This document outlines the program and design considerations for a workshop on elaborating MOOC approaches. The workshop will introduce a task-based design approach for MOOCs and have participants apply it. It will begin with a discussion of the differences between traditional courses and MOOCs from the perspectives of learner, teacher, curriculum and environment. Participants will then work in groups to identify implications for each perspective and map them on a Venn diagram. Next, the task-based design approach will be introduced and participants will specify a progression of 3 tasks, identifying concepts and procedures for each. Results will be presented before getting feedback in a later session. The document lists many design considerations that must be addressed for a MOOC from perspectives of

1. Workshop – Elaborating your MOOC approach: design considerations
Dr. Olga Firssova
EMMA Summer School
July 7, 2015, 9.00 – 10.30
Dr. Mart Laanpere

2. Program
9.00 Introduction
9.05 Design considerations: MOOC vs traditional
course (warming-up)
9.20 Introduction of the task-based design
approach (for MOOC design)
9.40 Applying the task-based approach (hands-on)
10.10 Presenting the results (3 min)

3. Design considerationsEMMA MOOC provider requirements

4.  Learning goals
 Prior knowledge & (digital) skills
 Social aspects of learning
 Flexibility of learning
 Learning tasks and activities
 Individual or group learning
 Interaction with materials, teacher, peers
 Synchronous & asynchronous communication
 (Computer supported) collaborative learning
 Use of tools & re-(sources)
 Classroom
 Online platform(s)
 Personal learning environment
 (Online) (re)sources & materials
 (Electronic) tools
 Multimedia learning
 Internet access
 Embedded feedback,
 Online assessment
 Integration
 Part of a larger whole
 Instructional model /pedagogy
 Course duration
 Domain /subject
 Objectives
 Outcomes
 Assessment criteria
 Structure/dependencies
 Instructional strategy
 Design (micro)
 Pedagogical approach
 Guidance and feedback
 Formative and summative assessment
 Interaction with learners live and online
 F2F /real time /asynchronously
 Communication with L /Ls
 Use of tools & re-(sources)
Teacher
Learner
Curriculum
Environment

5. Design considerations: F2F vs MOOC
1. Discuss in your group and write down in keywords
possible implications for design from one of the
four perspectives. Use post-its of resp. colors.
2. Fill in a Venn diagram for each of the four
perspectives on a separate flow-chart.
Learner Teacher
Curriculum Environment MOOC F2F

6.  Learning goals
 Prior knowledge & (digital) skills
 Social aspects of learning
 Flexibility of learning
 Learning tasks and activities
 Individual or group learning
 Interaction with materials, teacher, peers
 Synchronous & asynchronous communication
 (Computer supported) collaborative learning
 Use of tools & re-(sources)
 Classroom
 Online platform(s)
 Personal learning environment
 (Online) (re)sources & materials
 (Electronic) tools
 Multimedia learning
 Internet access
 Embedded feedback,
 Online assessment
 Integration
 Part of a larger whole
 Instructional model /pedagogy
 Course duration
 Domain /subject
 Objectives
 Outcomes
 Assessment criteria
 Structure/dependencies
 Instructional strategy
 Design (micro)
 Pedagogical approach
 Guidance and feedback
 Formative and summative assessment
 Interaction with learners live and online
 F2F /real time /asynchronously
 Communication with L /Ls
 Use of tools & re-(sources)
Teacher
Learner
Curriculum
Environment

7. Task-based design for MOOCs
• For the presented whole task specify a
progression of 3 consequent tasks from less to
more complex
• For each task identify at least two components
(concepts and procedures)
• Fill in the template and present it in 3 minutes

8. Feedback will follow in the Wednesday morning
session
Thank you!
Mart Lanpere martl@tlu.ee
Olga Firssova olga.firssova@ou.nl