the emma 5d mooc framework

The 5D

MOOC Framework

Barcelona, October 21, 2016

EMMA: A MOOC platform for cultural diversity and

multilingualism

Marcelo Maina (Professor at Psichology & Educational Sciences Department)

Lourdes Guàrdia (Academic ICT Programe Director at UOC and Professor at Psichology & Educational Sciences Department)

ObjectiveTo inform about the different aspects of MOOC

creation and delivery as well as to support stakeholders in decision making

Target

To support the adoption of MOOC as a strategy, including administrative and logistic

issues

Teachers & professorsEducational designers

Senior level-stakeholders& Decisions makers Institutional Pedagogical

To provide guidelines for MOOC design and facilitation

Technical

To implement and integrate the learning environment

TechnologistsDevelopers

Identification of existing MOOC frameworks

Selection of criteria for comparison

Analysis and synthesis

Identification of EMMA main attributes

Alignment of EMMA attributes into frameworks synthesis

Elaboration

Frameworkelaboration

1

2

3

45

6




Elaboration3

Source 1 2 3 4 5 6 7 8Dimension

Design (of MOOC)Media PedagogySpace (platform)Assessment (of learning)Learner profileTime (pace, modality)Support (tech & facilitation)Knowledge type (content)

Pedagogical TechnologicalInterface designEvaluationManagementResource supportEthicalInstitutional

GeneralContextInstructionalResourcesAssessments & feedbackHuman (role, status, etc.)Functionalities

Interactive Learning EnvironmentLearner background and intentionTechnology infrastructureEvidence-based improvement

Resources categoryHumanIntellectualEquipmentPlatformDesign decision categoryGeneral DescriptionTarget LearnersPedagogical ApproachesObjectives & CompetencesLearning contentsAssessment ActivitiesComplementary Technologies

DESIGN:PlatformCourse structureContents and activitiesLogisticsAccreditationSocial components

DEPLOYMENT:

Course evolutionParticipants engagement

They found 3 main characteristics frequently found in other frameworks OpennessBarriers to PersistenceModels

Open MassiveUse of multimedia Degree of communicationDegree of collaboration Learning pathwayQuality Assurance Amount of reflectionCertification Formal learningAutonomy Diversity

General topic Related dimensions identified in the literatureDesign Design of MOOCs, general description, course structure, openness, massivePedagogy Pedagogy, Time (pace, modality), Pedagogical, Instructional, Pedagogical approaches, Objectives &

Competences, Activities, Course evolution, Degree of communication, Degree of collaboration, Learning pathway, Amount of reflection, Formal learning, Autonomy, Diversity

Platform Space, Technological, Interactive Learning Environment, Technology infrastructure, Complementary Technologies, Platform, Equipment

Functionalities Interface design, Functionalities Assessment Assessment of learning, Evaluation, Assessment & Feedback, Evidence-based improvement, Assessment

activities Content Knowledge Type (content), Contents, Learning contentsSupport Support (tech & facilitation), Management, Resource support, Human (role, status, etc.), Human,

Intellectual, Logistics, Participants engagementLearner profile Learner profile, Learner background and intention, Target learners Media Media, Resources, Use of multimediaAccreditation Accreditation, CertificationInstitution Institutional, General, ContextOthers Quality assurance, Ethical, Barriers to persistence, Models, Social components

1 2 3 4 5 6 7 8Design (of MOOC)Media PedagogySpace (platform)Assessment (of learning)Learner profileTime (pace, modality)Support (tech & facilitation)Knowledge type (content)

Pedagogical TechnologicalInterface designEvaluationManagementResource supportEthicalInstitutional

GeneralContextInstructionalResourcesAssessments & feedbackHuman (role, status, etc.)Functionalities

Interactive Learning EnvironmentLearner background and intentionTechnology infrastructureEvidence-based improvement

Resources categoryHumanIntellectualEquipmentPlatformDesign decision categoryGeneral DescriptionTarget LearnersPedagogical ApproachesObjectives & CompetencesLearning contentsAssessment ActivitiesComplementary Technologies

DESIGN:PlatformCourse structureContents and activitiesLogisticsAccreditationSocial components

DEPLOYMENT:

Course evolutionParticipants engagement

They found 3 main characteristics frequently found in other frameworks OpennessBarriers to PersistenceModels

Open MassiveUse of multimedia Degree of communicationDegree of collaboration Learning pathwayQuality Assurance Amount of reflectionCertification Formal learningAutonomy Diversity




Elaboration4

• Functionalities & platform • Multicultural & Multilingual• Translation & Transcription • Personalization & Aggregator • Learner experience• Learner interaction • Monitoring & Evaluation




Elaboration5






Elaboration

Frameworkelaboration

1

2

3

45

6

Set of questions 5 D MOOC FRAMEWOK

5 stages (MOOC implementation)

?Examples

The EMMA 5D MOOC framework is a way to describe the full cycle of MOOC creation and delivery

Description

Establishing the overall purpose and scope

DESIGNDecisions regarding the planning of the MOOC

> >EMMA 5D MOOCFramework

> >

> >DECIDE

>

>

DEVELOPProduction of learning

materials and the integration of all media

content and services into the MOOC delivery

platformDELIVEREnsuring that all the process

goes as planned or accorded to

DOCUMENTProcess of documenting and reflecting on the decisions

that have been taken in relation to the MOOC from

start to end focusing on quality assurance and

improvement

DOCUMENT

> >

> >

> >>

>

DEVELOP

DECIDE

•Learner target•Course structure•Time management •Learning and assessment activities•Modality•Learner degree of interaction, communication, collaboration and engagement•Teacher role•Learning environment characteristics and functionalities

•Strategies for course follow up •Course improvements

•Teacher and learner support•Monitoring strategies for learner interaction •Technical support

•MOOC content development•Learning environment customization•Translation and transcription •Media and multimedia integration

•Organizational context•Legal issues•MOOCs logistics •Certification and accreditation•Cultural and linguistic diversity•Technology infrastructure•Management and development team

Institutional

Pedagogical

Technical

DELIVER

DESIGN

EMMA 5D MOOCFramework

DECIDE

Transcription

Translation (student view)

• Multicultural and multilingual diversity

•Is your MOOC cultural sensitive?•Does the platform support multilingual MOOCs?

•Does the platform provide any translation/transcription service or application?

•Does the institution provide any policy in multicultural and/or multilingual issues?

DESIGN

Webinar: MOOC design E.g. EMMA functionality: Add peer assessment

• Learning and assessment activities

•What learning activities will better support the learning objectives? •Which role will the learner play? •What role do assessment activities play?

•Does the MOOC platform support different assessment strategies (self and peer assessment, and formal evaluation)?•Are assessment and evaluation MOOC platform functionalities connected to the certification module?

•Do the evaluation qualifications of the institution apply to MOOCs?

DEVELOP• Media and multimedia integration

•Does the teacher have the skills for content integration?•How can I test the MOOC to ensure that all functionalities are working?•Which channels for dissemination can I consider?

•Does the technical support comprise MOOC media integration and learning environment configuration?

DELIVER• Monitoring strategies for learner interaction

•Which kind of feedback will I give the learner and when?•How to guarantee sustainable interaction among learners?

• Does the platform provide comprehensive learning analytics for MOOC delivery monitoring and support intervention?

DOCUMENT• Course improvements

•What relevant information should be collected to improve the course design, implementation and delivery? How and when?•How will the collected data be analyzed and interpreted?•How will learner satisfaction with the course be assessed?

•Does the collected data provide relevant information about the institutional MOOC initiative?•Has the institution set up an integral data collection strategy for the MOOC implementation (e.g. MOOC and increasing enrolment, institution wider visibility, impact on online learning strategy or quality, etc.)?

Questions for you…

• How this framework could support your decision to run and/or implement a MOOC?

• Which should be a user-friendly way to present the framework?

{mmaina, lguardia } @uoc.edu

[email protected]#Eumoocs - @EUmoocs https://www.facebook.com/EUmoocs/

https://platform.europeanmoocs.eu/