Presentation at AECT 2014 by Vanessa Dennen & Jiyae Bong about designing and delivering a MOOC within a graduate-level course.

1. 11/6/14
1
THE
MOOC-­‐WITHIN-­‐A-­‐
COURSE
Designing
a
Professional
Development
MOOC
as
Part
of
a
Graduate
Level
Course
Experience
Vanessa
P.
Dennen
Jiyae
Bong
Instructional
Systems
&
Learning
Technologies
Florida
State
University
OVERVIEW
MOOC-­‐within-­‐a-­‐course:
• MOOC
co-­‐developed
by
students
in
a
graduate-­‐level
course
and
offered
to
the
general
public
Topics
Covered
• Design
process
for
course
• Design
and
development
process
for
MOOC
• Implementation
of
MOOC
• Assessment
of
students
in
course

2. 11/6/14
2
THE
BACKDROP
2012
–
NY
Times
declares
the
“Year
of
the
MOOC.”
Top
universities
have
jumped
in.
MOOC
platforms
have
emerged.
A
sustainable
model
has
not
emerged.
WHEN
ARE
WE
GOING
TO
DO
A
MOOC?
My
2012-­‐13
academic
version
of
“Are
we
there
yet?”

3. 11/6/14
3
ABOUT
THE
COURSE:
BACKGROUND
INFO
Special
Topics
Seminar
(Open
Learning
&
MOOCs)
3
credit
hours,
Spring
2014
Offered
to
graduate
students
in
Instructional
Systems
&
Learning
Technologies
@
FSU
ABOUT
THE
MOOC:
BACKGROUND
INFO
Topic:
Social
Media
for
Active
Learning
Length:
4
weeks
Focus:
Professional
Development
Platform:
Blackboard
Coursesites
Format:
Weekly
modules,
complementary
but
not
cumulative
Video
lectures
,
webinars,
discussions,
quizzes,
assignments
End
of
module
badges
+
end
of
course
certificate
Curation
Social
Media
Lessons
Personal
Learning
Networks
Privacy
&
Ethics

4. 11/6/14
4
ABOUT
THE
MOOC:
RELATIONSHIP
TO
THE
UNIVERSITY
The
MOOC
was
an
independent
offering
FSU
does
not
officially
design
and
deliver
MOOCs
Online
courses
and
degree
programs
are
popular
at
FSU
MOOCs
have
been
considered
outside
the
scope
of
the
university’s
mission
The
MOOC
did
not
rely
on
university
administrative
or
technology
resources
All
instructional
tools
were
free,
offered
online
by
third
parties
The
MOOC
provided
an
authentic
instructional
design
and
facilitation
experience
for
FSU
students
FSU
COURSE
SCHEDULE
Weeks
1-­‐8
• Foundations
and
MOOC
building
Weeks
9-­‐11
• Finish
MOOC
preparations
Weeks
12-­‐15
• Run
the
MOOC!
Week
16
• Debrief

5. 11/6/14
5
FOUNDATIONS
(FOR
FSU
STUDENTS)
Open
learning
–
definitions
/
concepts
MOOCs
–
brief
history
and
current
exploration
Course
management
issues
Facilitation
issues
Intellectual
property
issues
Assumption:
prior
ISD
course/experience
DESIGN
PROCESS
(INSTRUCTOR
PERSPECTIVE)
2
Terms
Prior
Secure
permissions
Get
course
listed
1
Term
Prior
Create
MOOC
Outline
Make
topic
and
media
decisions
2-­‐10
weeks
prior
Guide
student
designers
Refine
templates
Engage
in
QA
Develop
Facilitation
Plan
Promote
MOOC
1
week
prior/During
Develop
videos
Finalize
webinar
slides
Continuous
QA

6. 11/6/14
6
MODULE
DESIGN
&
DEVELOPMENT
Students
in
small
teams:
Flesh
out
content
Script
videos
and
webinar
and
prepare
slides
Design
discussion
prompts
Identify
resource
and
tool
links
Develop
a
module
project
Quality
assurance
reviews
Accuracy,
usability,
style,
intellectual
property
Revisions
MODULE
DESIGN
&
DEVELOPMENT
Final
module
development:
Instructor
and
Lead
TA
completed
development
Create
module
checklists
and
overview
videos
Record
and
edit
videos
Double-­‐check
all
student
work
QA
team
did
a
final
check

7. 11/6/14
7
MODULE
DESIGN
REVISIONS
Due
to
time
constraints
and
the
need
for
accuracy,
consistency
across
modules,
and
appropriateness
for
context,
in
some
cases
student
designs
were
heavily
revised
by
the
instructor
/
TA.
For
the
students,
this
was
a
learning
process.
Students
were
provided
feedback
about
the
changes
that
were
made
between
their
design
and
the
final
design.
OTHER
COURSE
ELEMENTS
Other
course
elements
were
developed
by
the
instructor,
lead
TA,
and
student
volunteers.
Promotional
materials
Syllabus
Badging
system
Communication
systems
(including
social
media)

8. 11/6/14
8
IMPLEMENTATION:
IT
TAKES
A
TEAM
Greeters
Email
Social
Media
Webinar
Assessment
Tech
Support
Quality
Assurance
Archivists
The
SMOOC
Facilitation
Team
IMPLEMENTATION:
STUDENT
TASKS
Primary
facilitation
(e.g.,
discussion
boards):
own
module
Webinar
guest
speaker:
own
module
Plus
2-­‐3
other
implementation
task

9. 11/6/14
9
COURSE
ASSIGNMENTS:
FSU
STUDENTS
MOOC
Critique
Research
Brief
Management
Plan
Module
Design
&
Development
QA
Review
Facilitation
Portfolio
Reflection
Paper
Directly
related
to
MOOC
PORTFOLIO
ASSIGNMENT
Your
portfolio
will
include
a
combination
of
written
description
and
artifacts/examples
of
your
work.
You
should
document:
typical
work
and
the
work
about
which
you
are
most
proud.
Include
5-­‐7
examples
of
work
you’ve
done.
Just
some
ideas:
An
exchange
in
the
discussion
forum
Tweets
An
email
exchange
with
a
participant
A
technical
problem
you’ve
solved
(captioning,
badge
awarding)
For
each
example,
briefly
describe
it
and
explain
why
you’ve
chosen
that
example.
Is
it
something
you’re
proud
of?
Representative
of
your
typical
work
in
the
MOOC?
Something
from
which
you
learned
to
do
something
new?

10. 11/6/14
10
STUDENT
SAMPLE:
BEST
DISCUSSION
FORUM
CONTRIBUTION
Had
a
satisfying
intellectual
exchange
about
Curation
and
Bloom’s
Taxonomy
of
Learning
Objectives
REFLECTION
ON
THE
PROCESS
A
unique
and
empowering
experience
for
graduate
students
…
and
me!
If
I
were
to
do
it
again:
Have
a
design
group
engaged
in
revisions
/
design
on
top
of
the
current
design
Find
a
way
to
have
a
longer
design
and
debrief
process
(2-­‐
term
sequence?
Course
+
practicum?)

11. 11/6/14
11
THANK
YOU!
ANY
QUESTIONS?
Contact:
Vanessa
Dennen
-­‐
vdennen@fsu.edu
-­‐
@vdennen
Jiyae
Bong
–
jb11ab@my.fsu.edu
Slides
will
be
posted
at:
http://slideshare.net/vanessadennen