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New Learning
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Design Principles and Practices
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Karthik Krishnan
William Cope
Jason Berg.png "Rita van Haren")
Rita van Haren
Abc20 XyzReda Sadki’s Updates
What kind of MOOC for the Red Cross?
Lisa Lane has a simple, practical classification for massive open online courses (MOOCs): they are network, task or content-based.
So which would be right for the Red Cross's MOOC which I've been thinking about?
My thinking right now is that our MOOC should be a hybrid of network-based and task-based. The goal will be both discovery (task-based) and conversation (network-based). The tasks will emphasize discovery in the sense that they ask the learner to participate in and/or complete web-based projects related to the topic either by their format (ex: a serious game is an innovative form of learning) or their content (ex: a web site about innovation and technology). The learning will be distributed and the formats variable. There will be many options for completing each assignment, but a certain number and variety of assignments will need to be completed, in an effort to expose learners to many different ways in which technology and innovation can be used to “change the world”. Summative assessment will be based on a self-assessment against the learning objectives, although the learners will receive a certificate and there may be awards and badges during the course.
PS I got no comments to my first post about the Red Cross MOOC. Was it too long? Too far-removed from your own concerns? Let me know.
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Hi Reda. I'm really interested in what you have to say here. It rhymes with some of my professional aspirations before I started my PhD. I worked as a communications associate at a United Nations NGO that attempted to develop a social networking platform that would both provide a matchless information resource on global aging/older persons human rights issues coupled with networking opportunities for NGO workers and academics abroad dealing with these issues. We hoped to provide the resources, contacts and best practices to these people so that they could petition their government UN representatives with the facts about aging issues to influence their policy decisions. The ultimate goal was to create a binding instrument or treaty before the UN general assembly, something akin to children or women's rights treaties in the past. The conversations our team had about how these goals could be accomplished often centered on this very philosophical point with the use of web-based learning technologies - should we be primarily knowledge sharing or knowledge generating (creating)? Both are essential in the advocacy process.