How to design and orchestrate a MOOC as a collaborative knowledge community
- 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.
- 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
- 19. Design constraints • EdX platform, how is material organized, how can we provide custom functionality?
- 24. LTI component
- 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…
- 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?
- 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
- 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