1. Diana Laurillard London Knowledge Lab Institute of Education, London Introduction to designing MOOCs: Theory, practice and evidence What The Research Says: Designing for MOOCs 28 November 2014

2. Computer Supported Collaborative Learning - for professionals?

3. MOOCs and Myths >9000 teachers registered, 174 countries https://www.coursera.org/course/ictinprimary A MOOC for professional development

4. The MOOC as professional development Not for undergraduates We are not learning how to teach undergraduates on the large scale Coursera average IOE-UNESCO MOOC 85% 89% have degrees

5. Can MOOC platforms support collaborative learning? RequirementsWhat technology can offer 1. A shared task goal– for the teacher to specify ✓ 2. ResourcesWeblinks, digital libraries, OER repositories ✓ 3. The means to discussOnline discussion forums ✓ 4. Guidance on the processStudy guide: Roles, scripts, worksheets, teacher role -- 5. The means to construct and revise Applications for visual representation design, user-generated content X 6. The means to share outputsDesign environment, file exchange, file management X 7. The means to test ideas and solutions to meet the task goal A modelling environment that gives intrinsic feedback on the learner’s solution X (Laurillard 2012)

6. Curating resources and orchestrating activities Study guide defines activities as Core or Optional and estimates duration Study guide sequences and orchestrates work with resources and tools linked to forums Building a personal portfolio in their Course Journal

7. Crowd-sourcing: to collect >300 resources https://groups.diigo.com/group/ict-in-primary-education

8. Sharing ideas: Padlet wall on computational thinking http://padlet.com/wall/ho8667b77501

9. Teachers sharing ideas to build their own plans Teachers build on each others’ ideas, not just posting statements to a forum Teachers sharing ideas to build their own plans

10. Testing the pedagogy - the post-course survey

11. On this MOOC, each week had a guided sequence of timed activities. Please indicate which statements you agree with below: Is the guided sequence important I prefer not to have a guided sequence as you always know what you have to do anyway … because it's less complicated … because then I can do things in any order I like to have a guided sequence because it helps you get more out of the MOOC … because it gives an idea of how long each activity is going to take … because it's as if the instructor is there guiding you

12. How useful were these elements of the course material? Peer reviewing

13. Comparison with other ULIA MOOCs Much higher level of engagement in forums, due to Cohort Study guide link to specific issues and outputs

14. How good was it? Did not suffer from low production values Benefitted from homogeneous peer group

15. A problem for which MOOCs are a solution MOOCs work well for collaborative professional development MOOCs can support online collaborative learning to professionalise teachers as learning designers on the large scale So it is very important for MOOC platforms to be able to support the activities needed for collaborative learning