MOOC WORKSHOP

Tags: MOOC, MOOC WORKSHOP, learning environment, learner, assessments, Terminal Objective, Learner Participation, TASK ANALYSIS, Learners, practice assessment, workshop content, online learning, learner group, workshop evaluation, the workshop, instructional designers, pedagogical models, environment, MOOCs, CN, types of learners, learning environments, Table of Contents, online course, Flickr, list of characteristics
Content: MOOC WORKSHOP

Summer 2013
Eric Ericson, Linda Ensign and Tamara Macek



2 MOOC WORKSHOP Table of Contents
ANALYSIS
3
INTRODUCTION
3
FRONT--END ANALYSIS AND INSTRUCTIONAL GOALS
3
GOAL AND TASK ANALYSIS
4
SUBORDINATE AND ENTRY SKILLS ANALYSIS
6
LEARNER AND CONText analysis
9
DESIGN
10
PERFORMANCE OBJECTIVES
10
Assessment instruments
12
DESIGN EVALUATION CHART
13
INSTRUCTIONAL STRATEGY
15
DEVELOPMENT
22
WORKSHOP AGENDA
22
WORKSHOP MATERIALS
22
IMPLEMENTATION, EVALUATION AND REVISION
23
IMPLEMENTATION
23
EVALUATION
24
REVISION
26
REFERENCES
27



ANALYSIS
MOOC WORKSHOP 3
INTRODUCTION A Massively Open Online Course (MOOC) is a way to deliver learning content online for virtually anybody who has an Internet connection, a computer and a desire to learn. As implied in the name, MOOCs are massive (dozens to over 150,000 students), open (anybody can participate), online (delivered via the Internet), courses (program of study).
MOOCs have been receiving a great deal of buzz over the last two years, stirring up excitement and controversy in the world of education. The New York Times (2012) named 2012 the "Year of the MOOC," (para. 1), and The Chronicle of Higher Education (2013) called 2013 the "year of the mega--class" (para. 1). Since the birth of the first massive open online course (MOOC) in 2008, MOOCs have grown exponentially as millions of learners have enrolled and participated in these courses. According to Mangan (2012), "`MOOC mania,' as some call it, shows no sign of abating" (p. B4). The Horizon Report (2013) states that within the next 12 months massively open online courses (MOOCs) "will see widespread adoption in higher education." MOOCs purport different pedagogical models of course design with large class sizes, yet only a small body of formal research has measured or validated their effectiveness. This challenges the existing pedagogical models of online instruction, and MOOCs "raise questions about the future of teaching, the value of a degree, and the effect technology will have on how colleges operate" (The Chronicle of Higher Education, 2013, para. 1). The proliferation of MOOCs, fueled by rapid advancements in technology and an exponential growth in popularity, has resulted in faculty, instructional designers, and institutions of higher education scrambling to stay ahead of the changes. At the same time, the debate rages about the effectiveness and sustainability of these non--traditional online courses and their impact on existing pedagogical models, presenting even greater challenges for Instructional Designers.
FRONT--END ANALYSIS AND INSTRUCTIONAL GOALS The lack of formal research on MOOCs present a challenge to instructional designers who ideally need to stay informed about the current trends, emerging technology and pedagogical models. The current Learning Design and Technology (LD&T) program at Purdue does not offer formal instruction on MOOCs and anecdotal evidence suggests that instructional design graduate students have only superficial knowledge of MOOCs. The NMC Horizon Report (2012) expects MOOCs to grow in both influence and number within the next twelve months and the expressed interest in MOOCs by cohorts in the LD&T program, identified students currently enrolled in the online Purdue M.Ed. LD&T program as the most suitable group of learners for the workshop.
4 MOOC WORKSHOP After conducting the initial analysis, it was determined that a wiki is the most suitable learning environment for the workshop. This is a refinement of the teams' original decision to present the workshop online. The use of a wiki has the following advantages: · The collaborative nature of the wiki increases the effectiveness of team member participation and course development; and · Wikis have similar characteristics to MOOCs and therefore provide the learner with a deeper understanding of the subject matter than would alternative learning environments. This one--hour MOOC workshop will inform learners of the history and definition of MOOCs and their impact on Instructional Design and Technology (ID&T), and enable them to classify a learning environment as a MOOC or non--MOOC and cMOOC or xMOOC by analyzing the characteristics of each. GOAL AND TASK ANALYSIS This instructional goal has two terminal objectives: · Inform learners of the history and definition of MOOCs and their impact on ID&T, · Classify learning environments as non--MOOCs, MOOCs, xMOOCs and cMOOCs by reviewing the learning environment characteristics of each. The target audience for this workshop is Purdue ID&T students who may, or may not, be familiar with MOOCs. The workshop introduction will define what a MOOC is, provide a brief history of MOOCs and describe the impact of MOOCs on the ID&T field. The tasks that the learner will perform to gain entry to the MOOC workshop are as follows: · Respond to email invitation to wiki · Enter workshop at http://idmoocwiki.wikispaces.com The workshop is being presented in a wiki as a simulated MOOC and linear progression through the workshop cannot be guaranteed, but can be suggested by numbering the tasks within the goal. For this reason the sections of the workshop are represented as a divergent radial with the menu in the center. The terminal objectives are in blue, and the reference section is in yellow.
MOOC WORKSHOP 5
Welcome
Resources
Introduction
MOOCs
Summary
MOOCs vs non--MOOCs
cMOOCs vs xMOOCs Table 1: Visual representation of MOOC workshop structure The tasks within each terminal objective will be presented within one wiki page, which will allow sequential progression through the tasks. Tasks within each terminal objective are sequential, as illustrated in Tables 2, 3, and 4 below.
Debine
List
Describe Examples
Table 2: Task Analysis for 1st Terminal Objective
6 MOOC WORKSHOP
Debine
List
Compare and Contrast
Provide Examples
Identify
Table 3: Task Analysis for 2nd Terminal Objective, 1st Subordinate Objective
Debine
List
Compare and Contrast
Provide Examples
Identify
Table 3: Task Analysis for 2nd Terminal Objective, 2nd Subordinate Objective

SUBORDINATE AND ENTRY SKILLS ANALYSIS ENTRY SKILS ANALYSIS
The workshop assumes that all learners are comfortable with taking online workshops and have the requisite skills and equipment to participate in an online workshop.


SUBORDINATE SKILS ANALYSIS
MOOC WORKSHOP 7
The tasks in the green blocks utilize verbal skills by presenting the learners with bodies of knowledge, facts, statistics, lists, and definitions. The tasks in the blue blocks utilize cognitive strategy skills as they provide examples and list side--by--side comparisons. The tasks in the orange blocks use Intellectual Skills as they provide a concrete concept of MOOCs by exploring MOOCs, and provide rules by identifying the characteristics that classify types of MOOCs.
Terminal Objective 1
Subordinate Objective 1
Inform learners of the definition of MOOC, the history of MOOCs, and the impact of MOOCs on ID&T.
Debine the term "MOOC"
List the history of MOOCs
Describe the impact of MOOCs on ID&T
Provide examples of MOOCs
Debine -- Practice Test
Table 4 ­ Skill Analysis for Subordinate Objective 1 Terminal Objective 2 Classify a learning environment as a non--MOOC, MOOC, cMOOC or xMOOC by identifying its characteristics. Subordinate Objective 1 Classify a learning environment as a MOOC or non--MOOC by identifying its characteristics.
8 MOOC WORKSHOP
Debine Learning Environment Attributes
List Attributes in MOOCs
List Attributes not in MOOCs
Compare and Contrast MOOCs and non--MOOCs
Review Examples of MOOCs and non--MOOCs
Identify -- Practice Tests
Table 5 ­ Skill Analysis for Terminal Objective 2, Subordinate Objective 1 Table 5 above illustrates how the learning outcomes progress through Gagne's five learned capabilities. The green blocks represent verbal skills (lists, definitions), the blue blocks represent verbal skills (lists) and cognitive strategy skills (examples), and the orange blocks represent cognitive strategy skills (examples), intellectual skills (compare and contrast, rule using). Subordinate Objective 2 Classify a learning environment as an xMOOC or cMOOC by identifying its characteristics.
List Attributes in xMOOCs
List Attributes cMOOCs
Compare and Contrast xMOOCs and cMOOCs
Review Examples of xMOOCs and cMOOCs
Identify -- Practice Tests
Table 6 ­ Skill Analysis for Terminal Objective 1, Subordinate Objective 2
MOOC WORKSHOP 9 Table 5 above illustrates how the skills progress through Gagne's five learned capabilities. The green blocks represent verbal skills (lists, definitions), and the orange blocks represent cognitive strategy skills (examples) and intellectual skills (compare and contrast, rule using).
LEARNER AND CONTEXT ANALYSIS The fact that MOOCs are only five years old presents a body of new knowledge that is not familiar to all instructional designers and is not fully represented in the formal literature in introductory instructional design courses (i.e. EDCI 513). Anecdotal evidence reveals that most graduate students are unfamiliar with this emerging technology. When approximately 20 graduate students were presented with a brief overview of MOOCs in discussion forums in EDCI 513 and EDCI 572, only a few instructional design graduate students indicated that they were familiar with MOOCs, and only one person had participated in a MOOC. Most students indicated that they wanted to learn more about this type of course design.
Clearly, anecdotal evidence would not be presented in a full--needs assessment, but with the time constraints of this eight--week course, this initial analysis will presume that a full--needs analysis was conducted via a survey of Purdue's instructional design graduate students, and the learning gap was identified. This workshop will fill that gap.
Graduate students in Purdue's M.S. in Education in Learning Design and Technology program who are enrolled in EDCI 572, will be invited to participate in an online, asynchronous wiki about MOOCs at http://idmoocwik.wikispaces.com/. This wiki, which is formatted as an online class, will provide an overview of MOOCs with assignments, discussions, and instructions on locating MOOCs for professional development.
Two entry skills are essential for this workshop. First, learners must have access to the necessary equipment (computer and keyboard) and the technical skills to log onto and navigate the online course wiki (https://idmoocwik.wikispaces.com/). Second, learners need to be at least novice instructional design students who have some familiarity with online learning and pedagogy. Since we have a targeted group of online instructional design graduate students, the designers felt that it was not necessary to administer an entry skills assessment.


10 MOOC WORKSHOP DESIGN
PERFORMANCE OBJECTIVES Main Instructional Goal
Terminal Objectives
Learners will review the definition of the Provided with the definition of the term
term "MOOC", the history of MOOCs and "MOOC", a list of the history of MOOCs
their impact on ID&T, and will be able to and a description of the impact of
classify a learning environment as a non-- MOOCs on ID&T (CN), learners will have
MOOC, MOOC, xMOOC or cMOOC by
reviewed (B) the introductory
analyzing its characteristics.
information about MOOCs.
Provided with examples of MOOCs, non-- MOOCs, xMOOCs and cMOOCs (CN), learners will be able to identify the characteristics of each in order to classify the environment (B) as a MOOC, non--MOOC, xMOOC or cMOOC.
Instructional Goal 1 Review the definition and history of MOOCs and their impact on ID&T. Instructional Goal 2 Classify a learning environment as a MOOC, non--MOOC, xMOOC or cMOOC based on its characteristics. Subordinate Goals Identify the characteristics of learning environments.
Terminal Objective 1 Given the definition of the term "MOOC", a list of the history of MOOCs and a description of the impact of MOOCs on ID&T (CN), students will have reviewed (B) an introduction to MOOCs. Terminal Objective 2 Given a list of characteristics of a learning environment (CN), learners will be able to determine (B) if the learning environment is a MOOC, non--MOOC, cMOOC or xMOOC (CR). Subordinate Objectives Provided with a learning environment (CN), learners will be able to correctly answer at least 80% (B) of a series of
MOOC WORKSHOP 11 questions about its characteristics (CR).
Identify the characteristics that are found only in MOOCs.
Provided with a list of characteristics (CN), learners will be able to identify (B) which characteristics are found n MOOCs (CR).
Identify similarities between MOOCs and Provided with a list of characteristics
non--MOOCs.
(CN), learners will be able to identify (B)
which characteristics are found in both
MOOCs and non--MOOCs (CR).
Identify differences between MOOCs and Provided with a list of characteristics
non--MOOCs.
(CN), learners will be able to identify (B)
which characteristics are found in
MOOCs and which characteristics are
found in non--MOOCs (CR).
Classify a learning environment as a MOOC or a non--MOOC.
Provided with an example of a learning environment (CN), learners will be able to identify (B) if the environment is an MOOC or a non--MOOC (CR).
Subordinate Goals
Subordinate Objectives
Identify the characteristics that are found in xMOOCs.
Provided with a list of characteristics (CN), learners will be able to identify (B) which characteristics are found in xMOOCs (CR).
Identify the characteristics that are found in cMOOCs.
Provided with a list of characteristics (CN), learners will be able to identify (B) which characteristics are found in cMOOCs (CR).
Identify differences between xMOOCs and cMOOCs.
Provided with a list of characteristics (CN), learners will be able to identify (B) which characteristics are found in xMOOCs and which characteristics are found in cMOOCs (CR).
Classify a learning environment as a
Provided with examples of cMOOCs and
12 MOOC WORKSHOP cMOOC or xMOOC.
xMOOCs (CN), learners will be able to identify (B) if the environment is an xMOOC or a cMOOC (CR).

ASSESSMENT INSTRUMENTS Entry Skills Assessment
Two entry skills are essential for this workshop. First, learners must have access to the necessary equipment (computer and keyboard) and the technical skills to log onto and navigate the online course wiki (https://idmoocwik.wikispaces.com/). Second, learners need to be at least novice instructional design students who have some familiarity with online learning and pedagogy. Since we have a targeted group of online instructional design graduate students, the designers felt that it was not necessary to administer an entry skills assessment.
Pretests
Based on peer feedback during discussions it has been determined that there is a limited level of knowledge about MOOCs although some learners have had previous exposure to MOOCs. A series of short answer tests will be administered to determine the current level of the learners' knowledge of the subject matter and to pique their interest in the subject matter.
According to Dick, Carey and Carey (2009), "A pretest is valuable only when it is likely that some of the learners will have partial knowledge of the content" (p. 133). Though in our initial analysis, we assume that our learners have little pre--existing knowledge, a pretest would provide better information on whether that was an accurate assumption.
Practice Tests
Practice tests will be provided during the workshop to determine the effectiveness of the instruction for each sub--ordinate skill. As well as providing immediate feedback for the learner, the practice tests will provide additional information about how to answer the question if the learner got the answer wrong. Questions from the practice test will be included in the posttests.
Posttests
A posttest will be available at the end of the workshop. The posttest will determine the effectiveness of the instruction for each subordinate skill and the effectiveness of the workshop as a whole. The posttest will consist of fill--in--the--blank, short answer, matching, and multiple--choice questions and will include written descriptions, lists, and hyperlinks to live MOOCs and non--MOOCs.
DESIGN EVALUATION CHART Terminal Objective 1
MOOC WORKSHOP 13
Main Instructional Goal Inform learners of the definition of MOOC, the history of MOOCs and the impact of MOOCs on ID&T. Skill
Terminal Objective Provided with definitions, lists, descriptions, and access to bodies of knowledge (CN) learners will be informed (B) about the term "MOOCS" the history of MOOCs and their impact on ID&T (CR). Objective
Test Item For this workshop, you will access the resources (video, article, links to MOOCs) on the MOOC wiki: https://idmoocwik.wikispaces .com/ You will take a pretest and posttest, and participate in a discussion forum in the wiki. Test Items
Review the history of MOOCs. Review the impact of MOOCs on ID&T. Define the term "MOOC"
Provided with a graphical timeline, access to bodies of knowledge, and a brief description (CN) learners will be informed (B) about the history of MOOCs. (CR). Provided with a brief description supported by reference to peer-- reviewed articles (CN) learners will be informed (B) about the impact of MOOCs on ID&T. (CR). Given a list of definitions (CN), learners will be able to correctly identify (B) the acronym "MOOC" (CR).
Watch the YouTube video, What is a MOOC? Read a brief description, supported by peer--reviewed articles, of the impact of MOOCs on ID&T. The definition of the term "MOOC" is: A. choice 1 B. choice 2 C. choice 3 D. All of the above E. None of the above


14 MOOC WORKSHOP Terminal Objective 2
Main Instructional Goal Classify a learning environment as a non--MOOC, MOOC, xMOOC or cMOOC based on its characteristics. Subordinate Objective 1 Skills Identify the characteristics that are found in MOOCs. Identify the characteristics that are not found MOOCs. Compare characteristics of MOOCs and non--MOOCs. Classify a learning environment as a MOOC or non--MOOC based on its characteristics.
Terminal Objective Given a link to a learning environment (CN), learners will be able to determine (B) if the learning environment is a MOOC or non--MOOC by identifying its characteristics (CR). Given a link to a learning environment (CN), learners will be able to determine (B) if the learning environment is a cMOOC or xMOOC by identifying its characteristics (CR). Objectives Provided with a list of characteristics (CN), learners will be able to identify (B) which characteristics are found only in MOOCs (CR). Provided with a list of characteristics (CN), learners will be able to identify (B) which characteristics are not found in MOOCs (CR). Provided with a list of characteristics (CN), learners will be able to identify (B) which characteristics are found in both MOOCs and non-- MOOCs (CR). Given a list of characteristics of a learning environment (CN), learners will be able to determine (B) if the learning environment is a MOOC or a non--MOOC (CR).
Test Items Test items include multiple choice, single choice, true/false and such. Tests include descriptions, examples, and links to learning environments. Test Items Which of the following characteristics are found in MOOCs? (Check all that apply) Which of the following characteristics are not found in MOOCs? (Check all that apply) Move each of the following characteristics into the MOOC or non--MOOC bucket. (List of characteristics and two buckets marked MOOC and non--MOOC) 1. Subordinate Objective 1
Main Instructional Goal Subordinate Objective 2 Skills Identify the characteristics that are found in xMOOCs. Identify the characteristics that are found in cMOOCs. Compare characteristics of xMOOCs and cMOOCs. Classify a learning environment as a cMOOC or xMOOC based on its characteristics.
Terminal Objective Objectives Provided with a list of characteristics (CN), learners will be able to identify (B) which characteristics are not found in xMOOCs (CR). Provided with a list of characteristics (CN), learners will be able to identify (B) which characteristics are not found in cMOOCs (CR). Provided with a list of characteristics (CN), learners will be able to identify (B) which characteristics are found in both MOOCs and non-- MOOCs (CR). Given a list of characteristics of a learning environment (CN), learners will be able to determine (B) if the learning environment is a cMOOC or an xMOOC (CR).
MOOC WORKSHOP 15 Test Items Test Items Which of the following characteristics are found in xMOOCs? (Check all that apply) Which of the following characteristics are found in cMOOCs? (Check all that apply) Move each of the following characteristics into the xMOOC or cMOOC bucket. (List of characteristics and two buckets marked xMOOC and cMOOC) Review the learning environment (link) and answer the following questions: 1. Which of the following characteristics were found in the learning environment? (Check all that apply) List of 3--4 characteristics 2. Is this environment an xMOOC or a cMOOC? (Check one box)
INSTRUCTIONAL STRATEGY Content Clusters
The workshop content will be clustered into seven sections with each section on a separate wiki page. The content on each wiki page will be separated into discrete chunks of information with distinct headers and sub--headers.
Cluster Cluster Content
1
Welcome and Pretest
2
Terminal Objective 1
3
Terminal Objective 2, Subordinate
Content sections 1.1, 1.2, 1.3 2.1, 2.2, 2.3, 2.4, 2.5 3.1, 3.2, 3.3, 3.4, 3.5, 3.6
16 MOOC WORKSHOP
Objective 1
4
Terminal Objective 2, Subordinate
Objective 2
5
Summary
6
Resources
Table 7 ­ Content clusters
4.1, 4.2, 4.3, 4.4, 4.5, 4.6 5.1, 5.2, 5.3, 5.4 6.1, 6.2, 6.3, 6.4
The following applies to all clusters within the workshop:
Pre--instructional Strategies
Bandwidth and workshop accessibility must be considered when choosing graphics, rich media and host sites for workshops and assessments. Assessments should be contained within the workshop so that individual student progress can be monitored and more accurate workshop evaluations can be done. Links to internal and external resources should be tested multiple times to limit errors. The designers should test the workshop from end--to--end before going `live'.
Emails must be prepared and sent to workshop participants with clear instructions, a review of the objectives, and a point of contact or procedure for questions.
Presentation Materials
A combination of text, graphics, videos, and hyperlinks will ensure that the workshop appears to all types of learners including visual, verbal, and kinesthetic. Font, text size, and page layout will be designed to be aesthetically pleasing and will include plenty of white space, large and readable fonts and clearly defined headings and sub--headings.
Workshop navigation will be static (global), presented on the left--hand side of the page, and accessible from all pages. Section navigation will be presented on the top of the page. Links at the bottom of each page will take learners to the next page.
Feedback
Feedback on the pretest, the practice--tests and the posttest will be provided immediately so that learners can determine how well they have understood the concepts presented in the workshop. Feedback for correct answers will restate the information while feedback for incorrect answers will provide a rationale for why the answer was incorrect and an explanation of the correct answer. The feedback for these tests will also be emailed to the instructors to be used for workshop evaluations.
Student Groupings
The workshop will be designed for either guest access or individual students may request to join as a member.

Media and Delivery System
MOOC WORKSHOP 17
The MOOC workshop will be a self--paced workshop packaged as a comprehensive web-- based solution that contains text, graphics, hyperlinks, and video. The workshop will be bundled within a single wiki that provides open access and simulates a MOOC experience for the learners.
Assessments
The assessments will use the same terminology and format used in the workshop so that there is minimal chance of misinterpretation. The criteria for the selection assessments will be clearly stated and the potential results will not have any overlap so there will only be one answer to each selection question. The goal of the workshop is to provide learners with an overview of the subject matter and to encourage them to study further.
The learners' responses to the assessments will be available through the Teacher Login at Kubbu e--learning tool website at http://www.kubbu.com/.
Feedback
Learner feedback will be provided directly to the learner immediately after completing each assessment.
Follow--Through Activities
By providing learners with links to resources, reading, and examples of MOOCs, learners can bookmark these for later independent study. The workshop encourages learners to continue their exploration of the subject matter.
Cluster 1
Pre--instructional Strategies
The pre--test will assess the learners' existing knowledge of MOOCs. The graphic and the blurb will encourage learners to attend the workshop.
Presentation Materials
The Home page of the wiki contains a brief video introducing the workshop and a discussion forum for guests to sign in and make comments. The Welcome page of the wiki will contain a graphic, a brief pre--test (2--3 questions), the workshop objectives, and the workshop agenda.
Learner Participation
Learners will be encouraged to participate in an email that contains a graphic, the description of the workshop and a link to https://idmoocwik.wikispaces.com .

18 MOOC WORKSHOP Follow--Through Activities Repeating questions in the pre-- and post--test and comparing the responses to both can measure the effectiveness of the workshop. Cluster 2 Objectives Provide an introduction to MOOCs as follows 1.1 Give the definition of the acronym "MOOC" 1.2 List the history of MOOCs 1.3 Describe the impact of MOOCs on the ID&T field 1.4 Provide examples of MOOCs to stimulate learner curiosity Pre--instructional Strategies Create a visual for the term MOOC, present a timeline graphic, and gather resource materials for the history of MOOCs and their impact on ID&T. Presentation Materials The introduction page will include a visualization of the term MOOC, a slideshow about MOOCs, the YouTube Video What is a MOOC? retrieved from http://youtu.be/eW3gMGqcZQc , examples of MOOCs and a practice assessment. The slideshow will contain the following: · The definition of the term MOOC, · A graphical timeline of the history of MOOCs, · A bullet point outline of the history of MOOCs, and · A short paragraph on the impact of MOOCs on ID&T. The following resources will be summarized for the slideshow and their links will be included at the end of each summary: · The Ultimate Student Guide to xMOOCs and cMOOCs retrieved from: http://moocnewsandreviews.com/ultimate--guide--to--xmoocs--and--cmoocso/ · Johnson, L., Adams Becker, S., Cummins, M., Estrada, V., Freeman, A., and Ludgate, H. (2013). Massively open online courses. NMC Horizon Report: 2013 Higher Education Edition. Austin, Texas: The New Media Consortium. (pp. 11--14). · The MOOC Timeline is Retrieved from: http://commons.wikimedia.org/wiki/File:Figure_1_MOOCs_and_Open_Education_Time line_p6.jpg This file is licensed under the Creative Commons Attribution 3.0 Unported license.
Learner Participation
MOOC WORKSHOP 19
Learners will view the MOOC visual, navigate through the Introduction slideshow, read the brief narration below it and review the MOOC examples. Learners will then answer a short practice test on the definition of the term MOOC.
Cluster 3
Objectives
Classify a learning environment as a MOOC or a non--MOOC.
Pre--instructional Strategies
Create a list of characteristics found in learning environments and provide a description of each attribute. Create graphics and visualizations, and choose MOOCs and non--MOOCs to illustrate the characteristics. Create assessments.
Presentation Materials
The page will include a visual representation of the word MOOC, a slideshow about MOOCs and non--MOOCs, a bullet point narrative of the slideshow, a comparison table of the characteristics of MOOCs and non--MOOCs, examples of MOOCs and non--MOOCs and practice assessments.
Learner Participation
Learners will navigate through the slideshow, read the text, review the differences between MOOCs and non--MOOCs in the table, read the description of MOOC and non--MOOC examples, and link to the examples of MOOCs and non--MOOCs. The links will open in a separate browser window.
Learners will then participate in a practice assessment on characteristics of MOOCs and non--MOOCs, review a learning environment and identify if it is a MOOC or a non--MOOC.
Cluster 4
Objectives
Classify a learning environment as an xMOOC or cMOOC
Pre--instructional Strategies
Create a list of characteristics found in learning environments and provide a description of each attribute. Create graphics and visualizations, and choose xMOOCs and cMOOCs to illustrate the characteristics. Create assessments.

20 MOOC WORKSHOP Presentation Materials The page will include a visual representation of the concepts of cMOOCs and xMOOCs, a video, a slideshow about cMOOCs and xMOOCs, a narrative description of cMOOCs and xMOOCs, a comparison table of the characteristics of cMOOCs and xMOOCs, examples of cMOOCs and xMOOCs, and practice assessments. Learner Participation Learners will navigate through the slideshow, read the text, view the graphics, and link to the examples of cMOOCs and xMOOCs. The links will open in a separate browser window. Learners will then participate in a practice assessment on characteristics of cMOOCs and xMOOCs, review a learning environment and identify if it is a cMOOC or a xMOOC. Cluster 5 Objectives Summarize the workshop and present a posttest and evaluation. 1. Review 2. Posttest 3. Evaluation Pre--instructional Strategies Create the workshop summary, posttests, evaluation survey, and graphic to be used as a workshop completion badge. Presentation Materials The page will contain a MOOC graphic, text summary, posttests, and a workshop completion badge that can be downloaded by the workshop participant. Learner Participation Learners will view the graphic, read the summary, participate in the posttest, and download the workshop completion badge. Cluster 6 Objectives Wrap up the workshop by providing a page called "Resources for Further Review" that lists links to references, resources and MOOCs for further study or review. Ensure that the Creative Commons license for the workshop is clearly displayed.
Pre--instructional Strategies
MOOC WORKSHOP 21
Gather all resources and references used in the creation of the workshop and list them in the final report and on the wiki's Resources page. The Creative Commons License: Creative Commons Attribution Share--Alike 3.0 License is automatically displayed at the bottom of the wiki page.
Presentation Materials
The Resources page contains a list of hyperlinks to references, resources and MOOCs.
Learner Participation
From the list of references, resources and MOOCs, learners can follow the hyperlinks to review the resources. Learners may also save the hyperlinks for further study.


22 MOOC WORKSHOP DEVELOPMENT
WORKSHOP AGENDA As the workshop is a simulated MOOC, it is self--paced. The estimated duration of each section of the workshop is listed below:
Est. Duration Workshop Section
5 minutes
Welcome and Pretest
10 minutes Introduction
15 minutes MOOCs vs non--MOOCs
15 minutes xMOOCs vs cMOOCs
10 minutes Summary (includes Posttest)
5 minutes
Resources
60 minutes
Table 8 ­ Workshop Agenda
Learners were requested to complete the workshop within a 20--hour window, from 8 p.m. August 6th to 4 p.m. on August 7th.
WORKSHOP MATERIALS Workshop Content
The MOOCs workshop is a wiki, and all workshop content is available online to guests at https://idmoocwik.com. Guests do not need to set up a user account to participate or take the assessments. The three key content pages (Introduction to MOOCs, MOOCs vs. non-- MOOCs, and cMOOCs vs. xMOOCs) contain the same sections: Graphic and/or Video, PowerPoint Presentation, Narration, Examples and Practice. The PowerPoint presentations and videos are embedded in the wiki pages, so they can be viewed online without opening a new browser window. This streamlines navigation to make is simple, quick and with fewer errors. In the embedded PowerPoint box on the wiki page, users can select the "options" wheel under the Google Drive navigation bar to download the PowerPoint. The PowerPoint documents were downloaded as PDFs and are included as a separate attachment, Appendix A. Assessment Material
The workshop assessments are created in Kubbu, which is a Flash--based e--learning
Assessment tool. The assessment questions were downloaded from Kubbu and are included
as a separate attachment, Appendix B.

MOOC WORKSHOP 23 IMPLEMENTATION, EVALUATION AND REVISION
IMPLEMENTATION The workshop structure was defined and created in the Wikispaces wiki https://idmoocwik.wikispaces.com. Workshop reference material was written and summarized. The workshop content was inserted as text and formatted into the wiki page. Open source graphics were downloaded with Creative Commons Licenses from Flickr and Wikimedia. The content was also summarized and, together with graphics, inserted into PowerPoint slideshows. The PowerPoint presentations were loaded into Google Drive and embedded into the wiki pages for user viewing, not editing. The assessments were created in the Kubbu e--learning assessment site and the links to the assessments were inserted into the appropriate wiki pages. Due to time constraints, it was not feasible to request cohorts in the Purdue LD&T program to attend the workshop. Therefore, each instructor selected two learners from their circle of peers to attend the workshop. Although the workshop is self--paced and accessible online anytime, the learners were requested to do the workshop between 6 p.m. Tuesday August 6, 2013 and noon Wednesday August 7, 2013. This would allow the assessments and evaluations to be reviewed and summarized for insertion into the final report.
Learner Profiles There were 7 learners who took the MOOC workshop.
The first learner group contained two males in their mid--fifties. Both learners have attained their Masters degrees in Business within the past six years. One of the learners had previous exposure to online learning and an awareness of MOOCs, while the other learner did not.
The second learner group contained one female and one male, both in their late--twenties. One of the learners had an undergraduate degree but neither learner had previous exposure to online learning, nor an awareness of MOOCs.
The third learner group contained two males and one female, ranging in age from mid-- forties to late fifties. One learner had a Master's Degree in Business, with no formal online learning experience. One learner had a Masters degree, taught at the Community College and had online teaching experience. The third learner had a Bachelor's degree and teaching experience, but no online learning experience. One learner had an awareness of MOOCs, while the other two learners had no exposure to MOOCs.


24 MOOC WORKSHOP EVALUATION Learner Attitude Based on the post--workshop evaluation, we found that learners were positive about the learning experience, the workshop contents and the subject. Despite having no prior knowledge of MOOCs, learners expressed an interest in learning more about MOOCs. Learner Performance The disadvantage of using a wiki for a workshop where learner assessment is required is that a wiki is not a learning management system ­ it has no way to capture or track the learners' progress or assessment results. The disadvantage of using the Kubbu e--learning site is that assessment results are captured at the group level and not the individual learner level unless learners log directly on to the site. In addition, because access to the assessments is by a hyperlink in the wiki, it is classed as `anonymous' and assessments cannot be set up as "final assessments", they can only be set up as "practice assessments" which means that they can be retaken multiple times by the learner as they navigate through the workshop. Despite these disadvantages we were able to analyze trends in learner performance and determine whether or not the workshop met its objectives.
70
60
50
Terminal Objective 1, Subordinate 1
40
Existing Knowledge
30
Terminal Objective 1
20
Terminal Objective 1,
Subordinate 2
10
Main Instructional Goal
0
Table 9 ­ Number of learners and percentages attained for each objective Table 9 above, indicates that the majority of objectives were met with the learners achieving ninety--percent or higher in the assessments. The exception, however, is Terminal
MOOC WORKSHOP 25 Objective 1, Subordinate Objective 2, where the majority of learners only achieved fifty-- to sixty--percent on the assessments. Pre--tests The pre--test measured the learner's knowledge of MOOCs and confirmed that less than thirty--percent of learners had prior knowledge of the subject. Practice­tests Practice tests confirmed the workshop evaluation comments that the material was interesting, well organized and easy to understand. These tests indicated that workshop content supported the objectives and that the terminal and sub--ordinate objectives were being met. Post--tests The post--tests measured the effectiveness of the workshop as a whole and the results were encouraging with over sixty percent of learners scoring ninety--percent or more in the final assessments. Workshop Components Assessments A small percentage of learners indicated that more than three questions per assessment would have allowed them to assess their learning more effectively. A similar percentage of learners indicated that the multiple--choice questions should have clearly and consistently indicated how many responses were required. An error in one of assessment hyperlinks was fixed after it was pointed out by one of the initial groups of learners. Workshop Navigation and Contents Based on the workshop evaluation, we found that there was some confusion on the sequence of the workshop, despite the numbering of the workshop sections and the workshop navigation at the bottom of each wiki page. A small percentage of the learners were confused by the use of the word "narrative" and the "term" behaviorist in an assessment. Two errors in the workshop content­ the learners pointed out a spelling error and an incorrect hyperlink. One of the learners indicated that the workshop loaded slowly on their computer and suggested it may be due to their Network Security, which screens all online access.
26 MOOC WORKSHOP REVISION The positive workshop evaluation indicates that the planned follow--up workshop on MOOCs will be well received. The following areas of the workshop will need to be reassessed during the analysis phase of the second workshop:
1. Despite their similarities to cMOOCs, wikis are not suitable environments for workshops that require learner tracking and assessments. A web--based LMS that can be fully customized is a suitable alternative. 2. Graphics, videos and other workshop materials must be optimized for the workshop to prevent load time being a factor for the learner. 3. The sections of the workshop must be accessed in a sequential manner, or in a manner that more clearly defines the sequence in which to advance through the workshop material. 4. Word choice for workshop content must be simplified to prevent confusion. 5. New terminology must be highlighted, especially if it is used in assessments.


MOOC WORKSHOP 27 REFERENCES de Waard, I. (2013). MOOC YourSelf -- Set up your own MOOC for Business, Non--Profits, and Informal Communities. eBook Kindle Edition. Retrieved from: http://www.amazon.com/MOOC--YourSelf--Non--Profits-- Communitiesebook/dp/B00CDVZ2AW/ref=la_B00CE8VHVC_1_1?ie=UTF8&qid=13 66230473&sr=1--1 Cormier, D. (2010). What's a MOOC? YouTube Video Retrieved from: http://www.youtube.com/watch?v=eW3gMGqcZQc Dick, W., Carey, L., & Carey, J.O. (2009). The systematic design of instruction (7th ed.). Upper Saddle River, NJ: Pearson. Downes (2011). The MOOC Guide. eBook. Retrieved from https://sites.google.com/site/themoocguide/ Gose, B. (2012). 4 Massive open online courses and how they work. The Chronicle of Higher Education. Online Learning. Section B, MOOC Madness. 8-11. Johnson, L., Adams Becker, S., Cummins, M., Estrada, V., Freeman, A., and Ludgate, H. (2013). Massively open online courses time-to-adoption horizon: One year or less. NMC Horizon Report: 2013 Higher Education Edition. Austin, Texas: The New Media Consortium, 11-14. Keiner, R. (2013, January 8). The future of public universities: Can they compete with newer models? CQ Researcher, 23(3), 53­80. Mackness, J., Mak, S. & Williams, R. (2010). The ideals and reality of participating in a MOOC. Networked Learning Conference 266­275. Morrison, D. (June 4, 2013). The summer list: Professional development MOOC opportunities. MOOC News and Review. Retrieved
28 MOOC WORKSHOP from: http://moocnewsandreviews.com/the--summer--list--professional-- development--mooc--opportunities/ Morrison, D. (April 22, 2013). The ultimate guide to xMOOCs and cMOOCs. MOOC News and Review. Retrieved from: http://moocnewsandreviews.com/ultimate--guide--to--xmoocs--and--cmoocso/ Rodriguez, C. O. (2012). MOOCs and the AI--Stanford Like Courses: Two Successful and Distinct Course Formats for Massive Open Online Courses. European Journal of Open, Distance and E--Learning, pp. 1­13. Pappano, L. (2012, November 2). The year of the MOOC. The New York Times. Retrieved from : http://www.nytimes.com/2012/11/04/education/edlife/massive--open-- online--courses--are--multiplying--at--a--rapid--pace.html?pagewanted=all&_r=0 Siemens, G. (2005). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology and distance learning,2(1), 1--6. What you need to know about MOOC's. (2013) The Chronicle of Higher Education. Retrieved from http://chronicle.com/article/What--You--Need--to--Know--About/133475/

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