2. Part1 Before we start….
How many of you have taught online previously?
How many of you have taken an online course? Not
just a MOOC?
Of those who have taught online, how many have
How many of you have designed an online course?
3. Part1 Rip van Winkle and Classroom
Rip Van Winkle awakens in the 21st
century after a hundred year snooze
and is of course utterly bewildered by
what he sees’. ‘Every place Rip goes
just baffles him. But when finally he
walks into a schoolroom, the old man
knows exactly where he is.
“This is a school”, he declares.
5. Technology reshapes the landscape of
The proliferation of social
media and technology
changed the way
educators teach, how
students learn, and the
way teachers and
10. What is a MOOC?
Student numbers can be 100,000 +
Study any course, anywhere at any time
As opposed to face-to-face or blended
Learning units in an academic subject
12. Types of MOOCs
• Based on a Connectivist
• Knowledge / content is
generated by teachers,
students and multiple others.
•Behaviorist learning theory
• excellence, external outreach,
13. Pros and cons of MOOCs
help from and to outsiders,
learn from world experts
Learn for free what they may not have
Marketing the university and its
courses and faculty
Less contact with instructor
high dropout rate
Requires investment - faculty time,
Competition between universities
16. How far Will MOOCs go?
There is a lot of hype and no one is
quite sure what impact they will have
on the future of education.
MOOCs can potentially disrupt the
traditional educational landscape.
17. Find ways
How far will MOOCs go?
Will have to
find ways to
way that they
put it online
35. Components: four big parts
Learning goal and meaning of the
Flipped Classroom needs to be
Online sources are shared. To be
homework/reflection – computer
In-class: groupwork, focus on
content, understanding, difficulties,
project. Peer and teacher feedback.
Evaluation of the process by all.
Use video and sources from others
Record your own video or audio/slides
Ask students to locate sources
Let students make online sources (for others)
39. Part1 What is microlecture?
A focossed lecture delivered
in ONE minute.
40. Part1 What can we do with micro-lectures
Give your learners a brief overview of the
content with key concepts.
Demonstrate a single problem solving
procedure or give a step-by-step instruction.
Make attractive introduction to a learning
topic and its objectives with personal touch
and thus raise awareness and curiosity of
45. How to Create a One-Minute Lecture
List the key concepts you are trying to
convey in the 60-minute lecture. That
series of phrases will form the core of
46. How to Create a One-Minute Lecture
Write a 15 to 30-second
introduction and conclusion.
They will provide context for
your key concepts.
47. How to Create a One-Minute Lecture
Record these three elements using
a microphone and Web camera
The finished product should be 60
seconds to three minutes long.
48. How to Create a One-Minute Lecture
Design an assignment to follow the lecture that will direct
students to readings or activities that allow them to explore the
key concepts. Combined with a written assignment, that should
allow students to learn the material.
49. How to Create a One-Minute Lecture
Upload the video and
assignment to your course-