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. – MOOCs as software artifacts
– Conceptual Learning design
• Learning design meta-models
• Examples of learning designs
– Mapping to your resources
– Contractual aspects
Contents

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. 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. Learning design
Applications of IMS LD. Griffiths, 2008

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. 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. Hands on time

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. 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. 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. 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. 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. 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. 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. Mapping resources

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. • 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. Contractual aspects

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. • 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. • IPR restrictions:
• Resources ownership
• Your MOOC licenses
• Types of licenses
Intellectual property aspects

23. Questions?
Thanks for your participation!