%0 Conference Paper %1 morpatterns %A Mor, Yishay %A Warburton, Steven %B Proceedings of EuroPLoP 2016 %D 2016 %K MOOC classroom design flipped patterns video %T Patterns for Using Video in MOOCs %U https://www.researchgate.net/publication/312495129_Patterns_for_Using_Video_in_MOOCs %X MOOCs have established themselves as a significant feature in the educational landscape. Some effective practices and sustainable models are now emerging, despite initial criticisms, particularly around progression and completion figures. However, strong pedagogical models and good practices are still lacking. The MOOC Design Patterns project (Warburton & Mor, 2015) utilised the Participatory Patterns Workshops (PPW) methodology (Mor,2013; Mor, Warburton, & Winters, 2012) to engage experienced MOOC designers in a process of collaborative reflection and pattern mining. It produced over 20 patterns, many of which have already been published (Köppe et al, 2015; Liyanagunawardena et al, 2015; Warburton & Mor, 2015). The project also led to a special issue of eLearning Papers, where several additional MOOC design pattern papers were published (Lackner, Ebner & Khalil, 2015; Littlejohn & Milligan, 2015). Most MOOCs rely heavily on videos which are often a mixture of talking heads, slidecasts and tablet captures. The majority look like chopped and chunked traditional lecture delivery and are produced without careful thought to the educational effectiveness of this medium. As a corollary to the MOOC design project, we have recently begun to focus on the specific issue of using videos in MOOCs. This paper presents five patterns that emanated from this effort, four of which were identified after the completion of the project

@inproceedings{morpatterns, abstract = {MOOCs have established themselves as a significant feature in the educational landscape. Some effective practices and sustainable models are now emerging, despite initial criticisms, particularly around progression and completion figures. However, strong pedagogical models and good practices are still lacking. The MOOC Design Patterns project (Warburton & Mor, 2015) utilised the Participatory Patterns Workshops (PPW) methodology (Mor,2013; Mor, Warburton, & Winters, 2012) to engage experienced MOOC designers in a process of collaborative reflection and pattern mining. It produced over 20 patterns, many of which have already been published (Köppe et al, 2015; Liyanagunawardena et al, 2015; Warburton & Mor, 2015). The project also led to a special issue of eLearning Papers, where several additional MOOC design pattern papers were published (Lackner, Ebner & Khalil, 2015; Littlejohn & Milligan, 2015). Most MOOCs rely heavily on videos which are often a mixture of talking heads, slidecasts and tablet captures. The majority look like chopped and chunked traditional lecture delivery and are produced without careful thought to the educational effectiveness of this medium. As a corollary to the MOOC design project, we have recently begun to focus on the specific issue of using videos in MOOCs. This paper presents five patterns that emanated from this effort, four of which were identified after the completion of the project}, added-at = {2017-10-18T23:15:31.000+0200}, author = {Mor, Yishay and Warburton, Steven}, biburl = {https://www.bibsonomy.org/bibtex/2083652fd5b31451ae998d1fde0733559/yish}, booktitle = {Proceedings of EuroPLoP 2016}, interhash = {49a167defd082fe1f732394c2121bef5}, intrahash = {083652fd5b31451ae998d1fde0733559}, keywords = {MOOC classroom design flipped patterns video}, timestamp = {2017-10-18T23:15:31.000+0200}, title = {Patterns for Using Video in MOOCs}, url = {https://www.researchgate.net/publication/312495129_Patterns_for_Using_Video_in_MOOCs}, year = 2016 }