EdMedia 2015 - Montreal, Quebec, Canada, June 22-24, 2015

MOOCs Design and Development: Using Active Learning Pedagogy and

Instructional Design Model in MITx Courses on the edX Platform
Yashu Kauffman
MIT Skoltech Initiative
Massachusetts Institute of Technology
United States
yashu@mit.edu
Douglas Kauffman
Boston Medical Center
Boston University
United States
douglas.kauffman@bmc.org

Abstract: This paper describes the process we use to design and develop the structure and pedagogy of
Massive Online Open Courses (MOOCs). By using the infrastructure and digital affordances of MITx
courses on the edX platform, this paper is focused on establishing a design model embedding active
learning pedagogy and instructional design concept, which includes analyzing learners background
information, identifying types of content knowledge, constructing intended learning outcomes,
designing interactive learning activities, and developing authentic assessments. Finally, suggestions of
active learning strategies on MOOCs are provided to facilitate the design and development of MOOCs
and digital learning.

Introduction
The digital revolution has magnified the important role that learning environments play in fostering student
learning. In conventional teaching-learning situations, students learn knowledge by reading textbooks, attending
classes, listening to lectures, and taking notes all in a very particular and linear way. The affordances from
traditional learning environments (e.g., lectures, note-taking format, or content delivery) basically provide limited
opportunities for students to perceive new information, pay attention, interact with teachers, and perform
academically. However, with the trend of the technology transformation, digital learning environments present new
opportunities for students to embody and facilitate their own learning. For example, even during a lecture, students
are not passive learners in a digital learning environment. When a teacher explains a main concept during a class, the
students may use online search engines (e.g., Google or Bing) to explore further information related to the concept,
take notes via online note-taking tools (e.g., Evernote), and deeply process new knowledge. If students have
questions about certain topics, they may look for online tutorial videos (e.g., Kham Academy) or use digital social
news and discussion media (e.g., Reddit or wikis) to get feedback from peers and/or external resources. These digital
technologies all share one characteristicthey provide non-linear affordances for learners to perceive, act upon, and
interact with learning environments and to construct their own knowledge with authentic examples from the real
world.
Digital learning itself is not new. Massive open online courses (MOOCs), however are an innovative
format of digital learning. Unlike Learning Management System (LMS) or open-source learning platforms (e.g.,
Blackboard Inc. or Moodle), the framework of a MOOC is its interactivity rather than serving as a digital archive
tool. For example, Harvard University and MIT collaboratively launched edX platform for MOOCs in 2013 and
released HarvardX and MITx online courses to enhance residential education, advance teaching-learning
interactivity, and increase access to online learning opportunities worldwide. Over the first year from the fall of
2013 to the summer of 2014, HarvardX and MITx produced 17 courses on the edX platform that quantitatively
measured the learners engagement by tracking every click as they used instructional materials (e.g., videos, lecture
notes, and problem sets), participated in social discussion, and completed learning activities and assignments.
According to the year 2 report (Ho, et al., 2015), there are 1.7 million participants, 10 million participant-hours, and

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EdMedia 2015 - Montreal, Quebec, Canada, June 22-24, 2015

1.1 billion logged events in 68 courses on edX. The report indicates that edX, one of the MOOCs platforms, has
served as an digital learning approach to increasing large number of enrollments and providing an innovative dataset for online learning research and an contemporary method for blended teaching practice.
Demonstrating MOOCs effectiveness quantifying learning opportunities worldwide has been well
documented. We, are also interested in assessing the quality of MOOC teaching and learning (i.e., effectiveness)
Specifically, does MOOC learning enhance students motivation, learning strategies usage, and cognitive abilities
such as problem solving and critical thinking? According to HarvardX and MITxs first year report (Ho., et al.,
2014), the average course certification rates are only 6% among all registrants in the course and 9% among
registrants who viewed the course (the registrants who accessed less than half of the available chapters of the
course). Does this finding suggest that MOOCs might only increase the number of learners who intended to enroll a
course but not make an influence on students actual learning or a courses effectiveness? Relatedly, what does a
good MOOC look like? Should we focus on the rates of certification before knowing how to design and develop a
MOOC to facilitate registrants learning satisfaction? The purpose of this paper is to address the following questions
based on the design experiences and examples of MITx courses on the edX platform:
a.
b.
c.

What are the steps of constructing MOOCs from the perspective of instructional design?
What is the pedagogical (including cognition and motivation) framework of MITx on edX?
What are the significant design elements of MOOCs to increase learning effectiveness?

A 5C Model for MOOCs Design

Why do we need the knowledge of instructional design when we talk about course development, teaching
and learning strategies, and assessments and evaluations? Furthermore, some researchers (e.g., Gallego &
Hollingsworth, 1992; Leu, et al., 2015) used the phrase new literacies to represent different perspectives related to
reading and writing with online technology. If new literacies are essential in digital learning, how do instructors
design their instructional materials differently and effectively in MOOCs?
First, what is instructional design? In order to connect the actual instruction and learner-initiated actions,
the middle ground should explore the balance between instructional strategies and learning strategies to facilitate
the required cognitive processing (Smith & Ragan, 2001). Specifically, according to Reigeluth (1999), effective
instruction should include elements that foster cognitive learning: clear information, thoughtful practice, informative
feedback, and strong intrinsic or extrinsic feedback. By integrating significant instructional models and digital
online learning, the following 5C model (see figure 1) is developed based on MOOCs learning:

1. Construct
intended learning
outcomes (ILOs)

3. Create
content
structure

5. Conduct
summative
assessments
MOOCs

2. Consider
prior knowledge/
motivational
belief

4. Conceive
active
learning
activities

Formative Feedback
Figure 1. 5C Model for MOOCs Design

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EdMedia 2015 - Montreal, Quebec, Canada, June 22-24, 2015

1.

Learning context analysis! Construct intended learning outcomes

The first step in preparing a course is constructing the intended learning outcomes (ILOs) describing the
terminal behaviors for students to be able to achieve at the end of the course. Blooms taxonomy (1956)
provides a theory-based guide to classify ILOs with specific, measurable, and observable descriptions. In
teaching-learning settings, the ILOs are supposed to be constructed based on the dimension of knowledge,
the goals of programs or departments, and the instructional objectives of curriculum. Due to the linear
format of traditional classes, ILOs are usually specified or addressed at the beginning of each course,
session, or class. However, in MOOC learning environment, all the affordances (e.g., links, texts, videos,
and click-buttons) are presented on one page in a non-linear way. Learners have complete autonomy to
decide which step to go next and then start to build their schema based on which affordance they use to
interact with their abilities (e.g., prior knowledge). If the guidance is absent or the course objective is not
clear, it could result in the development of misconceptions when learners establish their mental models or
decreasing learners self-efficacy for completing the course. Therefore, as a MOOC designer or instructor,
providing an affordance with clear ILOs is critical for online learners, particular novices, to perceive and
construct accurate mental models to proceed the learning process. Table 1 shows a matrix of a MITx ILOs
based on Blooms taxonomy and the knowledge dimension from Anderson & Krathwohl (2001).

2.

Learner analysis! Consider cognitive prior knowledge and motivational beliefs

After constructing the ILOs for a course, the next step is to understand the target audiences characteristics
including cognitive ability (e.g., prior knowledge) and motivational beliefs (e.g., individuals goals, selfefficacy, or attribution). In MOOCs, it is a challenge to get a precise understanding of learners
characteristics through direct conversation or observation. However, it could be an advantage to use the
digital technology to create instruments and collect the related information from the target learners. For
example, by adopting existing motivational instruments or creating cognitive questionnaires to measure
learners prior knowledge, goals of enrolling the course, self-efficacy for completing certain tasks in the
course, or attributions when they encounter learning experiences of success or failure, MOOC instructors or
designers are able to adjust the ILOs to meet learners needs.

3.

Learning task analysis! Create content structure

Several types of instructional structure are used effectively in traditional teaching-learning settings based
on the analyses of learners and learning context. For example, problem-based, project-based, sequential,
cause-effect, or discussion-based designs are common structures for face-to-face learning environments. In
MOOCs, the unique features are self-directed learning and peers (from all over the world) interaction. From
that point of view, the instructional structures focused on problem-based and/or self-regulated learning, and
peer collaborations are more applicable and effective to optimize the affordances of online technology and
the learners effectiveness/abilities.

4.

Instructional strategies design ! Conceive active learning activities

Active learning is a process whereby students engage in learning activities that promote application,
analysis, synthesis, and evaluation of new knowledge of course contents (Prince, 2004). What can
instructors do to facilitate active learning on MOOCs? There are any number of teaching strategies that can
be employed to actively engage students in the learning process, including group discussions, problem
solving, case studies, reflective scientific writing, and self-assessment (see Table 2). By using these
strategies, instructors can motivate students to engage in critical thinking and meaningful learning, promote
retention and transfer of new information, and improved interpersonal skills with digital affordances. For
example, Figure 2 shows the affordances of a MITx course to facilitate active learning.

5.

Assessment and evaluation development! Conduct assessments

In order to understand if students achieve the ILOs that instructors construct for the course, the formative
and/or summative assessments could be a type of resource of gathering the information. Using exit
questionnaire is another strategy to compare learners characteristics before and after completing MOOCs.

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EdMedia 2015 - Montreal, Quebec, Canada, June 22-24, 2015

Table 1: The matrix of constructing intended learning outcomes of a MITx course
Blooms
Taxonomy (1956)!

The Knowledge Dimensions (Anderson & Krathwohl, 2001)

!
Factual
a. Knowledge of
terminology
b. Knowledge of
specific details
and elements

Conceptual
a. Knowledge of
classifications and
categories
b. Knowledge of principles
and generalizations
c. Knowledge of theories,
models, and structures

Procedural
a. Knowledge of subjectspecific skills and algorithms
b. Knowledge of subjectspecific techniques and
methods
c. Knowledge of criteria for
determining when to use
appropriate

Metacognitive
a. Strategic knowledge
b. Knowledge about
cognitive tasks,
including appropriate
contextual and
conditional
knowledge
c. Self-knowledge

Characterize the geographic

distribution of energy resources
and variation in energy
development across Russia,
China, US
Explain the roles of markets and
prices, government regulation,
and other factors in energy
systems

Comprehension!

Apply key analytical frameworks

to describe and explain energy
systems at various levels of
aggregation

Application!
$
Analysis!
Synthesis!

Analyze choices and constraints

regarding sources and uses of
energy

Integrate information into

proposed policy alternatives

Evaluation!
$

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Evaluate analysis and

decision-making methods
in complex energy
contexts

EdMedia 2015 - Montreal, Quebec, Canada, June 22-24, 2015

Table 2: The matrix of 5C model for MOOCs design
The Knowledge
Dimensions
Course
Learning Outcome
(Based on Blooms
Taxonomy)
Learning Outcomes
Framework
(Department/
University)
Content Structure

Active Learning
Examples

Online Tools
Functions
MOOC Examples

MITx/edX
Infrastructure

Conceptual

Procedural

Metacognitive

Comprehension

Analysis

Application

Synthesis

Evaluate

1. Disciplinary
Knowledge and
Reasoning

1. Disciplinary
Knowledge and
Reasoning

1. Disciplinary Knowledge
and Reasoning
4. Leading the Innovation
Process

4. Leading the Innovation

Process

4. Leading the Innovation

Process

Conceptualization
Concept Map

Problem-solving

Problem-solving
Role-playing

Communication
Collaboration

Self-reflection
Self/Peer-assessment
Self-regulation
Providing learners with
structured reflective
reminders, such as
journal reflection

Creating an outline or a concept map before

starting to write or examining to determine
potential approach to reach your
goal/outcome.
Searching
Enable location of
resources
Access/Download
instructional materials
Courseware
Course Info
Course Handout

Processing
Provide cognitive
support
Template and
programming
applications
Unit: Problem/
video

Providing and encouraging the use of help function sin

productivity tools to assist learners with trouble-shooting
and problem-solving
Arranging for an expert to demonstrate how to perform
a task so learners can observe and ask questions.
Processing
Communicating
Provide cognitive support
Mechanisms for
exchanging ideas
Problem-based/ ProjectUse
based assignment
synchronous/asynchronous
communication tools
Wiki
Discussion
Unit: Problem/Video

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Manipulating
Testing theories/beliefs
Quiz/Exams
Exit Survey
Assessment (self, peer, or
instructor)
Exit Survey

EdMedia 2015 - Montreal, Quebec, Canada, June 22-24, 2015

You can create different

activities/assignments in each Unit.
Figure 2: The affordances of MITx courses on the edX platform

Conclusions
Formative feedback is a critical element in the 5C model for MOOCs design. It could be effectively
embedded in active learning. One of the aims of active learning is to let instructors (subject matter experts) have
more direct opportunities to guide and interact with students (novices) and to transform novice problem solvers into
experts. Instructors may design prompts that ask questions to individual or groups with the purpose of increasing
their awareness of thinking process and let students have accountabilities to identify problems, select strategies,
evaluate outcomes by their self-concepts. By having this interactive teaching-learning strategy, learners would be
able to practice their solutions or strategies with MOOC peers and get direct feedback from their instructors via the
infrastructure of MOOC platforms. It is a type of intrinsic motivation that enhances an individuals self-awareness of
knowing that learning certain subject or content knowledge is important to them and of enjoying the learning
process itself. Once students are intrinsically motivated, learning distractions (e.g., checking emails, dropping off
class, cheating, etc.) will decrease (Graham & Weiner, 1996).

References
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Taxonomy of educational objectives: Complete edition, New York: Longman.
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committee of college and university examiners. Handbook I: Cognitive Domain. NY, NY: Longmans, Green.
Gallego, M., & Hollingsworth, S. (1992). Multiple literacies: Teachers evolving perceptions. Language Arts, 69, 206213.
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Ho, A. D., Chuang, I., Reich, J., Coleman, C. A., Whitehill, J., Northcutt, C. G., Williams, J. J., Hansen, J. D., Lopez, G., &
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