running amok-6710
Post on 05-Aug-2015
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Planning
a M O O C
in 5 easy steps
by: jill kamas
Jill Kamas, Boulder, USA
This is the story of how I planned my first
MOOC (Massive Open Online Course).
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It all started One Year Ago The Department Chair told me I would be
teaching a MOOC to 5,000 students.
I knew what a MOOC was but did not have a clue how to actually make it happen.
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I pictured myself running about in a
wild & frenzied manner trying to create a personal
learning experience for 5000 students.
Then, I heard a voice….
Ha…OK God-like voice, show me how planning
for a class of 5,000 students is possible.
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Fire Starter & Guide
Yes, I’ve read about Connectivism, the
learning theory behind MOOCs. It says that
“learning consists of the ability to construct and
traverse learning networks.”
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Fire Starter & Guide
Throughout the semester, the students and I will be traversing & expanding our learning networks.
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Traditional Model: “Teacher as Expert”
Can not scale to
accommodate 1000’s of students.
Networked model: “Teacher as Guide”
Is able to scale
infinitely.
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We will be using the Networked Model
Fire Starter & Guide
I am not opposed to the idea but will you
explain why?
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Fire Starter & Guide
I know just who to call.
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Möbius – “Moby” Möbius syndrome is an extremely
rare congenital neurological disorder which is characterized by facial
paralysis and the inability to move the eyes from side to side.
Fire Starter & Guide Ben Henderson
Toronto, Canada 2 “Marlie”
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Ben Henderson Fire Starter & Guide
Hey Jill, what’s up?
Hello, Ben?
Would you be
interested in teaching
a MOOC with me
next semester?
Very interested … but, ahhh -
you know I’m a researcher not a teacher right?
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Okay…I’m listening… Of course…
your background in Biology,
makes you a perfect
counterpoint.
Why don’t you send over an
outline of what you’re thinking
so I can catch up with you?
OK. Bye now.
Will do. Call me when you’re ready.
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The course title is, “How to Make
Successful Learning Networks”.
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I’ll send Ben, diagrams of my
learning network related to MOOCs & Connectivism.
That will be the best way for him to
see the blogs, articles, videos, etc. that we can use for
the course.
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Find
ing In
form
ation
Creating & Sharing
Building Relationships
Find
ing P
eo
ple
w/Sam
e In
tere
sts
This is my learning interface
The web 2.0 apps I use most often.
Christopher Alexander
University
TED
This shows my most influential teachers, where I
found them and how we are all connected.
Owen Beard
Howard Reingold
Clay Shirky
Dan Pink
Seth Godin Sir Ken
Robinson
Michael Tavel
Douglas Darden
Fritjof Capra
Stephen Downes
Dave Cormier
George Siemans
Brian Yuhnke
Jackie Dobrovolny
Joni Dunlap
Mikaly Csikkzen- tmihaly
Chaos Theory Consilience The World is Flat-Friedman
These are the books I’ve read that most influenced
my values and beliefs.
The Book of Probes -McLuhan The Cathedral of the Absurd Wikinomics The Tipping Point Persepolis The Poetics of Space Invisible Cities -Calvino 2nd Sight-Carson The Unbearable Lightness of Being MAUS I The Sacred and the Profane-Eliade Creativity Metamorphosis -Kafka Flow The Necessary Revolution-Senge Drive-Pink Stewardship-Block
A Sand County Almanac-Leopold Collaboration Complexity The Omnivores Dilemma -Pollen Letters to a Young Poet-Rilke Dirt The 5th Discipline-Senge
Social Emergence
The Age of Speed
Being Digital
Deep Economy
The Stuff of Thought
Spark-Ratey
My Blog Roll
My Diigo Link
My Scoop.it Link
The large links will allow Ben to track my research paths
“Also, we will need to decide how we are going to connect: synchronously, asynchronously, via trails (diigo) and/or via tags.” Cheers, Jill PS Let me know when you have completed review.
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For the Next 2 Weeks Ben investigated my learning network by reading articles,
watching videos and engaging in lively online debate…
Hey Ben! Jill! Can you see me ok?
The more I learn about this, the more excited I am about the course.
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Yes. I can…
Purrrrr…
I’m not surprised a bit... Tell me what you think some of our challenges will be.
Well. Can you tell me a bit more about how we might fit into the interactions.
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The learning objects are really just their starting points.
We will use 3 types of planned interaction: asynchronous, trails (diigo, delicious) and tags.
All of our learning objects: readings, lectures, videos, podcasts, etc. will be posted so students can view them at their convenience or asynchronously
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So, what we want to do is give them a diversity of learning objects in many different formats.
Then what happens? How do we help guide the students and keep them engaged?
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Student engagement takes place mainly through their participation in learning activities. Their primary activity for this course is to make their own learning network.
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So, they will be setting up and using blog, youtube, twitter, diigo, delicious, RSS feed, google+ accounts?
Yes, to take-in, organize and synthesize information through direct application and conversation.
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We have to be active participants but avoid dominating the conversation.
We will schedule regular times to be active in the blogs, forums and on twitter so students can anticipate when they will be able to communicate or receive feedback.
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It sounds like a lot of our job is to exercise self-restraint and let the students have the room to experiment?
I have a feeling, knowing when to step in is going to require some experience. Some trial and error.
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Obviously, we will continue to develop each of these steps in greater detail.
Yes. Let’s get back and forth via email. It was good talking with you.
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Here’s a quick review of the five easy steps for planning a MOOC.
Much of the information in this comic can be attributed to Stephen Downes, George
Siemans and Dave Cormier.
Characters were created using Bitstrips.
Backgrounds were made with Adobe CSS and PPT
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