences of content and collaborative learning activities • A community of educators sharing ideas on effective teaching ( A repository of “ready to run” activity sequences and templates) • A process that describes how educators make decisions about crating effective teaching and learning experiences
  5. 5. Learning design Applications of IMS LD. Griffiths, 2008
  6. 6. MOOCs as software artifacts A MOOC is also • as software artifact composed of two main components: contents and pedagogical strategy/design". (Padrón-Nápoles, 2009) A pedagogical strategy in short is • the definition of learning paths based on the organization of certain contents • the description of activities needed to be performed by learners using such contents and • the supporting activities to be performed by docents • as well as the assessment of the learning according to most appropriated didactic technique for the learning experience at hand
  7. 7. Learning design meta-models A simplified meta-model derived from IMS LD (Padrón-Nápoles, 2009) Any type of pedagogical strategy is composed of: • a set of activities • comprising a group of tasks • performed by participants (instructors, learners, supporting staff) • using resources (contents, services) that allow them to reach their learning goals • in certain period of time
  8. 8. Hands on time
  9. 9. Next an example a course description, according to the elements previously presented, is introduced. The main pedagogical features of the course to be created are: Subject: Tree Data Structures from Programming fundamentals. Learning objectives: To know a set of possible operations within Tree Data structure and make a application of its use to solve a practical problem. Pedagogical strategy: Collaborative Learning, composed of a set of 3 or more activities. Examples of use of learning designs
  10. 10. Next an example a course description, according to the elements previously presented, is introduced. The main pedagogical features of the course to be created are: Subject: Tree Data Structures from Programming fundamentals. Learning objectives: To know a set of possible operations within Tree Data structure and make a application of its use to solve a practical problem. Pedagogical strategy: Collaborative Learning, composed of a set of 4 activities. The set of 4 activities is composed of: 1st activity: Presentation of a Tree Data Structure. 2nd activity: Introduction to possible operations within the Tree Data structure. 3rd activity: Practicing operations. 4th activity: Assessing what do you know about operations within the Tree Data Structure. Examples of use of learning designs
  11. 11. 1st Activity: Presentation of a Tree Data Structure. Participants: Docent and learners Tasks: 1) Docent will introduce the goals of the course and give the floor to the video: “Overview of a Tree Data Structure”. 2) Q& A session: A set of questions will be presented by the Docent to introduce the session. Learners will be asked to describe their possible doubts, concerns on the topic presented in Task 1) Resources: For Task 1) Video to present the overview. For Task 2) Chat, Forum, Video-streaming facilities. Timing: 2hrs (45 min for task 1 and 1 hour and 15 min for Task2) Examples of use of learning designs
  12. 12. 2nd Activity: Introduction to possible operations within the Tree Data structure Participants: Docent and learners Tasks: 1) Docent will introduce learning objectives of this activity and recommend to check the video: “Introduction to possible operations within the Tree Data structure”. 2) Q& A session Resources: For Task 1) Video to present the overview. For Task 2) Chat, Forum, Video-streaming facilities. Timing: 2hrs (45 min for task 1 and 1 hour and 15 min for Task2) Examples of use of learning designs
  13. 13. 3rd activity: Practicing operations. Participants: Docent and learners Tasks: 1) Hands-on session: Recommendation for a set of exercises 2) Learners will pair up and try to complete the exercises before the next session Resources: For Task 1) Video with Instructions, URLs redirecting the sites with exercises For Task 2) Chat, Personal blogs. Timing: 2hrs (15 min for task 1 and 1 hour and 45 min for Task2) 2nd session of 3rd activity Participants: Docent and learners Tasks 1) Presentation of learners results Resources: Video-streaming, chat. Timing: 2hrs Examples of use of learning designs
  14. 14. Examples of use of learning designs 4th activity: Assessing what do you know about operations within the Tree Data Structure Participants: Docent and learners Tasks: 1) Description of the problem to be solved. Definition of timing for gathering the answers and peer review before submitting the final work. 2) Learners will first work on their blog spaces trying to solve the problem 3) Learners will meet up to analyse and share their conclusions Resources: Presentation video. Individual blogs for learners Chats, Videoconference and/ or Video-streaming facilities Timing: 16 days, distributed as follows: 45 min for task 1 10 days for Task2 + Task 3 5 days for Task 4 1hr for Task 5
  15. 15. References Dalziel, James (2012) Using Learning Design for Innovative eTeaching. Presentation for ALRC National Teaching Fellowship INSPIRE, University of Canberra, July2d, 2012 Retrieved August, 2014 from http://www.slideshare.net/rfitzgerald/james-dalziel-using-learning-design-for-innovative-eteaching Griffiths, 2008: Applications of IMS LD in Cooper, A, (2008) Joining Dots at the IMS September 2008: Learning design http://blogs.cetis.ac.uk/adam/2008/09/26/joining-dots-at-the-ims-september-2008-learning-design/ Padrón-Nápoles, Carmen L. (2009) “Development of didactic materials from a model based view”. PhD Dissertation. Universidad Carlos III de Madrid, ”. page 76. Retrieved June, 2014 from http://e-archivo.uc3m.es/bitstream/handle/10016/5679/Tesis_CL_Padron_Napoles.pdf?sequence=1
  16. 16. Mapping resources
  17. 17. Having the first idea of your MOOC, let’s create its first conceptual design • Step 1 (20 min) : Each MOOC provider prepare an overview of his/her MOOCs’ learning design. • Step 1a: You will record your activities design using your design kit ( working sheets and a set of cards). A card will be used to describe each task to be performed. The whole design will be presented as a set of cards (that could be nested in the containers of EMMA course structures). • Each MOOC provider will use his design kit to represent his/her LD. Hands-on session
  18. 18. • Step 2 (20 min): Looking at each design start thinking which are the main technical requirements of each course? What types of resources are needed? How collaborative activities can be implemented? Check the Moodle guide!! How the cards can be nested into the EMMA course structure (Course, Lessons, Units, Assignments..)?* • Step 3 (20 min): List the initial set of pedagogical and technological requirements for your MOOC LD • Final step (15 min): A round of brief presentations of the requirements by MOOC providers will follow. Hands-on session
  19. 19. Contractual aspects
  20. 20. Copyleft Permissive AttributionProtection Mandatory ChangeLog Disclaimer OfWarranty Redistribution(*) modifications mandated ExplicitPatentLicense Allowtousein proprietarySW Enableto commercialization Copyright Strong Weak GPLv2 X X X X X X X LGPL X X X X X X X X MPL X X X X X X X X X EPL X X X X X X X X BSD X X X X X X MIT X X X X X X APACHE X X X X X X X Creative Common X X X X X X Open source licensing
  21. 21. • What type of services your will need? • Hosting • Authoring • Monitoring (LA) • Translation/ Transcriptions • Becoming EMMA MOOC providers before December 2015!!! • Contributing to your course sustainability in EMMA Contracting aspects
  22. 22. • IPR restrictions: • Resources ownership • Your MOOC licenses • Types of licenses Intellectual property aspects
  23. 23. Questions? Thanks for your participation!

×