KMDI PhD Seminar, at University of Toronto, July 15, 2016. Video is here: https://www.youtube.com/watch?v=n31GfyfGyts&feature=youtu.be

1. Stian Håklev, University of Toronto
KMDI PhD Seminar, July 16, 2016
How to design and orchestrate a MOOC
as a collaborative knowledge community
Photo by Bestarns @ Deviantart

2. Relationship
between
group size
and richness
of learning
activities
Fig: Dillenbourg, 2015, “Orchestration Graphs: Modeling Scalable Education"
2

4. Principle-based curriculum design, KCI model
KCI Principles
• Students work collectively as a knowledge
community, creating a knowledge base that is
indexed to a specific content domain.
• The knowledge base is accessible for use as a
resource as well as for editing and improvement
by all members.
• Collaborative inquiry activities are designed to
address the targeted domain learning goals,
using the knowledge base as a primary resource
and producing assessable outcomes.
• The teacher's role must be clearly specified
within the inquiry script, in addition to a general
orchestrational responsibility.

5. Capstone project:
Lesson design

6. Fig: MOOC poster April 4, 2013 by Mathieu Plourde licensed CC-BY on Flickr

7. History of MOOCs in one slide

8. History of MOOCs in one slide
• Open Educational Resources

9. History of MOOCs in one slide
• Open Educational Resources
• Early social learning experiments: Wiley Wikis, cMOOCs (Stephen Downes and George
Siemens), Peer2Peer University

10. History of MOOCs in one slide
• Open Educational Resources
• Early social learning experiments: Wiley Wikis, cMOOCs (Stephen Downes and George
Siemens), Peer2Peer University
• Peeragogy, Connectivism, Networked Learning, Personal Learning Environments (PLE),
Personal Learning Networks (PLN)

11. History of MOOCs in one slide
• Open Educational Resources
• Early social learning experiments: Wiley Wikis, cMOOCs (Stephen Downes and George
Siemens), Peer2Peer University
• Peeragogy, Connectivism, Networked Learning, Personal Learning Environments (PLE),
Personal Learning Networks (PLN)
• Open Learning Initiative (CMU OLI) simulations, massive peer-review, automatic grading
of programming assignments

12. History of MOOCs in one slide
• Open Educational Resources
• Early social learning experiments: Wiley Wikis, cMOOCs (Stephen Downes and George
Siemens), Peer2Peer University
• Peeragogy, Connectivism, Networked Learning, Personal Learning Environments (PLE),
Personal Learning Networks (PLN)
• Open Learning Initiative (CMU OLI) simulations, massive peer-review, automatic grading
of programming assignments
• Khan Academy short YouTube videos recorded directly for the web (not in lecture
theatre)

13. History of MOOCs in one slide
• Open Educational Resources
• Early social learning experiments: Wiley Wikis, cMOOCs (Stephen Downes and George
Siemens), Peer2Peer University
• Peeragogy, Connectivism, Networked Learning, Personal Learning Environments (PLE),
Personal Learning Networks (PLN)
• Open Learning Initiative (CMU OLI) simulations, massive peer-review, automatic grading
of programming assignments
• Khan Academy short YouTube videos recorded directly for the web (not in lecture
theatre)
• First xMOOCs from Stanford, Artificial Intelligence/Machine Learning

14. History of MOOCs in one slide
• Open Educational Resources
• Early social learning experiments: Wiley Wikis, cMOOCs (Stephen Downes and George
Siemens), Peer2Peer University
• Peeragogy, Connectivism, Networked Learning, Personal Learning Environments (PLE),
Personal Learning Networks (PLN)
• Open Learning Initiative (CMU OLI) simulations, massive peer-review, automatic grading
of programming assignments
• Khan Academy short YouTube videos recorded directly for the web (not in lecture
theatre)
• First xMOOCs from Stanford, Artificial Intelligence/Machine Learning
• xMOOC platforms: Coursera, EdX, Udacity, ++

15. History of MOOCs in one slide
• Open Educational Resources
• Early social learning experiments: Wiley Wikis, cMOOCs (Stephen Downes and George
Siemens), Peer2Peer University
• Peeragogy, Connectivism, Networked Learning, Personal Learning Environments (PLE),
Personal Learning Networks (PLN)
• Open Learning Initiative (CMU OLI) simulations, massive peer-review, automatic grading
of programming assignments
• Khan Academy short YouTube videos recorded directly for the web (not in lecture
theatre)
• First xMOOCs from Stanford, Artificial Intelligence/Machine Learning
• xMOOC platforms: Coursera, EdX, Udacity, ++
• Learning Analytics

16. History of MOOCs in one slide
• Open Educational Resources
• Early social learning experiments: Wiley Wikis, cMOOCs (Stephen Downes and George
Siemens), Peer2Peer University
• Peeragogy, Connectivism, Networked Learning, Personal Learning Environments (PLE),
Personal Learning Networks (PLN)
• Open Learning Initiative (CMU OLI) simulations, massive peer-review, automatic grading
of programming assignments
• Khan Academy short YouTube videos recorded directly for the web (not in lecture
theatre)
• First xMOOCs from Stanford, Artificial Intelligence/Machine Learning
• xMOOC platforms: Coursera, EdX, Udacity, ++
• Learning Analytics
• Learning@Scale

18. Design constraints

19. Design constraints
• EdX platform, how is material organized, how can we
provide custom functionality?

24. LTI component

26. Design constraints

27. Design constraints
• Specific target group: in-service teachers

28. Design constraints
• Specific target group: in-service teachers
• Fully online, almost entirely asynchronous course

29. Design constraints
• Specific target group: in-service teachers
• Fully online, almost entirely asynchronous course
• Varying levels of commitment/interest in different
activities

30. Design constraints
• Specific target group: in-service teachers
• Fully online, almost entirely asynchronous course
• Varying levels of commitment/interest in different
activities
• Many students will not complete the course (drop out)

31. Participation tracks
14
Fig: The sense of MOOCs for 21st century skills, slide deck by Janine Kiers

32. Week Zero

33. Pre-course lounge
Epistemic treatment
Collecting data for student model
Supporting group formation of SIGs
Kickstarting resource generation script,
which will feed into week 1 inquiry
activities, and inspire Design Strand activity
16

38. Design of group hierarchy, and group formation
21
From large to small groups

39. 22

40. 23

41. Week 1

42. Written resources, personal reflections, SIG discussions…

45. Lesson Design project

47. Connecting course to previous and future generations
Course begins by reviewing previous lesson designs. Finished lesson designs, as well as
sorted, tagged and commented resources shared with future generations, and public
30

48. Selecting Design Groups:
Asynchronous coordination challenge

52. How to support coordination of
collaborative learning in teams?

53. Collaborative Workbench

54. Collaborative Workbench

55. Collaborative Workbench

56. Collaborative Workbench

57. Interdependence between Strands
Inquiry scripts in Foundation Strand provide inspiration to Design Strand, cycle of
reviews/constructive feedback based on weekly themes, final Gallery Walk of projects
36

61. How to end the course on a bang,
rather than a whimper?
Supporting an online meeting with
hundreds of students
40

64. bit.ly/gallery-walk

65. Feeding into community knowledge base
44

66. Putting it all together

67. Analytics supporting teacher
awareness and intervention

68. Discussion
• “Scripting across the curriculum”
• MOOC context: two strands, interdependence
• Pedagogical design of group hierarchy and group formation
• Enabling content to move across group boundaries
• Supporting small teams
• Synchronous/asynchronous, motivation, coordination…
• Learning analytics for teacher awareness
• Technological support for scripting in MOOCs