ONBOARDING XMOOC PROJECT TEAMS

Abstract

Purpose: The goal was to design and test a best-practice Onboarding approach, informed by literature and an instructor survey, to address challenges in executing MOOC projects, and to improve the Onboarding experience for MOOC instructors and project teams. Theory: The author compiled challenges and best practices into the ADDIE framework as inspiration for selecting critical learning objectives for an Onboarding curriculum, employing the 70-20-10 model (McCall, Lombardo, Lombardo, & Morrison, 1988). Iterative design techniques were informed by thoughtful interaction design (Stolterman & Löwgren, 2004). Evaluation of a beta prototype was conducted using the framework proposed by (McKenney & Reeves, 2012) Method: The project team previewed the alpha prototypes of a MetaMOOC learning design. The beta prototype was developed with indicative content and formally evaluated with five experts using qualitative interviews. Coding of the feedback included categories to inform future iterations. Results: Evaluations of the beta prototype learning (formative) objectives and content provided showed these to be largely appropriate with suggested improvements. The design (summative) objectives were proven to be unrealistic. The author recommends a more comprehensive curriculum as well as project management toolkit, spanning the entire project lifecycle.