Title: Teaching and assessment methods and interaction
Course: Digivisio DEMO: Planning and creating a MOOC > Section: Pedagogical planning of a MOOC

Once the learning outcomes of the course have been set, it is time to consider the teaching and learning methods to be used in the MOOC as well as the assessment methods. The key to choosing methods is that the selected learning and teaching methods will enable learners to achieve the set learning outcomes and, on the other hand, that the selected assessment methods measure the level at which, and the degree to which, learners have achieved the competence specified in the learning outcomes.

Interaction can also play an important role in the learning process. In MOOCs, interaction can be synchronous or asynchronous. Interaction can take place between different MOOC actors, for example among learners or between learners and the teacher. Asynchronous interaction is typical of xMOOC-type courses that can be taken wherever and whenever, whereas synchronous interaction is typical of cMOOC-type courses where interaction is a key aspect and essential part of the course and its completion.

Next, you will take a closer look at choosing teaching, learning and assessment methods as well as opportunities for interaction from the learner’s and the teacher’s perspectives and from the viewpoints of xMOOCs and cMOOCs.

Learner:
From the learner's perspective, the extent to which the learning and teaching methods selected for the course support and enable the achievement of the competence defined in the learning outcomes is essential. It is also important that the assessment methods measure the aspects they should measure, in other words how well the learner has achieved the learning outcomes. Synchronous or asynchronous interaction during the course may support the learner's learning and offer an opportunity to look at the topic to be learned from different perspectives.

Teacher:

From the teacher’s perspective, the key is that the selected learning and teaching methods enable learners to achieve the set learning outcomes and, on the other hand, that the selected assessment methods measure the level at which, and the degree to which, the learners have achieved the competence specified in the learning outcomes. For example, if the aim is to identify the different dimensions of something, the learner must be provided with materials and activities that enable them to absorb the topic to be learned and the dimensions, and the assessment methods should then measure how well they are able to name the different dimensions. If the aim is that learners are able to apply or use what they have learned to do something else, the materials and activities must also give the learner opportunities to practice this, and the assessment method must be able to assess how the learner is able to apply or use the topic to be learned to do something else. Deciding if the learning will include either synchronous or asynchronous interaction is also part of choosing the learning and teaching methods.

xMOOC

An xMOOC is typically a course learners complete independently and on their individual schedules. Consequently, the fact that synchronous attendance or scheduled peer assessment cannot be used must be accounted for when selecting the teaching, learning, and assessment methods. In xMOOCs, there is also typically no teacher guidance available during the course, but the teacher designs the course and selects the teaching and learning, and assessment methods before the learning process begins. In the absence of teacher guidance, completing an xMOOC requires good self-direction on the part of the student.

In xMOOCs, automated assessment is used. In practice, this means that the assessment consists of different tests and assignments for which a score or grade can be awarded automatically: the grades and scores are saved to the virtual learning platform without the teacher’s contribution to the assessment. Additionally, asynchronous discussion assignments and similar may be used, however without scoring. Some virtual learning platforms and their assignment types also enable automated feedback given to learners at a general level.

The use of automated assessment tools can be expanded by introducing progress monitoring of studies, which is enabled by most virtual learning platforms. Progress monitoring can be used to set different preconditions and requirements for the participants related to the contents and assignments of the course. Alternatively, the learner can themselves mark some content as having been dealt with or an assignment as completed. As its name suggests, progress monitoring helps learners keep track of their progress in the studies and see what they have already done and what they may still need to do, which supports the completion of their studies.

cMOOC

Learners’ joint learning process and interaction are typically emphasised in cMOOCs. To achieve this, it is consequently important that the selected teaching and learning methods enable interaction between learners, either synchronously or asynchronously, as well as joint knowledge building and sharing.  In practice, this means using different assignments completed in a forum or group assignments. The course may also include tests and individual assignments, similarly to xMOOCs.

In cMOOCs, the teacher can be involved in facilitating the learning process, and assessment by the teacher or peer assessment are also possible. Progress monitoring can additionally be used in cMOOCs to support the advancement of the learning process and completion of studies.

See the examples below to learn more about ideas for automated assessment on a virtual learning platform. You should note that the assessment options are not the same in all virtual learning environments, which is why you may come across differences. However, the objective of this activity is to provide you with ideas and options that will help you plan your MOOC. The activity was implemented using H5P Course Presentation tool.
Idea for automated assessment.h5p

TIP

You can also find ideas for teaching, learning and assessment methods suitable for your MOOC in:
Verkkoaktiviteettien jaksollinen järjestelmä: EoI6V-DXIAMNCRy (4096×2894) (twimg.com), yhdistää osaamistavoitteet ja verkko-oppimisen aktiviteettityypit (Akseli Huhtanen, 2020, following Bloom's taxonomy)

Fill in the teaching and assessment methods in your pedagogical manuscript. Pay attention to at least the following:
- Which learning and teaching methods enable and support the achievement of the learning outcomes you have set?
- Will you use numerical grades or the pass/fail scale to assess the course? What is the minimum score for passing the course?
- Will all assignments be assessed or only some, and what is a meaningful way of assessing them?
- For which learning outcomes can automated assessment be used, and which require the teacher's work input?
- Does the course involve interaction? When and how will the interaction take place? Who interacts with whom?
- What are the objectives of the interaction? What added value will the planned interaction bring to the course?
- What about the tools for monitoring the progress of studies, can they be used?

References

Bates, A. 2015. Teaching in a digital age. Available: https://www.tonybates.ca/teaching-in-a-digital-age/

Biggs, J. B., & Tang, C. S. (2011). Teaching for quality learning at university: what the student does (4th ed.). Society for Research into Higher Education.

Image: Virve Pekkarinen using DALL.E AI tool.