The team and I that I would present my findings and an initial concept at a meeting 5 December 2019.
Accordingly, I prepared this presentation to guide the discussion. It summarises all of my findings from the survey, edX materials, and the literature review into the ADDIE model for challenges, best practices and benchmarks.
Stubbs, Martin and Endlar (2006) recommend that any learning design team should establish a set of course design principles which are more or less inviolable. This seems like a sensible recommendation for any design project! Therefore I drafted some Design Principles for discussion:
- Support a 70/20/10 approach for the learner.
- Employ the constructive alignment design approach consistent with edX’s format. The learning activities will always be designed to drive project deliverables forward, not necessarily to purely demonstrate comprehension.
- Support the learner at each stage of the project just-in-time, with an appropriate balance of immediately relevant content, followed by an activity.
- Be informed by literature, the experience of ChalmersX veterans, and edX best practices.
- Prioritise use of existing materials from EdX, either in original form or repurposed.
- Include decision “gateways” when the instructor is explicitly asked for commitment to continue to the next stage of the project.
During the meeting, we ran out of time to explicitly agree on these and there still seems to be some disagreement on prioritising use of existing materials from edX, which I need to work out before moving to the prototype phase.
I presented first design concept using the MURAL tool, which was based purely on my readings as a “greenfield design.” We reviewed the concept at the meeting but ran out of time to discuss it in detail. One very important thing I tried to do here is leverage the same constructive alignment learning design as edX promotes. This approach requires a very well-defined learning objective and some type of “exercise” or activity which activates the learner to demonstrate comprehension.
There were some key members of the BLS team who could not attend, so we agreed they would review the materials and we would discuss them at our next meeting. We also agreed we would work together on a weekly basis, when I will sit in the team’s office.
Clarifications and recommendations gathered during this meeting:
- A major learning objective of the Onboarding phase is for the instructor to experience the culture of designing and producing a MOOC.
- The “Design problem” is to spread out production effort more smoothly and evenly rather than the customary chaos today, which increases closer to the go-live date.
- Using the ADDIE taxonomy makes sense for the literature review. The thesis supervisor recommends to contrast the literature with what the survey results say in each section so contrast literature with ChalmersX real life.
- Make more clearly that the MetaMOOC Onboarding supports the learner up to the end of the Onboarding phase, we would need another course for the rest.
- They don’t see requiring edX 101 course during the Onboarding phase as any conflict.
- Instructors actually want MORE templates and firm guidelines about what to do! In the past the BLS team has taken a “respectful” approach but this hasn’t worked very well.
- They were fine with using MURAL for storyboarding.
- The thesis supervisor recommends also to include the Stanford exercise library as a resource at some stage.
- The team recommends as a prework activity to creating the course outline, to have the instructor research existing content offered by others in their field. We can also do this to help the instructor get over the common “writer’s block.”
Stubbs, M., Martin, I. and Endlar, L. (2006). The structuration of blending learning: putting holistic design principles into practice. British Journal of Educational Technology, 37 (2): 163–75.
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