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6th Workshop - Design a MOOC in a SNaP! at EC TEL 2015

posted May 20, 2015, 3:22 AM by Yishay Mor   [ updated Jul 14, 2015, 3:37 AM by Steven Warburton ]
Toledo, 15 Sept. 2015
This is the sixth workshop in the MOOC design patterns project series, conducted in collaboration with MOOCs & co.
 
It will be held as a one day pre-conference event at EC TEL 2015.

The workshop is free for EC-TEL attendees, and is open to others for a modest fee. Please see the EC-TEL registration page for details. We will be handing out MOOC design kits to registered participants, so please register here:

Places are limited! Please
register to ensure you participation (link to EventBrite)!

This workshop will guide participants in the process of designing a MOOC using Design Scenarios, Narratives and Patterns (SNaP). The workshop uses an enhanced version of the Learning Design Studio methodology, which was originally conceived by one of the authors as a format for teacher training and has since been developed as a framework for blended an online courses, and professional development workshops. This methodology has been further developed by the Metis project (http://metis-project.org/), which has also developed the ILDE as a platform to support it (http://ilde.upf.edu/). The workshop will use the ILDE as a workbench, and utilize the resources developed by the 'MOOC Design Patterns' project (http://www.moocdesign.cde.london.ac.uk/).

Introduction

This workshop will guide educators through the process of scoping, conceptualising and developing a MOOC. It is intended both for practitioners who are making their first steps in online education and for experienced MOOC providers who want to take a step back, reflect on and improve their practice. The workshop will help practitioners navigate the challenges they face when embarking on the educational venture of creating a MOOC; defining the educational need and the appropriate means for addressing it, identifying a viable business model, and curating the appropriate technologies and resources.

The workshop promotes a learning design mindset - encouraging educators to focus on the change they wish to instigate, rather than the content they need to deliver. It builds on the methodology and tools developed by Metis - a European Life-long learning project which brought together some of the leaders in the field of learning design in Europe, to promote a design approach to educational practice in a variety of sectors (HE, FE, Vocational). It makes extensive use of the University of London’s MOOC Design Patterns project, which brought together a variety of MOOC design experts and guided them in articulating, sharing, scrutinizing and refining their knowledge. This knowledge will now be made available to workshop participants in an accessible and applicable form.

The workshop will be based on the Learning Design Studio format and its manifestation in Metis learning design cycle (http://metis-project.org/resources/METISlifecycle.pdf) and the Metis learning design workshop methodology, activities and resources (http://metis-project.org/resources/deliverables/METIS_D3-3.pdf). A variant of this methodology, known as the Learning Design Studio (http://www.yishaymor.org/lds) was used in the past as the basis for the Open Learning Design Studio MOOC (http://www.olds.ac.uk/) and the HandsonICT MOOCs for teacher professional development (http://handsonict.eu/).

This is an active, collaborative, project-based workshop. Participants will work on the design of a MOOC (or other educational experience) which they define, in their area of expertise. They will define the objectives of their MOOC and the evaluation criteria for its success. They will then describe their learners and the context in which they operate. Next, they will consider examples of educational practices which they find inspiring. Based on the outcomes of this inquiry, they will conceptualise and prototype their own MOOC. Finally, they will evaluate this design and reflect on the process.

Schedule:

1. Your MOOC - promises and challenges

We will share dreams and form groups of common interest:
  • Why do you want to run a MOOC? 
  • What are the assets that will help you succeed? 
  • What are the barriers that can make you fail? 

2. Setting the pieces

A course is a journey that takes learners from where they are to where they want to go, and where the course leader wants to take them. Before you dive into designing the flow of activities and the content to support them, you need to understand who are your learners, where are they coming from, and where do you and they want to take them.

3. "How to ruin my MOOC"

Identify the biggest risks to your MOOC, and the forces that will realise, amplify or block these.

4. Design is re-design

Surely, someone has solved this puzzle before, or at least a similar one. Look at examples of past practice, and at the design patterns derived from these, and see what you can modify and re-use.

5. Draft a scenario using these patterns and principles

Construct a quick outline solution strategy, which would address the key issues you have identified.

6. Review your peers’ scenarios

Use rubrics and evaluation matrices to offer your peers feedback on their work.

7. Storyboard

Represent the MOOC, or part of it, in a graphical mode which is accessible and conducive to discussion.

8. Reflect and plan ahead

Review your work and its outcomes, and devise a plan for the near future.

References

Bergin, J., Eckstein, J., Volter, M., Sipos, M., Wallingford, E., Marquardt, K., Chandler, J., Sharp, H.,, Manns, M. L. (2012). Pedagogical Patterns: Advice For Educators. Jose Bergin Software Tools. 

Conole, G., McAndrew, P. & Dimitriadis, Y. (2010). The role of CSCL pedagogical patterns as mediating artefacts for repurposing Open Educational Resources. In F. Pozzi & D. Persico (ed.) Techniques for Fostering Collaboration in Online Learning Communities: Theoretical and Practical Perspectives (pp. 206-223) . Hershey: New York.

Hernández-Leo, D., Chacón, J., Prieto, J. P., Asensio-Pérez, J. I. & Derntl, M. (2013). Towards an Integrated Learning Design Environment. Proceedings of 8th European Conference on Technology Enhanced Learning, EC-TEL 2013, Paphos, Cyprus, September 2013, LNCS 8095 (p./pp. 448–453),

Hernández-Leo, D., Asensio-Pérez, J. I., Derntl, M., Prieto, L. P. & Chacón, J. (2014). ILDE: Community Environment for Conceptualizing, Authoring and Deploying Learning Activities. Proceedings of 9th European Conference on Technology Enhanced Learning, EC-TEL 2014, Graz, Austria, September 2014 (p./pp. 490-493)

Warburton, S. & Mor, Y. (2015). Double Loop Design: Configuring Narratives, Patterns and Scenarios in the Design of Technology Enhanced Learning. In Y. Mor, M. Maina & B. Craft (ed.), The Art and Science of Learning Design. Sense publishers

Mor, Y., Craft, B. & Hernández-Leo, D. (2013). Editorial: The art and science of learning design. Research in Learning Technology, 21

Mor, Y. & Mogilevsky, O. (2013). The Learning Design Studio: Collaborative Design Inquiry as Teachers' Professional Development. Research in Learning Technology, 21. 

Mor, Y. (2013). SNaP! Re-using, sharing and communicating designs and design knowledge using Scenarios, Narratives and Patterns. In R. Luckin, P. Goodyear, B. Grabowski, S. Puntambekar, N. Winters & J. Underwood (ed.), Handbook of Design in Educational Technology (pp. 189-200) Routledge.

Mor, Y., Warburton, S. & Winters, N. (2012). Participatory Pattern Workshops: A Methodology for Open Learning Design Inquiry. Research in Learning Technology, 20. 

Sharp, H., Manns, M. L. & Eckstein, J. (2003). Evolving Pedagogical Patterns: The Work of the Pedagogical Patterns Project. Computer Science Education, 13, 315-330. 

 Voogt, J., Laferrière, T., Breuleux, A., Itow, R., Hickey, D. & McKenney, S. (2015). Collaborative design as a form of professional development. Instructional Science, , 1-24. doi: 10.1007/s11251-014-9340-7 

Warburton, S. & Mor, Y. (2015). Double Loop Design: Configuring Narratives, Patterns and Scenarios in the Design of Technology Enhanced Learning. In Y. Mor, M. Maina & B. Craft (ed.), The Art and Science of Learning Design. Sense publishers. Wenger, E., Trayner, B. & de Laat, M. (2011). Promoting and assessing value creation in communities and networks: A conceptual framework. The Netherlands: Ruud de Moor Centrum

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