Please share in the evaluation of my sustainability MOOC: Jeff Waistell

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Jeff Waistell
21 February 2013

To further develop this evaluation, your views on the following reflections are welcomed, where learners are involved in the process of evaluating a sustainability MOOC:

1. Gain attention - this stage of the MOOC is very important for drawing in a massive open audience. The best way of gaining attention in the domain of sustainability is to develop discussion of how environmental events are affecting people's lives,. e.g. using social media to discuss current news on the wild weather that comes from climate change. 
2. Identify objective - this is an interesting aspect; with the MOOC being massive and open, there are many and diverse objectives amongst stakeholders and sustainability matters in different ways to different people. It is important to pose the question: "What is sustainability and how does it affect you?"
3. Recall prior learning - review definitions, knowledge and experience of sustainability to produce a collage of understanding.
4. Present stimulus - ask learners to speed-date other species via Google and then to speed-date each other, to compare learning about species, habitats and sustainability, in order to outline a conservation plan for species. 
5. Guide learning - show example of a conservation plan.
6. Elicit performance - ask students to further develop their own conservation plans of a species in their locale.
7. Provide feedback - ask learners to compare and contrast their plans 
8. Assess performance - ask learners to score each others' plans. 
9. Enhance retention/transfer - ask learners how the conservation plans can become personal action plans to support their own campaigning in support of their chosen species.

Gagne, R., Briggs, L. & Wager, W. (1992). Principles of Instructional Design (4th Ed.). Fort Worth, TX: HBJ College Publishers.

 

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Tom Reeves
3:41pm 21 February 2013


I really like the way you have employed Gagné’s Nine Events Model to describe the Sustainability MOOC. The idea of “speed dating” other species sounds particularly intriguing, but I would like to know more about how this would be implemented. There is usually one or more endangered species in the news (this week it seems to be sharks: http://www.bbc.co.uk/nature/21497049 )

Perhaps a little interactive tool or checklist could be a developed to help participants document their speed dates. I Googled “speed dating checklist” and there are a number of them online, a few quite rude. They cover categories such as: Chemistry, Lifestyle, Intelligence, Appearance, Energy, Economics, Health, Humor, Politics, Religion, etc.

What would be the categories that could be used to document a speed date with an endangered species?

Tiffany Crosby
11:19pm 23 February 2013


Well learners have to consider the broader impact of their conservation plan (e.g., impact on economies, quality of life, other species or natural resources, etc.). One of the challenges that I noted with many  iconservation plans is that efforts to address one issue often creates others. For example, hybrid cars require electric recharging stations which use water. Water shortages already exist and will get worse as the population expands. So an effort to stave off environmental damage from fossil fuels is worsening water supply issues which also impacts all life forms. How do you balance the two? Only crossfunctional, collaborative thinking is going to create a solution that balances all the relevant factors. So I really like the idea of shared plans.

I think this type of analysis fits within elicit performance, providing feedback, and assessing performance

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