A MOOC Design Mapping Framework (MDMF): Evaluation ofAacademics’ and Learning Technologists’ Experiences

A MOOC Design Mapping Framework (MDMF) was introduced to streamline and enhance the development of MOOCs at the University of Glasgow. The MDMF is built on RealTimeBoard platform to enable development of and sharing of high level course designs among the course team and affiliated learning technologist(s), and to serve as exemplars for future MOOCs. Combining the core FutureLearn activities and ABC Learning Design Framework, it was anticipated that the MDMF approach would save time on development and encourage a more learner-centred approach to the course design. Semi-structured interviews were conducted with 12 participants (nine academics and three learning technologists). Relating to process, reported benefits included collaborative development (among course teams and between academics and the learning technologist) as well as a focused concentration on the type, sequence and balance of activities, and the ability to see a big picture overview and any gaps. Reported challenges included the tool not capturing the details of discussions and some technical limitations. However, all participants agreed they would use the framework again in relation to the design of MOOCs and other courses. Presenter details: John is leading the development of MOOCs at UofG from strategic and operational perspectives. Current areas of enquiry include mainstreaming MOOCs as a standard prerequisite to online distance learning programmes, to facilitate successful student transitions, and progressing the potential for micro-credentialing MOOCs (@johnkerr001) With an interest in Learner Experience Research, Vicki champions technology-enhanced learning and teaching in the context of formal and informal staff development opportunities at UofG (@vhmdale)

A MOOC Design Mapping Framework (MDMF): Evaluation ofAacademics’ and Learning Technologists’ Experiences

A MOOC Design Mapping Framework (MDMF) was introduced to streamline and enhance the development of MOOCs at the University of Glasgow. The MDMF is built on RealTimeBoard platform to enable development of and sharing of high level course designs among the course team and affiliated learning technologist(s), and to serve as exemplars for future MOOCs. Combining the core FutureLearn activities and ABC Learning Design Framework, it was anticipated that the MDMF approach would save time on development and encourage a more learner-centred approach to the course design. Semi-structured interviews were conducted with 12 participants (nine academics and three learning technologists). Relating to process, reported benefits included collaborative development (among course teams and between academics and the learning technologist) as well as a focused concentration on the type, sequence and balance of activities, and the ability to see a big picture overview and any gaps. Reported challenges included the tool not capturing the details of discussions and some technical limitations. However, all participants agreed they would use the framework again in relation to the design of MOOCs and other courses. Presenter details: John is leading the development of MOOCs at UofG from strategic and operational perspectives. Current areas of enquiry include mainstreaming MOOCs as a standard prerequisite to online distance learning programmes, to facilitate successful student transitions, and progressing the potential for micro-credentialing MOOCs (@johnkerr001) With an interest in Learner Experience Research, Vicki champions technology-enhanced learning and teaching in the context of formal and informal staff development opportunities at UofG (@vhmdale)

Evolution of the BlendKit Course: Fine-Tuning a Professional Development MOOC

While many MOOCs modeled on traditional university curricula may be undertaken as sources of professional development, the University of Central Florida has released open courseware and a series of MOOCs specifically for the professional development of higher education faculty and designers preparing to design and teach blended learning courses. This article details experiences with offering multiple iterations of the BlendKit Course in order that others interested in professional development MOOCs may benefit from the authors\u27 successes and lessons learned. The article addresses: background influences on the design of the BlendKit Course; the evolution of the BlendKit Course from its initial design through past offerings to potential future developments; lessons learned from evidence-based practices implemented within each iteration; and recommendations to others who wish to offer MOOC-based professional development unrelated to traditional university curricula

Professional Learning in Massive Open Online Courses

This study explores the role of Massive Open Online Courses (MOOCs) in supporting and enabling professional learning, or learning for work. The research examines how professionals self-regulate their learning in MOOCs. The study is informed by contemporary theories of professional learning, that argue that conventional forms of learning are no longer effective in knowledge intensive domains. As work roles evolve and learning for work becomes continual and personalised, self-regulation is becoming a critical element of professional learning. Yet, established forms of professional learning generally have not taken advantage of the affordances of social, semantic technologies to support self-regulated learning. MOOCs present a potentially useful approach to professional learning that may be designed to encourage self-regulated learning. The study is contextualised within ‘Fundamentals of clinical trials', a MOOC for health professionals designed and run by the Harvard Medical School, Harvard School of Public Health, and Harvard Catalyst, the Harvard Clinical and Translational Science Center, and offered by edX. The research design builds on the authors' previous studies in the areas of Technology Enhanced Learning and Professional Learning and in particular, research which explored the learning behaviours of education professionals in the Change 11 MOOC. The previous studies demonstrated a link between individual learners SRL profile and their goal setting behaviour in the Change 11 MOOC as well as uncovering other factors which influenced their engagement with the MOOC environment. The present study extends the original study by further focusing on specific aspects of self-regulation identified by the Change11 studies and our parallel studies of self-regulated learning in knowledge workers. The analysis of learner behaviour in the Fundamentals of Clinical Trials is complemented by additional exploration of the design considerations of the MOOC, to determine the extent to which course design can support or inhibit self-regulation of learning. The study poses three research questions: How are Massive Open Online Courses currently designed to support self-regulated learning? What self-regulated learning strategies and behaviours do professionals adopt? and How can MOOCs be designed to encourage professionals to self-regulate their learning? Validated methods and instruments from the original study will be adapted and employed. The research is unique in providing evidence around two critical aspects of MOOCs that are not well understood: the skills and dispositions necessary for self-regulated learning in MOOC environments, and how MOOCs can be designed to encourage the development and emergence of SRL behaviours

The Learning Design Studio in a 5-weeks MOOC format

The present paper reports on a Massive Open Online Courses (MOOCs) for teacher professional development that uses the Learning Design Studio methodology as a pedagogical framework. It explains the training activities and supporting technologies used and discusses the findings obtained weekly from the analysis of participants' opinions. MOOCs appear to serve the professional development needs of teachers quite well and the action-based process based on a set of design activities are perceived as a useful by educators

YourMOOC4all: a MOOCs inclusive design and useful feedback research project

User feedback can be of great value for the development of guidelines to design MOOC platforms, courses, and open educational resources. Considering other learners’ experiences may benefit the development of course recommender systems that consider not only the quality of the content but also the level of accessibility to address disabled learners needs. In this paper a novel design for a recommender website is introduced which collects user feedback requests for Massive Open Online Courses (MOOCs), offering the possibility to freely rate the taken courses following Universal Design for Learning (UDL) principles. The development of this website, which is currently in a pilot process by UNED, will gather valuable information directly from the learners themselves to improve aspects such as the educational quality, accessibility, and usability of this open learning environment advising about the missing means regarding inclusive design

Pengembangan Rancangan Pembelajaran Massive Open and Online Courses (MOOCs) Public Speaking

Artikel ini menjelaskan hasil penelitian tentang pengembangan rancangan pembelajaran dalam Massive Open and Online Courses (MOOCs) Public Speaking. Penelitian ini dilatarbelakangi oleh hasil evaluasi yang menunjukan bahwa MOOCs Public Speaking dinilai belum optimal dari sisi rancangan pembelajaran program, materi pembelajarannya, hingga tes kompetensi. Hasil penelitian digunakan untuk menyempurnakan program MOOCs Public Speaking yang telah dikembangkan oleh Universitas Terbuka agar memenuhi aspek keabsahan dan kelayakan. Metode penelitian yang digunakan adalah kualitatif dengan teknik pengumpulan data melalui wawancara mendalam dengan pakar public speaking, praktisi public speaking, pakar desain instruksional dan dosen UT pengembang MOOCs. Temuan studi menunjukan bahwa secara ideal, pembelajaran Public Speaking secara jarak jauh tetap membutuhkan praktik secara syncrounus dengan jumlah peserta di satu kelas tidak lebih dari 15 untuk mencapai efektivitas program pembelajaran. Apabila diterapkan pada program MOOCs yang sifatnya masif dan self paced, maka dianggap sulit untuk mengakomodasi kebutuhan pembelajaran MOOCs Public Speaking yang ideal.   This research aims to develop learning designs in Massive Open and Online Courses (MOOCs) of Public Speaking. This research is compiled based on the previous research results, which show that MOOCs Public Speaking is not yet optimal regarding program learning design, learning materials, and competency evaluation. The results of this study will benefit improving the MOOCs Public Speaking program developed by Universitas Terbuka (UT) to meet the feasibility aspect. This research used the research and development method to design a syllabus or learning strategy for the MOOCs Public Speaking program. Data collection techniques were conducted through in-depth interviews with informants, including public speaking experts, public speaking practitioners, instructional design experts and UT lecturers who developed MOOCs. The study findings show that, ideally, distance learning Public Speaking course still requires synchronous mode with no more than 15 participants in one class to achieve the learning program's effectiveness. On the other side, when applied to the massive and self-paced MOOCs program, it is considered challenging to accommodate the ideal learning needs of MOOCs Public Speaking

Improving The Learning Design of Massive Open Online Courses

Massive Open Online Courses (MOOCs) can be regarded as a promising next step in the evolution of distance education. However, they have been criticised for their poor learning design. This article describes the development of an adequate learning design in a series of nineteen MOOCs (called online master classes). A formative evaluation focuses on participation and user satisfaction. A total amount of 2083 individual learners enrolled in online master classes. Overall the user satisfaction is positive and stable. Thirteen pedagogical requirements for MOOCs form the output of this evaluation. It is concluded that the learning design that has been developed, matches with the pedagogical principles of distance education for adult learners. The format has proven to support more a diverse group of learners than the still dominant MOOC formats

PjBL-MOOCs As Future Models for Vocational High Schools

The purpose of this research is to develop a Project Based Learning model assisted by the Massive Open Online Course. The research design uses Research and Development. The results of the feasibility study of PjBL-MOOCs products include: a) design of 93.75%, b) manuals of 95.13%, c) pictures and charts / charts of manuals of 92.31, d) material of 85%, e ) picture quality in material is 77.1%, f) video is 90.4%, g) test instrument is 90.4%, and h) field trial results is 72%. So that PjBL-MOOCs are feasible to improve student learning outcomes