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How do you upskill a team in mooc design: a workshop-based approach


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workshop-based approach to team professional development. Applies to university technology-enhanced learning and faculty teams, and non-university institutions.

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How do you upskill a team in mooc design: a workshop-based approach

  1. 1. How do you upskill a team in MOOC design? Matt Cornock Online CPD Coordinator @mattcornock A workshop-based approach to team professional development FutureLearn Partners Forum 11 October 2017
  2. 2. Own the approach 1 Matt Cornock Online CPD Coordinator @mattcornock
  3. 3. 1 Matt Cornock Online CPD Coordinator @mattcornock If you start with a premise that online ‘must happen this way of according to the FutureLearn pedagogy’ you run the risk of not getting buy in, or worse creating courses that aren't a credible part of the organisation’s portfolio, as it wouldn’t reflect the aims of organisation or the professional expertise of the people in the team. Therefore, the first part of the process was to align FutureLearn’s pedagogy with our organisational approach to delivering effective CPD to teachers. This formed the first of five one-two hour workshops, to identify what will make our online CPD distinctive and identifiable as ours. Together, we were able to create an underpinning approach for our online CPD that reflects our organisational and professional approach, which still takes full advantage of social learning on FutureLearn.
  4. 4. Draw upon what we know (and identify what we don’t) 2 Matt Cornock Online CPD Coordinator @mattcornock
  5. 5. 2 Matt Cornock Online CPD Coordinator @mattcornock After establishing our approach, we then looked at online and distance learning. To begin with we looked at the types of activities that usually took place in face-to-face CPD (what the team were already familiar with) and then considered what would work and what challenges there might be of using similar approaches online. It was also important to think about the opportunities of the online environment, such as learning in parallel with work. Rather than delving into pedagogic theory, we looked at two frameworks: Anderson and Garrison’s Tutor-Student-Content interactions and a simplified model of activity-based learning. These allowed us to unpick the role of the Educator and Learner and the differences between instruction and facilitation.
  6. 6. 2 Matt Cornock Online CPD Coordinator @mattcornock
  7. 7. 2 Matt Cornock Online CPD Coordinator @mattcornock From this workshop we developed our intended learning experience: encourage ongoing reflection; scaffold action planning for impact; encourage sharing of practice; structured points of interaction between participants/educators; linking concepts between activities/weeks and into practice. These can be represented by combining different actors and content through a learning activity to lead to a learning outcome.
  8. 8. Storyboard a course 3 Matt Cornock Online CPD Coordinator @mattcornock
  9. 9. 3 Matt Cornock Online CPD Coordinator @mattcornock After establishing a collective approach to what we want to achieve with our online courses, and a distinctive learning experience that is tailored to our audience, the next phase is to design the course. A core part of our MOOC design process is storyboarding. We used the adapted JISC Viewpoints / UCL ABC workshop from FutureLearn. This workshop has two key strengths: first that it provides discussion about the course and its target audience and aims; second it is activity focused and is a great way to encourage the team to think about what a Learner is doing with their time on the course and our intended learning experience, rather than focus on the content.
  10. 10. 3 Matt Cornock Online CPD Coordinator @mattcornock The most important part of storyboarding is to attempt to get ideas down, not focus too much on whether everything suggested is feasible or flows. If you have subject experts for a limited time, make sure they're storyboarding to help sequence content as well as considering what activities are authentic and valuable to your learners. Once a storyboard is constructed, subsequent discussions iterate the storyboard to refine it towards the intended outcomes for the course.
  11. 11. Think creatively and author 4 Matt Cornock Online CPD Coordinator @mattcornock
  12. 12. 4 Matt Cornock Online CPD Coordinator @mattcornock With the course roughly storyboarded, it is then broken down into clear activities and steps and we started to develop how the course would actually work. At this point we looked at how the online environment allows for different media to be used, the way video in particular complements the Educator narrative with examples from practice and provides opportunities for different voices to be present in the course, how quizzes can be used to scaffold learning or provide content through Educator feedback, and how to balance content and activity.
  13. 13. 4 Matt Cornock Online CPD Coordinator @mattcornock The authoring process then takes a fair bit of time. Trying to overcome the ‘blank piece of paper’ is the hardest hurdle, so the team began with a step they were familiar with and worked out from there. The learning designer’s role turns into an editor: providing feedback on drafts, ensuring that the small bits of linking text and signposting are in place, crafting discussion activities, and suggesting alternative ways to present content. Most important is the dialogue between the team, so that where things are changed, there is a growing understanding of why they’re changed to support online learning.
  14. 14. Provide examples Avoid going into detail too quickly Keep momentum going Matt Cornock Online CPD Coordinator @mattcornock Tips
  15. 15. Matt Cornock Online CPD Coordinator @mattcornock TipsWhat did I learn by leading the workshops? First, the value of examples. We looked at a number of MOOCs throughout the series of workshops. This was crucial to making some of the abstract concepts of online design more tangible. By comparing examples the team could work out what type of MOOC they wanted to create and how they could make their courses relevant to their audience. Viewing other MOOCs has to be an essential part of a design process. Secondly, it was hard during the storyboarding workshop to ensure we kept a high-level view of the course design. Particularly with large groups, discussion can veer off into detail or worrying about practicalities, rather than the helicopter view of activities. We found that starting with the activity types first before flipping over the cards to add detail didn’t work for us, as just looking at activities felt a little too ‘meta’. We discussed both activity and content in parallel, as a result, we took quite a bit of time to balance the activity-first approach whilst also planning content. Finally, this is a 6-month process of course design, particularly when you have filming. It is crucial to keep momentum going. Keep to your workshop schedule, ensure that the team do have time to both engage with the workshops and prepare for the next, set milestones and positively note our individual development and collective success.
  16. 16. Teaching Practical Science Our new Teaching Practical Science MOOCs show the high-quality, learner-centred CPD we have created through this process, complementing our popular established courses.