Overview[edit | edit source]
When it comes to running your course the word delivery is particularly inappropriate! The delivery of your course is not just the unloading of content into the participants brains! Running your course will be time consuming, complex and should probably involve a team.
Most time during the running of a course is spent communicating with participants. There are many sorts of communication activities including:
- Trouble shooting
These communications can occur through many different channels:
- Email individual
- Email group
[edit | edit source]
One of the biggest issues facing MOOC participants (and facilitators) is information overload, particularly in discussion forums. Great advice is offered by Ignatia de Waard 2014:
“You must not read or react to everything that is posted”
However it is still easy to get drawn into spending hours exploring the conversations occuring around the course. So it is important to provide clear advice to both particiants and tutors about how to effectively manage this abundance. Example strategies:
- Strategies for participants: identify and follow a subset of participants in the discussion forums.
- Strategies for tutors: set a limited time period to review forums per day/week.
[edit | edit source]
Think about who would make up your course team and what their roles would be.
For each of the 5 communication activity types identify at least one example.
For each example allocate responsibility within your team and consider the appropriate channel/channels to use.
Write 2 bullet lists of advice/strategies to address the common issue of abundance/overload.
- Advice for participants
- Advice for facilitators
Share your examples and bullet lists in the online workspace
Resources[edit | edit source]
- Ignatia de Waard, Inge, 2014, MOOC YourSelf - Set up your own MOOC for Business, Non-Profits, and Informal Communities, ebook.
- Kop, R., Fournier, H., & Sui Fai Mak, J. (2014). A Pedagogy of Abundance or a Pedagogy to Support Human Beings? Participant Support on Massive Open Online Courses. International Review of Research in Open and Distance Learning, 12(7), 1–11.
- Ross, J., Sinclair, C., Knox, J., Bayne, S., & Macleod, H. (2014). Teacher Experiences and Academic Identity: The Missing Components of MOOC Pedagogy. MERLOT Journal of Online Learning and Teaching, 10(1), 57–69.