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A principled approach to the design of
collaborative MOOC curricula
Stian Håklev and James D. Slotta
2: MOOC for in-service teachers
Collaboration between University of
Toronto Schools (affiliated lab high
school) and Jim Slotta’s Encore Lab
Design loosely based on pre-service
course
Ran on EdX platform summer 2015
with ~2.200 active users
Design Studies
1: Pre-service course for
teacher candidates
~25 person seminar based on
KCI principles, taught a
number of years
Scaling up to ~85, co-design
with researcher and instructor
Design Study 2:
MOOC
6 week course on inquiry and
technology for in-service
teachers
Weekly themes:
• Inquiry and student-centred
pedagogy
• Designing inquiry activities and
assessments
• Collaborative learning
• Handheld/mobile devices
• Knowledge co-construction and
student-contributed content
• Inquiry enactment
Design Challenges
• Very heterogenous population, from primary school arts teachers to
high school physics teachers
• Very different levels of motivation and commitment
• Want the course to foster a knowledge community approach, where
students are bringing in their own ideas and experiences, and build
knowledge as a community
• Students should experience the kind of pedagogy that we want them to
learn
• Make learning as situated and relevant to their professional life as
possible
• Fully online, asynchronous environment
• EdX technical platform
Pre-course lounge
Epistemic treatment
Collecting data for student model
Supporting formation of Special Interest Groups
Kickstarting resource generation script,

which will feed into week 1 inquiry

activities, and inspire Design Strand activity
9
Crowdsourcing

teaching resources
Taking advantage of

existing domain 

knowledge
11
Crowdsourcing

teaching resources
Taking advantage of

existing domain 

knowledge
11
Week 1
Participation tracks
16Fig: The sense of MOOCs for 21st century skills, slide deck by Janine Kiers
Lesson Design project
Connecting course to previous and future generations
Course begins by reviewing previous lesson designs. Finished lesson designs, as well as
sorted, tagged and commented resources shared with future generations, and the public
19
Selecting Design Groups: Asynchronous
coordination challenge
How to support coordination of
collaborative learning in teams?
Collaborative Workbench
Collaborative Workbench
Collaborative Workbench
Collaborative Workbench
Interdependence between Strands
Inquiry scripts in Foundation Strand provide inspiration to Design Strand, cycle of reviews/
constructive feedback based on weekly themes, final Gallery Walk of projects
24
How to end the course on a bang, rather
than a whimper?
Supporting an online meeting with
hundreds of students
27
Putting it all together

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A principled approach to the design of collaborative MOOC curricula

  • 1. A principled approach to the design of collaborative MOOC curricula Stian Håklev and James D. Slotta
  • 2. 2: MOOC for in-service teachers Collaboration between University of Toronto Schools (affiliated lab high school) and Jim Slotta’s Encore Lab Design loosely based on pre-service course Ran on EdX platform summer 2015 with ~2.200 active users Design Studies 1: Pre-service course for teacher candidates ~25 person seminar based on KCI principles, taught a number of years Scaling up to ~85, co-design with researcher and instructor
  • 3. Design Study 2: MOOC 6 week course on inquiry and technology for in-service teachers Weekly themes: • Inquiry and student-centred pedagogy • Designing inquiry activities and assessments • Collaborative learning • Handheld/mobile devices • Knowledge co-construction and student-contributed content • Inquiry enactment
  • 4. Design Challenges • Very heterogenous population, from primary school arts teachers to high school physics teachers • Very different levels of motivation and commitment • Want the course to foster a knowledge community approach, where students are bringing in their own ideas and experiences, and build knowledge as a community • Students should experience the kind of pedagogy that we want them to learn • Make learning as situated and relevant to their professional life as possible • Fully online, asynchronous environment • EdX technical platform
  • 5. Pre-course lounge Epistemic treatment Collecting data for student model Supporting formation of Special Interest Groups Kickstarting resource generation script,
 which will feed into week 1 inquiry
 activities, and inspire Design Strand activity
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  • 11. Crowdsourcing
 teaching resources Taking advantage of
 existing domain 
 knowledge 11
  • 12. Crowdsourcing
 teaching resources Taking advantage of
 existing domain 
 knowledge 11
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  • 17. Participation tracks 16Fig: The sense of MOOCs for 21st century skills, slide deck by Janine Kiers
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  • 20. Connecting course to previous and future generations Course begins by reviewing previous lesson designs. Finished lesson designs, as well as sorted, tagged and commented resources shared with future generations, and the public 19
  • 21. Selecting Design Groups: Asynchronous coordination challenge
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  • 24. How to support coordination of collaborative learning in teams?
  • 29. Interdependence between Strands Inquiry scripts in Foundation Strand provide inspiration to Design Strand, cycle of reviews/ constructive feedback based on weekly themes, final Gallery Walk of projects 24
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  • 32. How to end the course on a bang, rather than a whimper? Supporting an online meeting with hundreds of students 27
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  • 34. Putting it all together