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![Challenge the future 15
4. Leveraging your MOOC
“While the [video lecture and automated quiz] model is basic and
may not be suitable for all courses or represent leading pedagogical
practice, it is accessible, flexible and scalable to large volumes of
diverse students.” (p.15)
Higher Education’s Digital Moment, UUK report (2013)](https://image.slidesharecdn.com/02onlinelearning-141107043547-conversion-gate01/85/Online-learning-for-MOOC-team-developers-15-320.jpg)
Uploaded byNelson Jorge
Online learning for MOOC team developers
This document outlines an agenda for a presentation on online learning and MOOCs. The presentation covers the pedagogy of MOOCs, how to plan a MOOC by defining objectives and activities, leveraging a MOOC, and an introduction to the edX online learning platform. It discusses designing online learning activities, the importance of community for online students, and different types of MOOCs and assessments that can be used on edX.
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Online learning for MOOC team developers
- 1. Challenge the future1 Online Learning Nelson Jorge November 5, 2014
- 2. Challenge the future2 Agenda 1. Online learning 2. The pedagogy of the MOOC 3. How to plan a MOOC 4. Leveraging your MOOC 5. Introduction to the edX platform
- 3. Challenge the future3 1. Online Learning Instead of planning how to teach for a number of class hours, we plan how students will learn by designing online learning activities for a specific period of time (in weeks).
- 4. Challenge the future4 1. Online Learning "Online classes can be really lonely places for students if they don't feel like there's a community." Maria Andersen, director of learning and research at Instructure (2013)
- 5. Challenge the future5 1. Online Learning Access & Motivation Online socialization Information exchange, cooperation Group discussions, collaboration Development Based on 5 Stage Model, Gilly Salmon
- 6. Challenge the future6 2. The pedagogy of the MOOC xMOOC Institutionally-focused, characterised by a pedagogy short on social contact and based on video-lecture content with automated assessment. cMOOC Driven by principles of pedagogic innovation within a network, disaggregated mode of social learning.
- 7. Challenge the future7 3. How to plan a MOOC Course Design process: 1. Divide your course into Learning Units 2. Define the specific learning objectives for each unit 3. Design the learning activities (try to promote active learning) 4. Specify what resources will be needed (existing or to create) 5. Define the assessment methods
- 8. Challenge the future8 3. How to plan a MOOC Learning Objectives Teaching & Learning activities Feedback & Assessment Methods
- 9. Information exchange, cooperation Challenge the future 9 3. How to plan a MOOC Getting started Week 1 Week 2 Week 3 … Access & Motivation Online socialization
- 10. Challenge the future10 3. How to plan a MOOC – Online socialization Introduce yourself and invite students to do the same: “What is your name, where are you from and what do you expect to learn from this course?”
- 11. Challenge the future11 3. How to plan a MOOC – Student cooperation Plan interaction using the Discussion Forum: “Share your thoughts and give feedback on…” “Help your colleagues by replying to their questions…”
- 12. Challenge the future12 3. How to plan a MOOC Group discussions, collaboration Information exchange, cooperation Online socialization Access & Motivation Development
- 13. Challenge the future13 3. How to plan a MOOC Content development: 1. Search for available content that can be (re)used 2. Think of fundamental content that needs to be produced 3. Plan content production 4. Create content
- 14. Challenge the future14 3. How to plan a MOOC Course implementation on edX: 1. Structure the course 2. Upload content 3. Add assignments 4. Test the course
- 15. Challenge the future15 4. Leveraging your MOOC “While the [video lecture and automated quiz] model is basic and may not be suitable for all courses or represent leading pedagogical practice, it is accessible, flexible and scalable to large volumes of diverse students.” (p.15) Higher Education’s Digital Moment, UUK report (2013)
- 16. Challenge the future16 4. Leveraging your MOOC Getting started Week 1 Week 2 Week 3 … Challenges Sofa session, paperclip, feedback video Students share videos, pictures, schemes Interactions, discussions Real world problems, practical activities Welcoming messages Weekly updates
- 17. 5. Introduction tothe edX platform Challenge the future 17 Studio edge edX
- 18. Challenge the future18 5. Introduction to the edX platform
- 19. 5. Introduction tothe edX platform Closed response assessment: • Checkbox, Dropdown, Multiple choice, Drag and drop • Inputs: Text/Numerical, Math expression, Image mapped • Chemical equation, Circuit Schematic Builder Challenge the future 19 Open response assessment: • Peer-assessment & self-assessment
- 20. 5. Introduction tothe edX platform - Assessment examples Checkboxes Multiple choice Challenge the future 20
- 21. 5. Introduction tothe edX platform - Assessment examples Numerical input Challenge the future 21
- 22. 5. Introduction tothe edX platform - Assessment examples Drag and drop Challenge the future 22
- 23. 5. Introduction tothe edX platform - Assessment examples Dropdown Challenge the future 23
- 24. Challenge the future24 Thank you Nelson Jorge e-mail: n.r.jorge@tudelft.nl office: IO building D-0-210 Mon – Fri, 09:00-17:00 Unless otherwise indicated, this presentation is licensed CC-BY 4.0. Please attribute TU Delft / Nelson Jorge
Editor's Notes
- #5 community is the vehicle through which online courses are most effective Huge numbers of students can mean more interaction among them, partly compensating for the limited one-on-one attention students receive from the instructor in a MOOC environment. But more students can also mean more isolation within the crowd. Ironically, the biggest obstacle preventing MOOC students from forming relationships is the feature most relied on to encourage them. Discussion forums are the number one complaint by readers and contributors of MOOC News & Reviews
- #7 X focus on scalability, C focus on community and connections
- #8 Course Design – detailed planning
- #9 What should your students be able to do after your course? Specific with respect to CONTENT Phrased in terms of BEHAVIOUR Use action verbs “Students are able to apply theory x to problem y” “Students are able to describe the key features of ..”
- #10 Course Design – detailed planning
- #11 Think beyond the basic video broadcast model
- #12 Think beyond the basic video broadcast model
- #13 Think beyond the basic video broadcast model
- #14 Think beyond the basic video broadcast model
- #15 Think beyond the basic video broadcast model
- #16 Think beyond the basic video broadcast model
- #17 MOOC boosters that will engage students
- #18 Think beyond the basic video broadcast model
- #19 Think beyond the basic video broadcast model
- #20 Think beyond the basic video broadcast model
- #21 Think beyond the basic video broadcast model
- #22 Think beyond the basic video broadcast model
- #23 Think beyond the basic video broadcast model
- #24 Think beyond the basic video broadcast model