Matt Crosslin

EduGeek Journal | "Ed Tech Skeuomorphs and Dual Layer MOOCs" http://wp.me/p5OA92-gC -layermoocs

Matt Crosslin

Planning for a Successful MOOC

Planning for a Successful MOOC

Location: University of Texas at Arlington's LINK Research Lab

Time:

Ends:

This roundtable discussion will focus on recent tales from the front lines of MOOC design, development, implementation and evaluation. The facilitator, Matt Crosslin, served as the lead designer of the Data, Analytics, and Learning (DALMOOC) offered through UT Arlington's LINK Lab in the Fall of 2014. Topics to be discussed will include: content quality issues, technology issues to be aware of, limitations and possibilities of MOOCs, participant engagement through social media outlets, and dual layer / multiple pathways approach to MOOC design. Are you currently offering a MOOC? Do you think you might be called upon to create a MOOC in the future? Are you just curious about what MOOCs look like behind the scenes? Participants at all levels of experience are welcome to ask questions and contribute ideas and concerns.

http://www.uta.edu/linklab/events/guest-speakers/matt-crosslin.php

Matt Crosslin

Matt Crosslin

EduGeek Journal » Measuring Success in MOOCs (or More Specifically, DALMOOC) http://www.edugeekjournal.com/2015/01/14/measuring-success-in-moocs-or-more-specifically-dalmooc/

Matt Crosslin

Reading: "Context Is King: Why Today's MOOCs Don't Meet Corporate Needs" | WIRED http://www.wired.com/2015/01/context-is-king-moocs-corporate-needs/

"We need to return to the MOOC as originally envisioned: social learning" says Todd and Siemens. I agree. We keep bringing all educational ideas back to instructivism, because that is what we are comfortable with.

Matt Crosslin

Understanding Instructional Designs and Teaching Strategies of Massive Open Online Courses

Presentation at AERA 2015

Location: Chicago. IL

Time:

Ends:

This study examined instructional designs and teaching strategies of Massive Open Online Courses (MOOCs), with a focus on the activities and expectations for students to complete the courses. It is hoped that such an examination will help in the development of a course taxonomy which will help learners set better expectations before they take college-level courses. This effort will also provide guidance for instructional design and technology choices beyond MOOC settings in a global learning environment, since emerging designs such as MOOCs are often designed for learners who would otherwise not having an opportunity to learn. Therefore, this taxonomy could be helpful to learners from different cultures, due to differences in language backgrounds and cultural experiences of learning.