Hapgood

Mike Caulfield's latest web incarnation. Networked Learning, Open Education, and Online Digital Literacy

The mixably Open Online Course (mOOC). Part I: Module Structure.

This is an off the cuff presentation of the module structure in the Psych course we are developing, which shows some of the possibilities of combining multiple OER into a course designed for institutional reuse. Part II will talk more about the mixability piece.

I started this project to in part show how easy this is for institutions to do. I found that is is not hard work, but it takes a *lot* of time to structure a semester’s worth of modules at this level. Accordingly, my impression of the value has shifted — I find it hard to imagine that a faculty member could find the time to build out something at this level on their own — and that’s a huge argument for open production and collaboration.

mikecaulfield's avatar

Posted by:

mikecaulfield

The infolit guy.

6 responses to “The mixably Open Online Course (mOOC). Part I: Module Structure.”

  1. The mixably Open Online Course (mOOC). Part I: Module Structure. « Mike Caulfield

    […] via Hapgood https://hapgood.us/2013/01/04/the-mixably-open-online-course-mooc-part-i-module-structure/ […]

    Reply
  2. benjaminharwood Avatar
    benjaminharwood

    Very cool project for TLT instructional designers folks to tackle.

    Reply
  3. VanessaVaile Avatar
    VanessaVaile

    Reblogged this on MOOC Madness.

    Reply
  4. moocdesign Avatar
    moocdesign

    Reblogged this on moocdesign.

    Reply
  5. Stael Ruffinelli Avatar
    Stael Ruffinelli

    What a promise-

    Reply
  6. Jared Stein Avatar
    Jared Stein

    Mike, lots of respect here. “This is the big promise. This is the thing that was supposed to happen, but never really happened. All these little tiny pieces … would eventually create this larger architecture… pick out the pieces that work, pick out the pieces that don’t.” Recognizing that structuring this stuff is the hard part, and that, perhaps, is one of the barriers to remix that has stymied that potential of the OER — and let’s include LO — movement.

    I love your use of computer-generated text-to-speech. It’s a low-cost, fast, and allows students to engage with critical content in different ways.

    I’d done this in online courses in the past, but paired with a recommended study strategy: I suggested that students not use the audio recording as their first engagement with the text (I’m not going to cite any research here, but it should be apparent that audio narration can be subject to “design principles” that support attention and comprehensive just as print design does for readability. Out-of-the-box text to speech won’t give you much flexibility.), but for study and review, to reinforce the comprehension gained through initial reading(s).

    Regardless, I think this is a fascinating application of the technology to enable flexibility and possibly enhance learning.

    Reply

Leave a comment