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A principled approach to the design of collaborative MOOC curricula

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Presentation at EMOOCs in Madrid, May 22, 2017

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A principled approach to the design of collaborative MOOC curricula

  1. 1. A principled approach to the design of collaborative MOOC curricula Stian Håklev and James D. Slotta
  2. 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. 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. 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. 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
  6. 6. 9
  7. 7. Crowdsourcing
 teaching resources Taking advantage of
 existing domain 
 knowledge 11
  8. 8. Crowdsourcing
 teaching resources Taking advantage of
 existing domain 
 knowledge 11
  9. 9. Week 1
  10. 10. Participation tracks 16Fig: The sense of MOOCs for 21st century skills, slide deck by Janine Kiers
  11. 11. Lesson Design project
  12. 12. 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
  13. 13. Selecting Design Groups: Asynchronous coordination challenge
  14. 14. How to support coordination of collaborative learning in teams?
  15. 15. Collaborative Workbench
  16. 16. Collaborative Workbench
  17. 17. Collaborative Workbench
  18. 18. Collaborative Workbench
  19. 19. 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
  20. 20. How to end the course on a bang, rather than a whimper? Supporting an online meeting with hundreds of students 27
  21. 21. Putting it all together

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