The Open Learning Design Studio MOOC: Learning Design for a 21st Century Curriculum (http://www.olds.ac.uk/) was the first ever project-based MOOC on learning design. This ambitious MOOC ran for 9 weeks in early 2013. Its structure was based on a design inquiry model, where designers identify a (learning/curriculum) design challenge, explore it to gain an understanding of its context and driving forces, generate possible solutions, implement a solution and reflect on the process as a whole and its outputs. The MOOC exposed participants to a wide range of voices, approaches, representations, and tools for learning design. It incorporated a host of innovations in pedagogy and technology including Badges (http://www.olds.ac.uk/badges). Over 2000 people registered, over 1000 participated in the first week, and several hundred were active thoughout. OLDS MOOC adopted a radically open approach - registration was optional, and all the MOOC resources were made available as OERs. This session will reflect on what went well, what not so much, and what lessons can be learned.

1. How To Ruin A MOOC*
Lessons learnt from the (not ruined!) OLDS MOOC
Jisc RSC Yorkshire & the Humber Online Conference 2013
Yishay Mor, http://yishaymor.org
* OULDI Activity
“How to ruin a course”
http://cloudworks.ac.uk/cloud/view/2597
This slideset:
http://goo.gl/k2KT7g

2. Quick show of hands...
 How many MOOCs have you participated in?
 How many did you complete?
 How many did you consider a success?
 How many MOOCs you didn't complete did
you consider a success?

3. Be my guinea pigs..
 What do you think are the best ways to ruin
a MOOC?
 What do you think are the signals of success?
Enter one of the breakout rooms, discuss these
questions, and record your thoughts in:
docs.google.com/document/d/1IzLZBIzfwADB3v
Rqo6riTr5ZxD-LK-
VlxdfYKR3Ii5g/edit?usp=sharing
(10 minutes)

4. OLDS?
http://www.flickr.com/photos/sherlock77/16240140
http://www.flickr.com/photos/jantik/4808012

5. Olds.ac.uk
Open Learning Design Studio

6. Learning Design
Learning Design is the act of devising
new practices, plans of activity,
resources and tools aimed at achieving
particular educational aims in a given
situation
Craft & Mor, Yishay (2012) oro.open.ac.uk/33910/
Studio

7. MOOCs (connectionist model)

9. xMOOCs (knowledge transfer model)

14. pMOOC = Project based
flickr.com/photos/maltman23/8240272888

16. The Learning Design Studio
Mor, Y. & Mogilevsky, O. (2013), Learning design studio: educational
practice as design inquiry of learning 'Scaling up Learning for
Sustained Impact' , Springer, Berlin Heidelberg , pp. 233-245
researchgate.net/publication/256841554_Learning_design_studio_educational_practice
_as_design_inquiry_of_learning
Mor, Y. & Mogilevsky, O. (2013), 'The Learning Design Studio:
Collaborative Design Inquiry as Teachers' Professional Development',
Research in Learning Technology 21
researchinlearningtechnology.net/index.php/rlt/article/view/22054

17. Design principles
● Radically open
● all content OER, no registration required
● Structure and Autonomy
● Daily activities, participants can choose and remix
● Peer support and collaborative learning
● Diverse learning practices

18. The works
 Google site “spine”
 Google groups for facilitation / discussion
 Cloudworks for “Objects to talk with”
 Participant production, self and peer
assessment
 Participant driver social media
 Badges
flickr.com/photos/orogeny/6973688129

19. http://www.olds.ac.uk/

23. Badges
flickr.com/photos/orogeny/6973688129

25. (70)

27. June 2013
(MOOC ended 13th March)

28. Feedback
the ... team here at ... have used a number of the tools &
techniques that I learned about during the OLDS
MOOC. Specifically, we used the Persona & Course Features Cards
during a two-day Design & Development workshop held in late
February.
it has changed the way that I work and has provided me
with some useful tools and input into an EU educational project I am
involved in. Some of your approaches helped me articulate
problems with the delivery mode we were then trialing,
and have contributed to changing the approach
significantly. In particular the idea of a force map and analyzing the
positions of all the players involved helped change direction and overcome
some resistance to the project which we were encountering.

29. Evaluation & publications
• Mor, Y. & Mogilevsky, O. (2013), Learning design studio:
educational practice as design inquiry of learning 'Scaling up
Learning for Sustained Impact' , Springer, Berlin Heidelberg ,
pp. 233-245
researchgate.net/publication/256841554_Learning_design_st
udio_educational_practice_as_design_inquiry_of_learning
• Cross, Simon (2013). Evaluation of the OLDS MOOC
curriculum design course: participant perspectives,
expectations and experiences. OLDS MOOC Project, Milton
Keynes. http://oro.open.ac.uk/37836/
• McAndrew, Patrick (2013). Learning from open design:
running a learning design MOOC. eLearning Papers(33)
http://oro.open.ac.uk/37753/

30. #oldsmoop
Signals of Success and Self-directed Learning.
http://emoocs2014.eu/programme

31. And now, how to ruin a MOOC....
(MOOC Anti-Patterns)
 Home-brew technology
 Deep-fried Mars Bar
 Facilitator FOMO / FOFO
 SteamPunking

32. Home-brew technology

33. Deep-fried Mars Bar
By Christian Cable, http://www.flickr.com/photos/nexus_icon/1622353060

34. Facilitator FOMO / FOFO
FoFo = Fu** off and Find out,
Dennis Hayes, TES
http://www.tes.co.uk/article.aspx?storycode=2203188

35. SteamPunking
flickr.com/photos/f7oor/564669765/
flickr.com/photos/gsfc/10461394966flickr.com/photos/65128587@N04/6222498949

36. Thank You
Yishay Mor,
http://yishaymor.org
xkcd.com/1291/
This slideset:
http://goo.gl/k2KT7g