I am very excited to be part of a team developing a Learning Design Massive Open Online Course (MOOC), which will be delivered in October 2012. As part of our preparation for this I attended a workshop at the OU last week. This blog post describes the outputs produced in the team I was part of which consists of myself, Ale Armellini and Anna Page.
The first activity was to articulate the main personas involved in the MOOC; from those involved in designing and delivering it, to those who are expected to participate. For each person a persona profile was created, articulating who the person was, how they were involved and what they expected to get out of being involved. In addition, we clarified where the course would take place, the nature of the interactions with others (i.e. the how) and the perceived benefits of being involved. The output from this is shown in the first slide. Personas include ‘Anna’ a 34-year old lecturer, Alice, a 24-year old PhD student, who is one of the course facilitators and Jack a 48-year old teacher who is part of the course design team.
The next slide shows the Course View map for the course. It articulates the following aspects: i) what type of guidance and support is provided, ii) what kinds of activities and content will the learners use, iii) what kinds of communication and collaborative activities will they be involved with, and iv) what kinds of reflection and demonstration are the learners expected to complete.
The final slide shows the storyboard for the course. Learning outcomes are listed at the top left hand side. Along the centre are the e-tivities included. For each e-tivity associated resources and tools are listed, along with any outputs created by the learners. So for example, in e-tivity 1 the learners are required to view a ppt screencast on learning design, watch a view, and read a pdf. They then post a blog post reflecting on these materials and what they have learnt, as well as commenting on two other blog posts produced by co-learners. In e-tivity 2 they google the phrase ‘Learning Design theory’, read a chapter and then work collaboratively to synthesise what they have found on a wiki. In e-tivity 3 they contribute to a Discussion Forum, which is facilitated by a tutor. Finally, in e-tivity 4 they synthesise all the resources they have collated and the discussions they have taken part in, to produce a final, assessed 1, 000 word essay or equivalent. The stages of learning they engage with are also listed (i.e. reflection, collation, collaborative aggregation, discussion and application). Finally, the criteria associated with the summative assignment are listed.