On World Autism Day, April 2, 2015, Swinburne University of Technology commenced offering a seven-week Massive Open Online Course (MOOC) for families, educators and carers who support individuals on the Autism spectrum. Blackboard OpenEducation MOOC platform hosted the Autism MOOC enabling over 15,000 enrolments and use of groups within the MOOC environment. This presentation demonstrates how the MOOC was designed and delivered via Blackboard OpenEducation, and how the MOOC activities were designed based on the e-tivity model (Salmon, 2013) to faciliate interaction. The presenters will provide an overview of the similiarities and differences in the design of the Autism MOOC, and the Carpe Diem MOOC which was offered by the Learning Transformations Unit at Swinburne University in 2014. Reflections on the design processes for these MOOCs will highlight the issues and challenges when designing an interactive MOOC for large cohorts. Delivered at Innovate and Educate: Teaching and Learning Conference by Blackboard. 24 -27 August 2015 in Adelaide, Australia.

1. Designing and Developing MOOCs
Dr. Kulari Lokuge-Dona
Prof. Janet Gregory

2. 2

3. Design Approach
• Carpe Diem Learning Design
• Five Stage Model
• ‘Participant First’ Approach
3

4. Carpe Diem Learning Design Process
4 Website for Carpe Diem, handbook and papers: www.gillysalmon.com/carpe-diem
Carpe
Diem
1. Blueprint
2.
Storyboard
3. Prototype
4. Reality
Check
5. Review
&
Adjust
6. Action
Plan

5. Five Stage Model
5 Website for Carpe Diem, handbook and papers: www.gillysalmon.com/carpe-diem
Development
Knowledge Construction
Information Exchange
Online Socialisation
Access & Motivation

6. Participant First Approach
• Use of Blackboard Tools
• Navigation
• Looks and Feel
• Sparks
• Terminology
6

7. Interaction
7
Google+
Facebook
Twitter
Blackboard
Collaborate
Participants Map
Email
Discussion Boards
Wiki
Announcements
Embedded Videos

8. 8

9. 9

10. 10

15. Collaboration
Information
Sharing
Knowledge
Creation
Application
Online Activities
15

16. Badges
16

17. Verification and Validation
• Participation
• Submissions
• Evaluation by MOOC moderators
17

18. Numbering and pacing & sequencing
Title
Purpose
Brief summary of overall task
Spark
Individual contribution
Dialogue begins
E-moderator intervention
Schedule & Time
Next

19. Carpe Diem MOOC: Completion Rates
No. of Participants registered
1426
No. of Participants started
1022
No. of Participants – earned Open Badge
181 (17.3%)
No. of Participants accessing course at the end
335 (23%)
19

20. Autism MOOC: Participation Rates
No. of Participants registered
15,596
No. of participants started
12,122
20
No. of participants accessing course at the end
3002(24%)

21. Benefits
• Support from Blackboard Team
• Team Collaborating with
– OpenEducation team
– CourseSites team
• Enhancing use of technology
• Building support networks
21

22. Conclusion
• Model successfully engages staff
• Contextualisation – authentic experience
– Student perspective
• Opportunity to embed relevant technology
– Collaborate, audio, OERs
• Sustainable – internal convenors
• Current research: impact on teaching
22

23. Thank You!
Dr. Kulari Lokuge Dona
@klokuge
klokugedona@swin.edu.au

24. References
Carpe Diem is based on original research by Prof Gilly Salmon at the Universities Glasgow Caledonian,
Bournemouth and Anglia Ruskin. It was developed further at the Universities of Leicester, Southern Queensland,
Northampton and Swinburne University of Technology.
Web site for Carpe Diem, handbook and papers : www.gillysalmon.com/carpe-diem
Lokuge Dona, K., Gregory, J., Salmon, G., & Pechenkina, E. (2014). Badges in the Carpe Diem MOOC. In B.
Hegarty, J. McDonald & S.-K. Loke (Eds.), Rhetoric and Reality: Critical perspectives on educational technology.
Proceedings ASCILITE Dunedin 2014 (pp. 120-128).
Salmon, G. (2013). E-tivities: The key to active online learning. Abingdon, UK: Kogan Page
Salmon, G. (2014). Carpe Diem - a team based approach to learning design Retrieved from
http://www.gillysalmon.com/carpe-diem.html