Design and Implementation of MOOCs

Changing the learning landscape

Design and implementation of MOOCs: Portus mini MOOC


Who are we? @fionajharveyEducation Development Manager

Works across the University with academics

and students supporting the adoption of

technology to enhance student experience.

Leader of the Digital Literacies strand of CITE.

Set up and manages the Digital Literacies

Student Champions. She is Chair of the

Digital Literacies Special Interest group.

www.cite.soton.ac.uk

www.linkedin.com/fionaharvey

www.about.me/fionaharvey

@lisaharris Senior Lecturer

Co-Chair of the Digital Economy Research

Group and Associate Director of CITE at the

University of Southampton. Lisa runs the

Student Digital Champions with Fiona and

the MSc programme in Digital Marketing .

She is also an accredited tutor for the

University of Liverpool online MBA

http://digitaleconomy.soton.ac.uk/people/

lisa-harris

http://www.linkedin.com/in/lisajaneharris

www.slideshare.net/lisaharris

www.about.me/lisaharris

@GraemeEarlSenior Lecturer

At Southampton I am Chair of the DE USRG and Director of sotonDH. I have an interest in educational technologies and am involved in on-going projects to enhance the student experience at Southampton, including work on multi-touch learning environments, social media tools for collaborative learning, virtual fieldwork, digital aspects of the Portus Field School. You can learn more about my interests at my website.

www.about.me/graemeearl

http://www.cite.soton.ac.uk/


What is a MOOC?

Massive Open Online CourseMOOCs are free courses - Open meaning Free, not necessarily adaptable resources.

Massive means lots of students 100,000+ students registered on some courses

No credit for courses (at the moment) can be a between 2 and 6 hours a week (recommended) 2 - 8 weeks long

Opening up education for all, no prerequisites,


Who are the MOOC providers?


MOOC Design There are two types of MOOCs (at the moment)

cMOOCs xMOOCs

Connectivist (Constructivist approach)

Learning from the masseseg.George Siemens and Stephen Downes2008

Drill ‘em and Grill ‘em

Quiz-poll-discussion-test

eg. Coursera Daphne Koller & Andrew Ng


Design principles

1. Competence Based Design Approach (what the learner can do not what they should learn)

2. Learner empowerment - guiding not leading

3. Learning plan and clear orientations

4. Collaboration - team working, discussion forums

5. Social Networking

6. Peer assistance

7. Knowledge Generation and creation

8. Interest groups

9. Assessment and Peer feedback

10. Media Technology enhanced learning - encourage creativity and try new things

(Guardia, L., Maina, M., Sangra, A (2013) MOOC Design Principles: A Pedagogical Approach from the Learner’s Perspective)http://elearningeuropa.info/en/article/MOOC-Design-Principles.-A-Pedagogical-Approach-from-the-Learner’s-Perspective


University of SouthamptonMOOC activity

Centre for Innovation in Technologies and Education (CITE)Partnership with Futurelearn (OU) Teams of people working across the University helping to develop MOOCS

WebScience and Oceanography, with several ‘mini’ MOOCs to be available from 2013/14


Resourceshttp://www.scoop.it/t/mooc-s


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http://www.portusproject.org/


Portus Field School

Diversity of students

• Lifelong Learning

• Curriculum Innovation

• Undergraduate Archaeologists (UK and Italian)

• Postgraduate Interns

• PhD students

• Community *support* needed


Portus Field School

Single System

• Tasks, e.g. quizzes

• Recorded Lectures

• Interactive data visualisation tools e.g. PanoTours and

ChronoZoom

• Broadcast Media

• Course notes

• Primary Research Data, with associated tools, from Soton

ePrints Data, ADS and the ARchaeological toolKit (ARK)

• ePrints

• Linked via Social Media


Portus mini MOOC

Currently a closed system

• September: Switch off the privacy

• Create new tailored and linked content


Virtual Fieldwork ProjectStudent Centredness Fund

• Disability implications:

• Learning Outcomes

• Health and Safety

• Legal Frameworks

• Virtual Equivalence

• AccessibilityOngoing project by Peter Wheeler; led by Rex Taylor


Virtual Fieldwork ProjectPanoramas, Video Panoramas and Panorama Tours

Potential for social annotation of resources e.g. gigapan, photosynth; ongoing work by @james_e_miles


WordPress

Two days to setup the site

• Multisite environment (developed previously)

• Branded

• By September linked to all relevant University systems e.g.

eFolio, Panopto, Xerte, Red Feather, ePrints, ePrints Data,

eAssignment

• Social Media focused

• Limited wheel reinvention

Ongoing work by Hembo Pagi


Balance between aggregating and supporting diversity of channels?


Blogs and comments; subscribing via RSS and email; subscribe to people and to posts


Feed of recorded lectures drawn from Panopto


Xerte/ Xerte 2.0 for complex tasks ongoing development; WP quiz plugin used for simple tasks


Time

ChronoZoom

Embedded chronozoom, linked to containing blog, and exploiting social possibilities


• Mobile:

• lectures and slides

• annotations (video, text, image,

like, tag, map)

• posts and comments

• shares e.g. twitter

• curation e.g. Storify, Scoop.it,

3wdoc.com, soometa

• Tests

• Offline e.g. kindle (BookPress)

• collaboration


Student AnnotationsVideos

• Various possible tools e.g. Synote, SansSpace

• Various content eg animations, lectures,

YouTube, iPlayer, video screenshots, how to's


SyNote example


Student AnnotationsVideos

• Twitter feed, discussions, subtitles, semantic

web


SyNote example


Student Generated Content

• Map tours and Panorama tours


Ongoing project by @a_chrysanthi


Narrative

Rich Interactive Narratives

Published a demonstrator with Portus research data; now exploring potential for teaching



• Blogs and Comments

• Delicious

• Tweets

• Flickr etc. etc. etc. etc. …

• Accept mix of long term curation and short

term, disposable content




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• Video diary

• Documentary competition (Training)

• Student-mediated life-logging


Ongoing project by @a_chrysanthi

Part of http://www.patina.ac.uk


Student Generated ContentRe-use

• Forms the basis of the mini MOOC

• Supports the Portus Field School

• Student use of SM tools will drive next stage

• Capturing blog user interactions e.g. video and page views, comments

etc.

• How further blend digital/ physical experience?

• How use digital eLearning in practice based archaeological teaching?

• MOOC provides crucial tools for online student support




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learner presented with information (eg multimedia educational content from a high-profile academic)

learner encouraged to reflect on activities (eg note-taking, annotation)

learners together construct a shared understanding (eg shared wiki, Google docs)

learners engage in discussion or argument (eg discussion forum)

learners interact across time and space (eg social-network tools such as Twitter, Facebook)

learner seeks and collates information (eg search engines, web browsers)

learning through receiving formative feedback (eg multiple-choice quizzes to self-assess performance; criterion based assessment, repeating an online assessment until reaching a desired level of performance)


(Portus mini) MOOC content


Portus mini MOOC structure18 hours of study plus optional activities that would double this to 36 hours. Students would have online quizzes to assess the 18 hours and more open ended questions to answer via 9 x 250 word blog posts for the other 18.6 hours per week: suggested three 2-hour sessions per week, covering nine topics. For each topic the student: •views CITE video (max 15 minutes each) – filmed in Southampton and Portus•looks at the other material available (eprints, links to the Portus website, external links, photos, other videos, other resources like chronozoom)•answers quiz questions•makes use of the discussion board e.g. posts a question, answers a question, writes a reflective blog post, comments on a blog post•may use social media to interconnect the above, and MOOC site needs to curate this•optionally writes a 250 word blog post for peer review by the community (during the additional 2 hours assigned to the task) and contributes to peer review of others’ blog post. Students can only contribute to peer review if they have posted your own document. There will be one final video and further informationaccessible having completed all 9 topics successfully.


We will be sharing all the templates and setup information asap.

Thanks!

@GraemeEarl@fionajharvey@lisaharris

Design and Implementation of MOOCs

Education

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