9. CC By Mathieu Plourde, 2013 - flickr.com/photos/mathplourde/8620174342/
10. Phil Hill, July 24, 2012 'Four Barriers That MOOCs Must Overcome To Build a
Sustainable Model' mfeldstein.com/four-barriers-that-moocs-must-overcome-to-
become-sustainable-model/
12. A bit of perspective..
1844 1858 1946 1969
Alan Tait, 2013, 'Reflections on Student Support in Open and Distance Learning'
irrodl.org/index.php/irrodl/article/view/134/214
2012: OMG! We can teach online!
Tait, Laurillard, Weller, and others:
Videos don't teach people
– people teach people
Medieval Studia Generale
19c Bell-Lancaster Monitorial school
60s / 70s University without walls
David Boven, 2013, 'The next game changer..'
13. Three Generations of Distance Ed
1st
Generation: predominant use of single tech,
no student interaction.
2nd
Generation: multiple media, designed for
distance, interaction mediated by 3rd
person.
3rd
Generation: variety of interactive media,
two-way communication course team –
students & students – students.
Tony Bates, 2005, Technology, E-learning and
Distance Education
18. From Design Narratives...
I convinced my university that we beed to experience with
moocs. And I succeeded!
From January to April we built the cope14 MOOC:
competences for global collaboration, which is running from
22.4. - 2.6. (so it is active, today starts week 6).
I love cMOOCs but in the project team we opted for a mixture
of c and x. Im glad that cope14 is open, we use a wordpress
blog. There are questions and links and assigments and videos
of course.
And - we have two moderators who are monitoring the learning
processes and try to support the learners a little bit.
Link to blogpost about my ideas of moderating cope14
http://zmldidaktik.wordpress.com/2014/04/26/interacting-as-
moderator-and-facilitator-inthe- cope14-mooc/
Link to cope14: www.cope14.at
21. Chatflow (cont.)
Solution
Use a third party tool off platform to provide a more managable
discussion.
Examples
At Leeds University synchronous events are recorded via adobe
connect, transcribed it (google doc) then users could comment on
specific parts of discussion (off platform) - Then afterwards should there
be the opportunity for a discussion around the recorded session.
In Commonwealth of Learning MOOC on mobile for development
learner lead use of Google doc as a collaborative document creation.
(off platform)
22. Pattern: Adjacent Platform
Platforms which support/underpin MOOCs - often
used to provide places to share resources or
bespoke tools to create learning objects. Used
when the mooc platform falls short (usually
technical, could be for quality or other reasons).
Problem
Coursera / FutureLearn / edX etc are new, limited
in some of their scope. When extra functionality is
required course teams / learners make things
outside to share.
Solution
Accept that people use a range of platforms, tools, approaches for online teaching and
learning - build this into design patterns. Integrate platforms together - i.e. LTI etc.
Examples
Twitter hashtags
Google Hangouts
BB Collaborate
Wordpress
23. Pattern: Bend, don't break
Problem
In a MOOCs setting, 'flexible' can
potentially entail jettisoning the
'massive', the 'online' and the
'course', leaving just the 'open'.
How flexible can a Mooc be before it
either disappears, or is spoilt, or (in
some cases) becomes a misleading
rider for a more formal distance
learning course?
Which learners do you lose if you
aren't flexible, and what part of
MOOC do you lose if you are
flexible?
25. Role Play!
pMOOCSPOCxMOOC GOCCcMOOC
?
????
Form groups of 4-6
Choose a role
Choose the course format you
prefer, and explain to the others why
Try to “pull” the others' format to
your side
Negotiate a new format
