MOOC Design: Poetry MOOC
Description
This web-based massive open online course (MOOC) was designed as the final project for ETEC 622, E-Learning Theory and Learning with Dr. Bert Kimura. It incorporates synchronous, asynchronous and web-based technologies. It is characterized by open access and open network learning. Much of the design of this MOOC was based on DS106, the digital storytelling MOOC created by Alan Levine. The structure of the MOOC is reflective of the connectivism of the Internet itself: instead of a hub, in which the instructor is at the center, interaction in a MOOC is more like a web, where participants learn most from each other.
We began designing our MOOCs by discussing our ideas with a group of peers and with the T.A., Ross Uedoi. After talking with Ross and my group, I thought a little more about the purpose of the MOOC, and what the MOOC does well, and how I could take advantage of it. The MOOC might not be the best for giving individualized feedback to each participant. But what the MOOC might do well is build a community where teachers around the state could meet and help each other. The MOOC might be a good way for teachers to find others who might share their interests, and/or problems in the classroom.
The other tool that I learned from class on Thursday was ScoopIt and TheTweetedTimes, which could be imbedded into a website. These curation tools could be used to aggregate lessons and plans--learners could use an RSS feed to submit their work to a website. Twitter could be imbedded into a widget on the site, and used for short posts, and questions.
Points raised by Kay and Mya include archiving the Boot Camp presentations, and parallel tracks for teachers and high school students. Mya also discussed student disabilities, and considering their needs. I’ve modified implementation in order to take into account these concerns.
You can see the site at: http://thepoetrywritingcourse.weebly.com/
You can download the facilitator's guide HERE.
Peer Feedback
From Kay Hamada
I. Your idea focuses on poetry writing for teachers of K-12 grade levels at both public and private schools. Your MOOC also includes a F2F component, and will run throughout the school year.
It seems to be a project that would be useful for teachers who have a range of poetry writing experience, though probably most helpful to those who are new to poetry writing or don't feel comfortable working with such assignments in their classes. I thought it was interesting that you plan to do a F2F component, which would help facilitate that community experience even further.
II. I especially liked that this is a community and confidence-builder for the teacher. Often times we forget that writing poetry can be equally as challenging to the educator as it is to the students.
I also liked that you incorporated tools we learned about recently. It was great that you pointed out that it would be challenging to provide individual feedback so the MOOC was more for building community.
III. I liked that your ideas were so organized, and was very impressed that you were already thinking in the context of the facilitator's guide. I was wondering if had a chance to check out the mapping tools online, as I think a visual element would have looked great to complement your ideas.
I also liked that you built in "PD credits" as incentive for your MOOC. I was wondering if there would be a way for people who do not attend the F2F session online to "catch up" on that information. Also, would people who don't attend the F2F session but do the rest of the work still be eligible to earn PD credits?
...maybe the F2F component could be taped and posted using video tools like YouTube, or presentations could be recorded using Screenr while you're giving the actual presentations in the summer orientation.
From Mya Eveland
Great concept!...a MOOC to encourage poetry. What I read (heard) from your post is that not only will the MOOC encourage poetry but help teachers answer, “How can poetry writing meet common core standards”, which is a great incentive for participation. You made a wonderful point that the teachers have the academic vocabulary to analyze poetry, but lack the confidence to write their own poetry, and are unsure of how poetry writing fits into their curriculum. I think this happens for most of us that have to confine our selves with “work” and do not have outlets for developing our creativity. Allowing teachers to have a platform to not only develop their own creativity but resources to teach their students is very valuable.
I noticed in your ‘overall description’ that you mentioned the MOOC will be deigned “to encourage poetry writing among teachers and high school students” and then in ‘Context’ you mentioned the MOOC would be for Hawaii teachers, K-12 to build a community. Will there be two separate components, one for teachers K-12 and one for high school students? I have been debating this question myself, where as I too am incorporating teacher professional development in my MOOC. Yet there is a great impact that can be developed incorporating two parallel MOOCs per say that support one another – one for teachers and one for students. Developing a “community” aspect that you stated does have the potential for individuals becoming more comfortable sharing - with all subjects and ages. For instance, students can hold “slam” poetry sessions from their homes with students across the nation or worldwide where otherwise they may be uncomfortable ‘performing’ in public.
I was wondering since your topic is poetry, which is associated with reading/writing, if you have considered how to be inclusive of students with learning disabilities? Reading/writing subject matter can turn those students away but now a days there are many cool technologies that can help these students. Perhaps even incorporating a quick training for teachers to make them aware of the resources could be a simple point to add with great return.
From Eddie Merc (T.A.)
Well-designed site with appropriate content for MOCC audience. I also liked the assessment portion of the MOOC web-site. Excellent work on the context portion of the guide, Susan! I also liked the examples from that section. Overall, nice work on the research aspects and implementation steps for your MOOC course.
AECT Standards it Meets
Standard 1: DESIGN
Candidates demostrate the knowledge, skills, and dispositions to design conditions for learning by applyin principles of instructional systems design, message design, instructional strategies, and learner characteristics.
1.1.a Utilize and implement design principles which specify optimal conditions for learning.
1.1.1.a Write appropriate objectives for specific content and outcome levels.
1.1.b Identify theories from which a variety of ID models are derived and the consequent implications.
1.2.a Apply principles of educational psychology, communications theory, and visual literacy to the selection of media for macro- and micro-level design of instruction.
1.4.b Describe and/or document specific learner characteristics which influence the selection of instructional strategies.
1.1.5.a Demonstrate congruency among goals/objectives, instructional strategies, and assessment measures.
Standard 2: DEVELOPMENT
Candidates demonstrate the knowledge, skills, and dispositions to develop instructional materials and experiences using print, audiovisual, computer-based, and integrated
technologies.
2.0.6 Create instructional or professional products using technology resources such asCD-ROMs, laser discs, Web pages, digital technologies, and other emerging technology resources.
2.0.7 Apply principles of learning theories and research to create effective learning environments.
Standard 3: UTILIZATION
Candidates demonstrate the knowledge, skills, and dispositions to use processes and resources for learning by applying principles and theories of media utilization, diffusion, implementation, and policy-making.
3.3.3 Identify and implement strategies to engage stakeholders in the process of diffusion, adoption, and dissemination.
3.3.3 Identify strategies to maintain use after initial adoption.
Standard 4: MANAGEMENT
Candidates demonstrate knowledge, skills, and dispositions to plan, organize, coordinate, and supervise instructional technology by applying principles of project, resource, delivery system, and information management.
4.0.1 Implement and evaluate a micro-level technology plan in an appropriate setting.
4.3.1 Implement and evaluate delivery system management techniques using current research.
Standard 5: EVALUATION
Candidates demonstrate knowledge, skills, and dispositions to evaluate the adequacy of instruction and learning by applying principles of problem analysis, criterion-referenced measurement, formative and summative evaluation, and long-range planning.
5.0.3 Apply theories underlying the five educational technology domains to instructional projects.
5.0.4 Identify and apply strategies to develop and implement a long-range plan for an SMETS program or project.
This web-based massive open online course (MOOC) was designed as the final project for ETEC 622, E-Learning Theory and Learning with Dr. Bert Kimura. It incorporates synchronous, asynchronous and web-based technologies. It is characterized by open access and open network learning. Much of the design of this MOOC was based on DS106, the digital storytelling MOOC created by Alan Levine. The structure of the MOOC is reflective of the connectivism of the Internet itself: instead of a hub, in which the instructor is at the center, interaction in a MOOC is more like a web, where participants learn most from each other.
We began designing our MOOCs by discussing our ideas with a group of peers and with the T.A., Ross Uedoi. After talking with Ross and my group, I thought a little more about the purpose of the MOOC, and what the MOOC does well, and how I could take advantage of it. The MOOC might not be the best for giving individualized feedback to each participant. But what the MOOC might do well is build a community where teachers around the state could meet and help each other. The MOOC might be a good way for teachers to find others who might share their interests, and/or problems in the classroom.
The other tool that I learned from class on Thursday was ScoopIt and TheTweetedTimes, which could be imbedded into a website. These curation tools could be used to aggregate lessons and plans--learners could use an RSS feed to submit their work to a website. Twitter could be imbedded into a widget on the site, and used for short posts, and questions.
Points raised by Kay and Mya include archiving the Boot Camp presentations, and parallel tracks for teachers and high school students. Mya also discussed student disabilities, and considering their needs. I’ve modified implementation in order to take into account these concerns.
You can see the site at: http://thepoetrywritingcourse.weebly.com/
You can download the facilitator's guide HERE.
Peer Feedback
From Kay Hamada
I. Your idea focuses on poetry writing for teachers of K-12 grade levels at both public and private schools. Your MOOC also includes a F2F component, and will run throughout the school year.
It seems to be a project that would be useful for teachers who have a range of poetry writing experience, though probably most helpful to those who are new to poetry writing or don't feel comfortable working with such assignments in their classes. I thought it was interesting that you plan to do a F2F component, which would help facilitate that community experience even further.
II. I especially liked that this is a community and confidence-builder for the teacher. Often times we forget that writing poetry can be equally as challenging to the educator as it is to the students.
I also liked that you incorporated tools we learned about recently. It was great that you pointed out that it would be challenging to provide individual feedback so the MOOC was more for building community.
III. I liked that your ideas were so organized, and was very impressed that you were already thinking in the context of the facilitator's guide. I was wondering if had a chance to check out the mapping tools online, as I think a visual element would have looked great to complement your ideas.
I also liked that you built in "PD credits" as incentive for your MOOC. I was wondering if there would be a way for people who do not attend the F2F session online to "catch up" on that information. Also, would people who don't attend the F2F session but do the rest of the work still be eligible to earn PD credits?
...maybe the F2F component could be taped and posted using video tools like YouTube, or presentations could be recorded using Screenr while you're giving the actual presentations in the summer orientation.
From Mya Eveland
Great concept!...a MOOC to encourage poetry. What I read (heard) from your post is that not only will the MOOC encourage poetry but help teachers answer, “How can poetry writing meet common core standards”, which is a great incentive for participation. You made a wonderful point that the teachers have the academic vocabulary to analyze poetry, but lack the confidence to write their own poetry, and are unsure of how poetry writing fits into their curriculum. I think this happens for most of us that have to confine our selves with “work” and do not have outlets for developing our creativity. Allowing teachers to have a platform to not only develop their own creativity but resources to teach their students is very valuable.
I noticed in your ‘overall description’ that you mentioned the MOOC will be deigned “to encourage poetry writing among teachers and high school students” and then in ‘Context’ you mentioned the MOOC would be for Hawaii teachers, K-12 to build a community. Will there be two separate components, one for teachers K-12 and one for high school students? I have been debating this question myself, where as I too am incorporating teacher professional development in my MOOC. Yet there is a great impact that can be developed incorporating two parallel MOOCs per say that support one another – one for teachers and one for students. Developing a “community” aspect that you stated does have the potential for individuals becoming more comfortable sharing - with all subjects and ages. For instance, students can hold “slam” poetry sessions from their homes with students across the nation or worldwide where otherwise they may be uncomfortable ‘performing’ in public.
I was wondering since your topic is poetry, which is associated with reading/writing, if you have considered how to be inclusive of students with learning disabilities? Reading/writing subject matter can turn those students away but now a days there are many cool technologies that can help these students. Perhaps even incorporating a quick training for teachers to make them aware of the resources could be a simple point to add with great return.
From Eddie Merc (T.A.)
Well-designed site with appropriate content for MOCC audience. I also liked the assessment portion of the MOOC web-site. Excellent work on the context portion of the guide, Susan! I also liked the examples from that section. Overall, nice work on the research aspects and implementation steps for your MOOC course.
AECT Standards it Meets
Standard 1: DESIGN
Candidates demostrate the knowledge, skills, and dispositions to design conditions for learning by applyin principles of instructional systems design, message design, instructional strategies, and learner characteristics.
1.1.a Utilize and implement design principles which specify optimal conditions for learning.
1.1.1.a Write appropriate objectives for specific content and outcome levels.
1.1.b Identify theories from which a variety of ID models are derived and the consequent implications.
1.2.a Apply principles of educational psychology, communications theory, and visual literacy to the selection of media for macro- and micro-level design of instruction.
1.4.b Describe and/or document specific learner characteristics which influence the selection of instructional strategies.
1.1.5.a Demonstrate congruency among goals/objectives, instructional strategies, and assessment measures.
Standard 2: DEVELOPMENT
Candidates demonstrate the knowledge, skills, and dispositions to develop instructional materials and experiences using print, audiovisual, computer-based, and integrated
technologies.
2.0.6 Create instructional or professional products using technology resources such asCD-ROMs, laser discs, Web pages, digital technologies, and other emerging technology resources.
2.0.7 Apply principles of learning theories and research to create effective learning environments.
Standard 3: UTILIZATION
Candidates demonstrate the knowledge, skills, and dispositions to use processes and resources for learning by applying principles and theories of media utilization, diffusion, implementation, and policy-making.
3.3.3 Identify and implement strategies to engage stakeholders in the process of diffusion, adoption, and dissemination.
3.3.3 Identify strategies to maintain use after initial adoption.
Standard 4: MANAGEMENT
Candidates demonstrate knowledge, skills, and dispositions to plan, organize, coordinate, and supervise instructional technology by applying principles of project, resource, delivery system, and information management.
4.0.1 Implement and evaluate a micro-level technology plan in an appropriate setting.
4.3.1 Implement and evaluate delivery system management techniques using current research.
Standard 5: EVALUATION
Candidates demonstrate knowledge, skills, and dispositions to evaluate the adequacy of instruction and learning by applying principles of problem analysis, criterion-referenced measurement, formative and summative evaluation, and long-range planning.
5.0.3 Apply theories underlying the five educational technology domains to instructional projects.
5.0.4 Identify and apply strategies to develop and implement a long-range plan for an SMETS program or project.