emma summer school - c. padron-napoles - choosing a mooc approach that meets your objectives

“Choosing a MOOC approach that meets your objectives and suits your

available resources”

Carmen L. Padrón- Nápoles, ATOS

EMMA Summer SchoolJuly, 2015

Ischia, Italy

– MOOCs as software artifacts

– Conceptual Learning design• Learning design meta-models• Examples of learning designs

– Mapping to your resources

– Contractual aspects

Contents

MOOCs as software artifacts

A MOOC is • an online course open to anyone without restrictions* (free of charge

and without a limit to the number of attendees)• usually structured around a set of learning goals in an area of study, • which runs over specific period of time (with a clearly defined starting

and finishing date)• on an online platform which allows interactive possibilities (between

peers or between students and instructors)• that facilitate the creation of a learning community. As an online course, it provides some learning materials and (self) assessment tools for independent study.

MOOC definition available at OpenEducationEuropa

Learning design

Learning design (Dalziel, 2012) can be defined as:• Pedagogical meta-model• A framework describing the structure of teaching and learning activities• A technical specification• A software system for managing sequences of content and collaborative

learning activities• A community of educators sharing ideas on effective teaching ( A

repository of “ready to run” activity sequences and templates)• A process that describes how educators make decisions about crating

effective teaching and learning experiences

Learning design

Applications of IMS LD. Griffiths, 2008

MOOCs as software artifacts

A MOOC is also • as software artifact composed of two main components: contents and

pedagogical strategy/design". (Padrón-Nápoles, 2009)

A pedagogical strategy in short is• the definition of learning paths based on the organization of certain

contents• the description of activities needed to be performed by learners using

such contents and• the supporting activities to be performed by docents • as well as the assessment of the learning according to most

appropriated didactic technique for the learning experience at hand

Learning design meta-models

A simplified meta-model derived from IMS LD (Padrón-Nápoles, 2009)

Any type of pedagogical strategy is composed of:• a set of activities• comprising a group of tasks • performed by participants (instructors, learners, supporting

staff)• using resources (contents, services) that allow them to reach

their learning goals• in certain period of time

Hands on time

Next an example a course description, according to the elements previously presented, is introduced.

The main pedagogical features of the course to be created are:

Subject: Tree Data Structures from Programming fundamentals.Learning objectives: To know a set of possible operations within Tree Data structure and make a application of its use to solve a practical problem.Pedagogical strategy: Collaborative Learning, composed of a set of 3 or more activities.

Examples of use of learning designs

Next an example a course description, according to the elements previously presented, is introduced.

The main pedagogical features of the course to be created are:Subject: Tree Data Structures from Programming fundamentals.Learning objectives: To know a set of possible operations within Tree Data structure and make a application of its use to solve a practical problem.Pedagogical strategy: Collaborative Learning, composed of a set of 4 activities.

The set of 4 activities is composed of:1st activity: Presentation of a Tree Data Structure.2nd activity: Introduction to possible operations within the Tree Data structure.3rd activity: Practicing operations.4th activity: Assessing what do you know about operations within the Tree Data Structure.

Examples of use of learning designs

1st Activity: Presentation of a Tree Data Structure. Participants: Docent and learnersTasks: 1) Docent will introduce the goals of the course and give the floor to the video: “Overview of a Tree Data Structure”.

2) Q& A session: A set of questions will be presented by the Docent to introduce the session. Learners will be asked to describe their possible doubts, concerns on the topic presented in Task 1)

Resources: For Task 1) Video to present the overview.For Task 2) Chat, Forum, Video-streaming facilities.

Timing: 2hrs (45 min for task 1 and 1 hour and 15 min for Task2)

Examples of use of learning designs

2nd Activity: Introduction to possible operations within the Tree Data structureParticipants: Docent and learnersTasks: 1) Docent will introduce learning objectives of this activity and recommend to check the video: “Introduction to possible operations within the Tree Data structure”.

2) Q& A session

Resources: For Task 1) Video to present the overview.For Task 2) Chat, Forum, Video-streaming facilities.

Timing: 2hrs (45 min for task 1 and 1 hour and 15 min for Task2)

Examples of use of learning designs

3rd activity: Practicing operations.Participants: Docent and learnersTasks: 1) Hands-on session: Recommendation for a set of exercises 2) Learners will pair up and try to complete the exercises before the next session

Resources: For Task 1) Video with Instructions, URLs redirecting the sites with exercisesFor Task 2) Chat, Personal blogs.

Timing: 2hrs (15 min for task 1 and 1 hour and 45 min for Task2)

2nd session of 3rd activityParticipants: Docent and learnersTasks 1) Presentation of learners resultsResources:Video-streaming, chat.Timing: 2hrs

Examples of use of learning designs

Examples of use of learning designs

4th activity: Assessing what do you know about operations within the Tree Data StructureParticipants: Docent and learnersTasks: 1) Description of the problem to be solved. Definition of timing for gathering the answers and peer review before submitting the final work.

2) Learners will first work on their blog spaces trying to solve the problem

3) Learners will meet up to analyse and share their conclusions

Resources: Presentation video.Individual blogs for learnersChats, Videoconference and/ or Video-streaming facilities

Timing: 16 days, distributed as follows: 45 min for task 1 10 days for Task2 + Task 35 days for Task 41hr for Task 5

References

Dalziel, James (2012) Using Learning Design for Innovative eTeaching. Presentation for ALRC National Teaching Fellowship INSPIRE, University of Canberra, July2d, 2012 Retrieved August, 2014 from http://www.slideshare.net/rfitzgerald/james-dalziel-using-learning-design-for-innovative-eteaching

Griffiths, 2008: Applications of IMS LD in Cooper, A, (2008) Joining Dots at the IMS September 2008: Learning design http://blogs.cetis.ac.uk/adam/2008/09/26/joining-dots-at-the-ims-september-2008-learning-design/

Padrón-Nápoles, Carmen L. (2009) “Development of didactic materials from a model based view”. PhD Dissertation. Universidad Carlos III de Madrid, ”. page 76. Retrieved June, 2014 from http://e-archivo.uc3m.es/bitstream/handle/10016/5679/Tesis_CL_Padron_Napoles.pdf?sequence=1

Mapping resources

Having the first idea of your MOOC, let’s create its first conceptual design

• Step 1 (20 min) : Each MOOC provider prepare an overview of his/her MOOCs’ learning design.

• Step 1a: You will record your activities design using your design kit ( working sheets and a set of cards). A card will be used to describe each task to be performed. The whole design will be presented as a set of cards (that could be nested in the containers of EMMA course structures).

• Each MOOC provider will use his design kit to represent his/her LD.

Hands-on session

• Step 2 (20 min): Looking at each design start thinking which are the main technical requirements of each course? What types of resources are needed? How collaborative activities can be implemented? Check the Moodle guide!!How the cards can be nested into the EMMA course structure (Course, Lessons, Units, Assignments..)?*

• Step 3 (20 min): List the initial set of pedagogical and technological requirements for your MOOC LD

• Final step (15 min): A round of brief presentations of the requirements by MOOC providers will follow.

Hands-on session

Contractual aspects

Copyleft

Permissive

Attribution Protection

MandatoryChange Log

Disclaimer Of Warranty

Redistribution (*)modifications mandated

Explicit Patent License

Allow to use in proprietary SW

Enable to commercialization

Copyright

Strong Weak

GPLv2 X X X X X X X

LGPL X X X X X X X X

MPL X X X X X X X X X

EPL X X X X X X X X

BSD X X X X X X

MIT X X X X X X

APACHE X X X X X X X

Creative Common X X X X X X

Open source licensing

• What type of services your will need?• Hosting• Authoring• Monitoring (LA)• Translation/ Transcriptions

• Becoming EMMA MOOC providers before December 2015!!!

• Contributing to your course sustainability in EMMA

Contracting aspects

• IPR restrictions: • Resources ownership• Your MOOC licenses

• Types of licenses

Intellectual property aspects

Questions?Thanks for your participation!