Sommer Max, Ritzhaupt Albert D, Muller Keith E, Glueck Deborah H
University of Florida.
University of Colorado Denver.
J Form Des Learn. 2019 Dec;3(2):97-110. doi: 10.1007/s41686-019-00037-y. Epub 2019 Dec 13.
The purpose of this design and development case is to share our experiences in the transformation of a face-to-face workshop into a Massive Open Online Course (MOOC) for a prominent MOOC platform. The goal of the workshop and MOOC is to teach learners how to conduct appropriate power and sample size analysis for multilevel and longitudinal studies in social and behavioral health research. Learners include people from across the biomedical research spectrum, from students to full professors. We first describe the design and development frameworks and processes used to create the three-day, face-to-face workshop. Then, we detail the design and development approach to transform this face-to-face workshop into a MOOC. At a macro-design level, we employed backward design (Wiggins & McTighe, 1998) as an instructional design framework. At a micro-design level, we used a combination of the first principles of instruction, the cognitive theory of multimedia learning, the nine events of instruction, and design recommendations for MOOCs found in the literature. We report the results of a formative evaluation of the MOOC. Finally, we provide closing remarks, lessons learned, and the next steps for the instructional program.
本设计与开发案例的目的是分享我们在将一个面对面研讨会转变为面向一个著名慕课平台的大规模在线开放课程（MOOC）过程中的经验。该研讨会和慕课的目标是教导学习者如何在社会和行为健康研究中对多层次和纵向研究进行适当的功效分析和样本量分析。学习者包括生物医学研究领域的各类人群，从学生到正教授。我们首先描述用于创建为期三天的面对面研讨会的设计与开发框架及流程。然后，我们详细阐述将这个面对面研讨会转变为慕课的设计与开发方法。在宏观设计层面，我们采用逆向设计（威金斯和麦克泰格，1998）作为教学设计框架。在微观设计层面，我们结合了教学的首要原则、多媒体学习认知理论、教学的九个环节以及文献中找到的慕课设计建议。我们报告了该慕课形成性评价的结果。最后，我们给出结束语、经验教训以及该教学项目的下一步计划。
