The principles and techniques of the task-centered instructional design will be introduced and practiced in the hands-on group work that involves creating, sequencing and validating authentic instructional tasks. A special focus will be on mapping the instructional tasks in MOOC to facts, concepts, procedures and rules identified in the course objectves, as well as scaffolding the learning through well-designed course assignments and learning resources. This presentation was given during the EMMA Summer School, that took place in Ischia (Italy) on 4-11 July 2015. More info on the website: http://project.europeanmoocs.eu/project/get-involved/summer-school/ Follow our MOOCs: http://platform.europeanmoocs.eu/MOOCs Design and deliver your MOOC with EMMA: http://project.europeanmoocs.eu/project/get-involved/become-an-emma-mooc-provider/

1. Elaborating your MOOC approach:
pedagogical design considerations
Mart Laanpere
Tallinn University, Estonia
Olga Firssova
Open University Netherlands

2. What is design?

3. Instructional design
• The process by which instruction is
improved through the analysis of
learning needs and systematic
development of learning materials.
Instructional designers often use
technology and multimedia as tools to
enhance instruction.

4. Example: ASSURE model

5. Example: Dick & Carey ID model

6. First principles of learning (Merrill)

7. Merrill: Pebble in the Pond model

8. Traditional vs task-centered strategy
TRADITIONAL STRATEGY
TASK-CENTERED STRATEGY

9. Component analysis
Tell Show Ask Do
Information
about…
Name --------- Name ---------
Parts-of… Location --------- Location ---------
Kinds-of… Define
concept
Examples
Non-
examples
Define
Explain
Classify
examples
How-to… Steps in
sequence
Demonstrate
task
Steps
Sequence
Perform task
What-
happens-
if…
Conditions
Consequences
Demonstrate
process
Describe
Justify
Predict
consequences
Find conditions

10. Example: teaching MS Excel to
youngsters
• Whole task 1: Collecting and analysing the data
about classmates
• SHOW: Screencast on entering the data
• TELL: Text with images, explaining what is table,
cell, formats, heading, column, row
• SHOW: Screencast on the procedure of sorting
• ASK: self-test on the concepts (cell, heading…)
• DO: Enter the height to the right column of Excel
sheet, sort the classmates for height

11. Example: Excel for youngsters (cont.)
• Whole task 2: Planning and reporting on the
budget of a class trip
• TELL: currency format, formula (SUM)
• SHOW: calculating the sum
• DO: enter the data, calculate sum
• TELL: pivot table, pie chart, bar chart
• SHOW: creating a pivot table and pie chart
• DO: create the pivot table and bar chart

12. Example: Excel for youngsters (cont.)
• Whole task 3: Helping Aunt Susan to do
accounting for her café with Excel
• TELL: transaction, entry, journal
• SHOW: journaling, adjusting the entries
• ASK: define journaling, adjust the entries
• SHOW: Screen cast on calculating the balance
• DO: calculate the balance

13. Your group assignment
• Imagine that you are asked to compile a
MOOC on assessment for new lecturers
• Describe two whole tasks (one simple and
another a bit more advanced) for the MOOC
• Perform component analysis for these tasks,
using the PPT template
• 4+1 min for presenting the results of your
group work