Variations in Pedagogical Design of Massive Open Online Courses (MOOCs) Across Disciplines

Given that few studies have formally examined pedagogical design considerations of Massive Online Open Courses (MOOCs), this study explored variations in the pedagogical design of six MOOCs offered at the University of Toronto, while considering disciplinary characteristics and expectations of each MOOC. Using a framework (Neumann et al., 2002) characterizing teaching and learning across categories of disciplines, three of the MOOCs represented social sciences and humanities, or “soft” MOOCs, while another three represented sciences, or “hard” MOOCS. We utilized a multicase study design for understanding differences and similarities across MOOCs regarding learning outcomes, assessment methods, interaction design, and curricular content. MOOC instructor interviews, MOOC curricular documents, and discussion forum data comprised the data set. Learning outcomes of the six MOOCs reflected broad cognitive competencies promoted in each MOOC, with the structure of curricular content following disciplinary expectations. The instructors of soft MOOCs adopted a spiral curriculum and created new content in response to learner contributions. Assessment methods in each MOOC aligned well with stated learning outcomes. In soft MOOCs, discussion and exposure to diverse perspectives were promoted while in hard MOOCs there was more emphasis on question and answer. This study shows disciplinary-informed variations in MOOC pedagogy, and highlights instructors’ strategies to foster disciplinary ways of knowing, skills, and practices within the parameters of a generic MOOC platform. Pedagogical approaches such as peer assessment bridged the disciplines. Suggestions for advancing research and practice related to MOOC pedagogy are also included.

From Seminar to Lecture to MOOC: Scripting and Orchestration at Scale

Stian Haklev

This dissertation investigates the design of large online courses from the pedagogical perspective of knowledge communities. Much of the learning sciences literature has concerned itself with groups of up to 20-30 students, but in universities, courses of several hundred to more than a thousand students are common. At the same time, new models for life-long and informal learning, such as Massive Open Online Courses, are emerging. Amidst this growing enthusiasm for innovation around technology and design in teaching, there is a need for theoretically grounded innovations and rigorous research around practical models that support new approaches to learning. One recent model, known as Knowledge Community and Inquiry (KCI), engages students in the co-construction of a community knowledge base, with a commonly held understanding of the collective nature of their learning, and then provides a sequence of scaffolded inquiry activities where students make use of the knowledge base as a resource. Inspired by this approach to designing courses, the research began with a redesign of an in-service teacher education course, which increased in size from 25 to 75 students. This redesign was carefully analyzed, and design principles extracted. The second step was the design of a Massive Open Online Course for several thousand in-service teachers on technology and inquiry, in collaboration with an affiliated secondary school. A number of innovative design ideas were necessary to accommodate the large number of users, the much larger diversity in terms of background, interest, and engagement among MOOC learners, and the opportunities provided by the platform. The resulting design encompasses a 6- week long curriculum script, and a number of overlapping micro-scripts supported by a custom- written platform that integrated with the EdX platform in a seamless manner. This thesis presents the course structure, including connection to disciplinary principles, its affordances for community and collaboration and its support of individual differentiated learning and collective epistemology. It offers design principles for scripting and orchestrating collective inquiry designs for MOOCS and higher education courses.

University of Toronto2016

Semiautomatic Annotation of MOOC Forum Posts

Pierre Dillenbourg, Lukasz Kidzinski, Weizhe Liu

Massive online open courses' (MOOCs') students who use discussion forums have higher chances of finishing the course. However, little research has been conducted for understanding the underlying factors. One of the reasons which hinders the analysis is the amount of manual work required for annotating posts. In this paper, we use machine learning techniques to extrapolate small set of annotations to the whole forum. These annotations not only allow MOOC producers to summarize the state of the forum, but they also allow researchers to deeper understand the role of the forum in the learning process.

Springer-Verlag Singapore Pte Ltd2016

Embodiment Sensitivity to Movement Distortion and Perspective Taking in Virtual Reality

Henrique Galvan Debarba

Despite recent technological improvements of immersive technologies, Virtual Reality suffers from severe intrinsic limitations, in particular the immateriality of the visible 3D environment. Typically, any simulation and manipulation in a cluttered environment would ideally require providing feedback of collisions to every body parts (arms, legs, trunk, etc.) and not only to the hands as has been originally explored with haptic feedback. This thesis addresses these limitations by relying on a cross modal perception and cognitive approach instead of haptic or force feedback. We base our design on scientific knowledge of bodily self-consciousness and embodiment. It is known that the instantaneous experience of embodiment emerges from the coherent multisensory integration of bodily signals taking place in the brain, and that altering this mechanism can temporarily change how one perceives properties of their own body. This mechanism is at stake during a VR simulation, and this thesis explores the new venues of interaction design based on these fundamental scientific findings about the embodied self. In particular, we explore the use of third person perspective (3PP) instead of permanently offering the traditional first person perspective (1PP), and we manipulate the user-avatar motor mapping to achieve a broader range of interactions while maintaining embodiment. We are guided by two principles, to explore the extent to which we can enhance VR interaction through the manipulation of bodily aspects, and to identify the extent to which a given manipulation affects the embodiment of a virtual body. Our results provide new evidence supporting strong embodiment of a virtual body even when viewed from 3PP, and in particular that voluntarily alternating point of view between 1PP and 3PP is not detrimental to the experience of ownership over the virtual body. Moreover, detailed analysis of movement quality show highly similar reaching behavior in both perspective conditions, and only obvious advantages or disadvantages of each perspective depending on the situation (e.g. occlusion of target by the body in 3PP, limited field of view in 1PP). We also show that subjects are insensitive to visuo-proprioceptive movement distortions when the nature of the distortion was not made explicit, and that subjects are biased toward self-attributing distorted movements that make the task easier.