Presentation given at the EADTU 2014 conference in Krakow Poland describing the use of the participatory pattern workshop approach to developing design patterns for MOOCs. More details available on the project website at:
http://www.moocdesign.cde.london.ac.uk/
2. "Everyone designs who devises courses
of action aimed at changing existing
situations into preferred ones." –
Herbert Simon
CC By Mathieu Plourde, 2013 – http://flickr.com/photos/mathplourde/8620174342/
3. What do we mean by success?
Let’s examine a concrete example:
Open Learning Design MOOC
5. Participation as a success criterion - OLDS MOOC
• 20,000 students enrolled is a
typical MOOC size.
• most MOOCs have completion
rates of less than 13%.
Source: http://katyjordan.com
6. How do we measure participation?
Clow, Doug (2013). MOOCs and the funnel of
participation. In: Third Conference on Learning
Analytics and Knowledge (LAK 2013)
9. Can we share ‘patterns’ of success?
• Participation rate (start and/or finish)
• Quality of the learning experience
• Economic return on investment
• Reach, sphere of influence
• Fun
• Brand recognition
• All of the above?
10. Distributed Online
Collaborative
DOCC
Small Private Self-paced
cMOOC
iMOOC
xMOOC
pMOOC
COOC
SOOC
SPOC
BOOC
MOOC
Niche
TOOC
http://blog.yesnyou.com/?p=829 and others
Open Online Course - differentiations
Inquiry
Project
Practice
Small
Corporate
Community
True
Big
NOOC
GOCC
Good Old Classroom
11. And …some historical perspective ...
1844 1858 1946 1969
Alan Tait, 2013, 'Reflections on Student Support in Open and Distance Learning'
http://irrodl.org/index.php/irrodl/article/view/134/214
14. Context: building an internal space for people
159...LIGHT ON TWO SIDES OF EVERY
ROOM
When they have a choice, people will always
gravitate to those rooms which have light on
two sides, and leave the rooms which are lit
only from one side unused and empty.
Therefore:
Locate each room so that it has outdoor space
outside it on at least two sides, and then place
windows in these outdoor walls so that natural
light falls into every room from more than one
direction.
(Alexander et al., 1977)
16. Constructing design patterns – a
methodology
Participatory pattern
workshops (PPW)
Mor, Y.; Warburton, S. & Winters, N. (2012), 'Participatory Pattern
Workshops: A Methodology for Open Learning Design Inquiry', Research in
Learning Technology 20
17.
18. From Design Narratives...
I convinced my university that we need to experience with
MOOCs. And I succeeded! From January to April we built the
“cope14” MOOC: competences for global collaboration, which
is running from 22.04 - 02.06. (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. I’m glad that “cope14” is open, we use a
wordpress blog. There are questions and links and
assignments and videos of course. And - we have two
moderators who are monitoring the learning processes and try
to support the learners a little bit.
http://zmldidaktik.wordpress.com/2014/04/26/interacting-as-moderator-and-
facilitator-inthe- cope14-mooc/
21. Pattern: Chatflow
This is relevant if the platform doesn't offer threaded discussion tools.
22. 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 (GoogleDoc) then users could comment on
specific parts of discussion (off platform). 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)
23. 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.
24. Solution
Accept that people use a range of platforms, tools, approaches for
online teaching and learning - build this into design patterns. Integrate
platforms together e.g. LTI (Learning Tools Interoperability)
Examples
Tagging: Twitter hashtags
Video conferencing: Google Hangouts; BB Collaborate; Adobe
Connect
Blogging: Wordpress
Peer assessment: Turnitin
26. Bring them along
Induction
Bend don’t break
Know your audience
Scaffolded MOOC
ECL MOOC LDS
MOOC Design Pattern Mapping
Fishbowl
Provocative question
Chatflow
MOOC Legacy
PARTICIPATION
Crowd bonding
Drumbeat
Large diverse groups
Knowing the story
Herding cats
Adjacent platforms
LEARNING
ORIENTATION
STRUCTURE
COMMUNITY
27. Design elements – from workshops
More visible
• Pedagogy
• Constraints of ‘the’ platform
• Audience diversity
(ascertain, activate prior
knowledge*)
• Community (learning as a
social enterprise)
• Control and flow
Less visible
• Business, brand
• Analytics, adaptive
pathways
• Innovation e.g. gamification
• Self organisation of learners
• Segmentation of market
[target audience]
• Articulated learner goals
*Ausubel (1968), “[t]he most important single factor
influencing learning is what the learner already knows;
ascertain this and teach him[her] accordingly”
28. Incorporating design patterns into a design process
Research
Prototype
Success criteria
[Design] challenge
Evaluate
Six-step design
model
1
2a
6 Iterate Ideate 3
4
5
2
Design Patterns
1a
Open Design: the concept of design as a fluid, instinctive process, open to everyone.
(http://www.nytimes.com/2011/10/03/arts/design/can-anybody-be-a-designer.html)
29. Design Patterns for
MOOCs
http://www.surrey.ac.uk/tel/projects/mooc/
MA Higher Education
University of Surrey
http://www.surrey.ac.uk/dhe/programmes/ma/