Marcelo Maina and Lourdes Guàrdia from Universitat Oberta de Catalunya gave a presentation about the EMMA 5D MOOC Framework as part of the online events by expert pool Curriculum development & Course design within EMPOWER.
Unit-IV; Professional Sales Representative (PSR).pptx
The EMMA 5D MOOC Framework
1. 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)
2. Objective
To inform about the different aspects of
MOOC creation and delivery as well as to
support stakeholders in decision making
3. Target
To support the adoption of MOOC as a
strategy, including administrative and logistic
issues
Teachers & professors
Educational designers
Senior level-stakeholders
& Decisions makers Institutional Pedagogical
To provide guidelines for MOOC
design and facilitation
Technical
To implement and integrate the learning environment
Technologists
Developers
4. 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
Framework
elaboration
1
2
3
4
5
6
5. Identification of
existing MOOC
frameworks
Selection of
criteria for
comparison
Analysis
and
synthesis
Elaboration
3
Source 1 2 3 4 5 6 7 8
Dimen
sion
Design (of
MOOC)
Media
Pedagogy
Space
(platform)
Assessment
(of learning)
Learner profile
Time (pace,
modality)
Support (tech
& facilitation)
Knowledge
type (content)
Pedagogical
Technological
Interface
design
Evaluation
Management
Resource
support
Ethical
Institutional
General
Context
Instructional
Resources
Assessments &
feedback
Human (role,
status, etc.)
Functionalities
Interactive
Learning
Environment
Learner
background
and intention
Technology
infrastructure
Evidence-
based
improvement
Resources
category
Human
Intellectual
Equipment
Platform
Design
decision
category
General
Description
Target
Learners
Pedagogical
Approaches
Objectives &
Competences
Learning
contents
Assessment
Activities
Complementar
y Technologies
DESIGN:
Platform
Course
structure
Contents and
activities
Logistics
Accreditation
Social
components
DEPLOYMEN
T:
Course
evolution
Participants
engagement
They found 3
main
characteristics
frequently
found in other
frameworks
Openness
Barriers to
Persistence
Models
Open
Massive
Use of
multimedia
Degree of
communicatio
n
Degree of
collaboration
Learning
pathway
Quality
Assurance
Amount of
reflection
Certification
Formal
learning
Autonomy
Diversity
General topic Related dimensions identified in the literature
Design Design of MOOCs, general description, course structure, openness, massive
Pedagogy 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 contents
Support Support (tech & facilitation), Management, Resource support, Human (role, status, etc.), Human,
Intellectual, Logistics, Participants engagement
Learner profile Learner profile, Learner background and intention, Target learners
Media Media, Resources, Use of multimedia
Accreditation Accreditation, Certification
Institution Institutional, General, Context
Others Quality assurance, Ethical, Barriers to persistence, Models, Social components
1 2 3 4 5 6 7 8
Design (of
MOOC)
Media
Pedagogy
Space
(platform)
Assessment
(of learning)
Learner
profile
Time (pace,
modality)
Support
(tech&
facilitation)
Knowledge
type
(content)
Pedagogical
Technologica
l
Interface
design
Evaluation
Management
Resource
support
Ethical
Institutional
General
Context
Instructional
Resources
Assessments
& feedback
Human (role,
status, etc.)
Functionaliti
es
Interactive
Learning
Environment
Learner
background
and
intention
Technology
infrastructur
e
Evidence-
based
improvemen
t
Resources
category
Human
Intellectual
Equipment
Platform
Design
decision
category
General
Description
Target
Learners
Pedagogical
Approaches
Objectives &
Competence
s
Learning
contents
Assessment
Activities
Complement
ary
Technologie
s
DESIGN:
Platform
Course
structure
Contents
and activities
Logistics
Accreditatio
n
Social
components
DEPLOY
MENT:
Course
evolution
Participants
engagement
They found 3
main
characteristi
cs frequently
found in
other
frameworks
Openness
Barriers to
Persistence
Models
Open
Massive
Use of
multimedia
Degree of
communicati
on
Degree of
collaboratio
n
Learning
pathway
Quality
Assurance
Amount of
reflection
Certification
Formal
learning
Autonomy
Diversity
6. Identification of
existing MOOC
frameworks
Selection of
criteria for
comparison
Identification of
EMMA main
attributes
Elaboration4
• Functionalities & platform
• Multicultural & Multilingual
• Translation & Transcription
• Personalization & Aggregator
• Learner experience
• Learner interaction
• Monitoring & Evaluation
8. 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
Framework
elaboration
1
2
3
4
5
6
9. Set of questions 5 D MOOC
FRAMEWOK
5stages
(MOOC implementation)
Examples
The EMMA 5D MOOC framework is a way to
describe the full cycle of MOOC creation and
delivery
Description
10. Establishing the overall
purpose and scope
DESIGN
Decisions regarding the
planning of the MOOC
> >
EMMA 5D MOOC
Framework
>>>>
DECIDE
>>
DEVELOP
Production of learning
materials and the
integration of all media
content and services
into the MOOC delivery
platform
DELIVER
Ensuring that all the process
goes as planned or accorded to
DOCUMENT
Process 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
11. 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 MOOC
Framework
12.
13. 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?
14. 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?
15. 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?
16. 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?
17. 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.)?
18. 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?
I’m going to present in this part of the workshop the 5D MOOC framework. It presents the lessons learned from the Pilots experience and from the MOOC deployments, highlighting the best characteristics of the project that can be used by other actors in the future.
Let’s see how the framework was performed.
What’s the objective of the 5D EMMA Framework?
We decided to take an easy acronym like 5Ds and call it "EMMA 5Ds MOOC Framework". Its purpose is to “inform” about the different aspects of MOOC creation and delivery. Organized by 5 stages (each one starting with a D: Decide, Design, Develop, Deliver, Document), it includes main MOOC issues that must be addressed when deciding to run MOOCs. We think that considering all these stages contributes to highlighting the relevance and wide scope of EMMA (because we would like to highlight that it is not “one more platform”).
Taking into account the rich experience on EMMA, the framework addresses different targets and perspectives: institutional, pedagogical and technical
The framework can be used as a tool from three complementary perspectives among them:
Institutional, the institutional perspective helps senior level stakeholders and decision-makers to support the adoption of MOOCs as a strategy, addressing administrative and logistic issues.
Pedagogical, the pedagogical perspective supports teachers, professors and educational designers in providing guidelines for MOOC design and facilitation.
Technical, an the technical one is orienting technologists and developers to implement and integrate the learning environment.
But how we proceed for the framework elaboration? The first step consisted on a literature review on existing MOOC frameworks or MOOC classifications schemes. As a result of this process we identified fifteen relevant documents for analysis. Based on our experience in EMMA and the purpose of the objective related to the framework we established a set of categories for the analysis of the documents and sources:
Artefact: framework, model, guideline, etc.
Dimensions: components or elements present in the artefact.
Objective: purpose of the artefact.
Target: teacher, faculty, student, dean, principal, etc.
Nature: instrumental and/or conceptual; context dependent or generic.
Type: rubric, table, descriptive document, graphic, flowchart, etc.
Relevance (for EMMA): the extent to which the framework could be linked to EMMA.
Comments: additional observations.
Table 1. The third step consisted on the analysis of the selected literature according to the identified categories. As a result of this process, we elaborated a table listing the relevant features of each category. The Table shows an example of analysis for one source. Analysis of literature example
Table 2. After that, we searched for common but also unique charcteristics of each category and proceed to merge those referring to similar aspects. Regarding the “Dimensions” category, we compared all dimensions identified within each of the 8 studied artefacts and integrated them into one.
Table 3. This process led us to identify 12 general topics to group the dimensions from literature: Design; Pedagogy; Platform; Functionalities; Assessment; Content; Support; Learner profile; Media; Accreditation; Institution; and Others. This third Table shows the related dimensions per topic.
In parallel to the literature review process, we identified the most relevant attributes of the EMMA experience based on the most relevant project Deliverables (19) highlighting EMMA original contributions :
Functionalities & platform
Multicultural & Multilingual
Translation & Transcription
Personalization & Aggregator
Learner experience - Surveys
Learner interaction – Interactive learning environment is in the heart of the learning experience (Fournier & Kop, 2015). In the context of current model interactions between individual learners and collective learning process.
Monitoring & Evaluation – Monitoring and evaluation is important part of the MOOC model by providing possibilities to improve the MOOC designs and teaching practices for more deep learning experieces.
How EMMA attributes match into framework synthesis identified from literature. You can see in another colour the new attributes added in this table.
So, this is the full process followed. And the final results goes to propose the EMMA Framework
From this process, the reflection done addressed us to determine the 5 D, a set of question for each stage and examples.
But what’s the main goal of each step?
Some examples related to each stage…
The intention behind the framework is that people could use it as a tool (support to thinking, evaluating, decision making) in a useful way. That's why, in addition to the framework itself, we have included for each stage of the framework a set of key aspects together with a list of guiding questions organised according to the three framework perspectives; it also provides examples from the EMMA experience or other MOOC initiatives.
And what kind of questions we propose for each stage and perspective? Just to give you one example of one of the dimensions of DECIDE. Let’s see:
1st question: Do you think that the framework presented can help you in your decision making process? We tried to define an easy process, but should be interesting to know your opinion about the proposal.
2nd question: And what do you think that the framework should be presented? As a matrix? Using an application for decision making?