Translational Science – MOOC Specialization

I was on the initial LXD team that began designing a MOOC specialization on translational science. We collaborated with faculty to start working on series-level design, then moved into course-level design.

SERIES-LEVEL DESIGN

I contributed to many design elements that make up the series-level design affordances for the Translational Science MOOC series.

Among those was “homework” for the faculty lead for the specialization, which helped us get more insight into how the faculty lead conceives of the goals and outcomes of the series. This document allowed me to Foster Productive Professional Relationships and helped me Contribute to Resources that hopefully can be used in future course and series design strategies.

The Faculty Lead “Homework” I designed

I, along with the LXD’s on the project, also helped give feedback on the series-level learning outcomes. This feedback cycle allowed me to further Create Documentation, Apply Knowledge of Instructional Design and Technology Affordances, and Foster Productive Professional Relationships as we collaborated on our course objectives.

the Series-Level Learning Outcomes

ASSESSMENT SLIDES

I contributed to a presentation that gave faculty collaborators insights into how MOOC assessments work. I helped format the slides for this presentation, and also lead the discussion around Coursera Discussion forums. I was able to Create Documentation by formatting to the slides, and Applied Knowledge of Instructional Design and Technology Affordances by using my fluency with assessment types (particularly my expertise in facilitating discussion forums) to contribute to this presentation.

Some of the assessment slides I presented on for the Translational Science assessment presentation

PERSONAS

I developed a great deal of learner personas for the Translational Science series. These personas were created in collaboration with the course faculty’s visions of potential series learners. In this way, I was able to Foster Professional Relationships, Create Resources, and Apply Knowledge of Instructional Design and Technology to formulate a set of learner personas that represented data-driven learner characteristics along with the design team and course faculty’s aspirations for series learners.

One of the learner personas I developed for the Translational Science Series.