OCTOBER 1, 2014 DESIGNING MASSIVELY OPEN ONLINE CLASSES IN CCTALK AN INSTRUCTIONAL DESIGN DOCUMENT AARON KRAFT UNIVERSITY OF NEW MEXICO Organization, Information and Learning Sciences
Contents Overview... 2 Problem... 2 Aim... 2 Learner Analysis... 3 Characteristics... 3 Lifelong Learners... 4 Requirements... 4 Physical Requirements... 4 System and Hardware... 5 Prerequisite Knowledge... 6 Contextual Analysis... 7 Orienting Context... 7 Instructional Context... 8 Class Scheduling... 8 Transfer Context... 9 Branding... 9 Open Class PowerPoint templates... 9 Fonts and Color schemes... 11 Objectives and Presentation Strategies... 12 Activities... 13 Activity 1: Going to... 13 Activity 2: Job Interview... 15 Critical Reflections... 17
Overview Hujiang is a Shanghai-based company that integrates social networking, language training, and e- commerce into one website: Hujiang.com. In an exciting new initiative, Hujiang (HJ) is introducing massively open online courses for teaching foreign languages. Open classes are 55 minute-long synchronous class sessions, hosted online via HJ s native web application known as CCTalk. Open classes are accessible to anybody with an HJ account and can have, on average, between 100 to 1200 participants in each session. Open classes are a vehicle to showcase HJ s CCTalk software and teacher talent as a way to advertise the website s paid language courses. Problem Language training is big business in China. The English training market value was projected to have reached 30 billion yuan ($4.9 million USD) in 2010, and expected to grow in spite of a world-wide recession (American Language Training, 2009). HJ wants to develop within this market to be the solution for China s web-based language needs. The decision to host open classes is an experiment with a new economic model for the company. Classes are no longer the usual small sessions (2-15 people) that only paying students can access, but rather are free of charge and available to a massive number of students at one time. The program managers know that the massive audience draw for open classes could promote an abundance of e- commerce, but are unsure of how to ensure quality classes for impressing the participants. Aim It is believed that well-structured classes based on sound instructional principles will improve class quality and therefore attract more users to the website. Therefore, HJ would like to design classes in a manner that suits the CCTalk platform. This instructional design document will critically analyze the
CCTalk app; provide a contextual, learner, and design analysis as related to open classes; and demonstrate how the CCTalk platform can be utilized with best practices for facilitating instruction to an open class audience. Figure 1. Screen capture of a live open class session Learner Analysis Characteristics The open class audience is almost exclusively native Chinese, currently living in mainland China and Hong Kong. Expatriates make up the next community of learners, consisting largely of Chinese students enrolled in international exchange programs or work study partnerships with countries like Australia and Canada. Students are composed of both genders and can, theoretically, be of any age. However, most open class attendees are high school age to mid-adult, 16-35 years old. Many students will already have an
online social presence through applications like QQ, Sina-Weibo as well as through HJ s own social networking features. Lifelong Learners Learners still enrolled in compulsory and post-secondary education will use open classes to supplement their English courses. Postgraduates can be considered Lifelong Learners, i.e., adults who undertake learning on a voluntary, self-motivated basis having concluded initial education or training (Dept. of Education, 2000). Motivations vary in this group of learners. Some study as a hobby while others hope to make themselves marketable (and promotable) by improving their English skills. Figure 2. Advertisements for classes in CCTalk Requirements Physical Requirements Attending online class sessions through CCTalk requires basic physical motor skills relevant to operating a computer. Users will need to be able to use a mouse for navigating the CCTalk interface.
Users that can type at a moderate speed will be at an advantage for interacting with instructors and peers within the virtual classrooms. The ability to read (particularly Chinese) will help users to navigate the CCTalk interface both inside and outside of the virtual classrooms. While the ability to speak has a clear benefit for language learning purposes, it is not necessary for attending open classes. Figure 3. An empty CCTalk virtual classroom Learners with visual or hearing disabilities will need to have assistive technology such as screen reader software (JAWS, Windows Eyes, NVDA), screen magnification software (ZoomText, MAGic), or voice recognition software (Dragon Naturally Speaking). System and Hardware Neither Hujiang.com nor CCTalk are resource intensive. Users should have minimal problems with accessing courses using a PC or mobile device that meets the following minimum requirements: 1) A relatively fast and dependable internet connection (1 mbps or higher download speed) 2) System specifications: a PC or Mac running Windows
Windows XP or higher (winxp/win2003/win7/win8) At least 512MB of RAM DirectX 9.0 or above ios 5.0 or above iphone, ipad, ipod touch any mobile device that runs Android 3) Hardware: a microphone headset Prerequisite Knowledge Accessing courses through the CCTalk app will require users to have basic computer literacy. This includes the ability to download and install items such as the CCtalk.exe file. Users may need to be able to install, run and update drivers for certain hardware like headsets. Users can take full advantage of class sessions if they have familiarity with the CCTalk platform including finding their way to class and using the tools found within the virtual classrooms. Figure 4. CCTalk login screen
Open classes are available to all Hujiang users of regardless of their proficiency in a foreign language. However, for the sake of the open English classes covered in this document, intermediate English language skills are preferable. Contextual Analysis Orienting Context Students have many reasons to attend open class, though, most pressing are the economic ones. As stated earlier, language training, particularly English, is big business in China. This can be seen by the growth of the industry during the recent global economic recession. For example, due to the weakening British pound, it has never been cheaper for foreign students to study in UK and that fact that the, EFL (English as a Foreign Language) providers' association in English UK is overwhelmingly positive about prospects for 2009 despite one the worst recessions in recent history (Crunch is Good, 2008). As China is trying to increase its presence in world markets, and English is considered the standard link among enterprises in the realm of international trade. One example is GE in China who considers fluency in English a valued professional competence when hiring employees. Solid English skills may greatly facilitate the smooth functioning of international business. For example, according to GE s Chief Education Officer, staff may spend up to an hour or longer to prepare an e-mail, or for a phone call, in English for foreign clients. However, after improving English skills through training, staff can not only save a lot of time, but also better understand and participate in a global conference calls. GE China is just one example of how a high proficiency in a foreign language, usually English, can be economically advantageous for the Chinese (American Language Training, 2009).
Economic mobility aside, open classes are considered useful for other reasons as well. Learners can choose from a variety of languages, topics, and skill levels. Also, open classes make it convenient for learners to socialize, make friends, and interact with foreign teachers. Many may come to supplement their school s English courses, and for others, English is merely a hobby that they enjoy devoting themselves to. Instructional Context Classes are delivered through virtual classrooms within CCTalk - a native built application that students will need to download and install. CCTalk is a separate application from the HJ website, but users can use their hujiang.com username and password to login. As mentioned earlier, students will need a computer running Windows XP or above, a relatively stable internet connection, and a headset (headphones and microphone) to be able to access and communicate in the virtual classrooms. The user s environment should be free from distraction and as quiet as possible in order to keep ambient noises from bleeding onto the microphone when speaking. Class Scheduling Open classes are offered daily 8 am - 9 pm UTC, seven days a week. Although classes are offered regularly they do not necessarily follow a pre-determined curriculum. Rather, open classes are ad hoc, i.e., the topic and difficulty will depend on the instructor and can vary considerably from one class to the next. Curriculum-based classes are for paying students.
Figure 5. A sample of courses available in CCTalk Transfer Context As stated above, open classes are available to anyone who can create a Hujiang account. Consequently, the motivations for attending open classes are as varied as the student body. Students will likely use what they learn in an open class to supplement their school or university s English courses. Postgraduates and lifelong learners may apply their new knowledge to get a better job or promotion in the work place. Both younger and older students may use what they learn to interact with foreigners who are living in China. Ultimately, the lack of a pointed curriculum means that students are mainly selfmotivated learners; how the knowledge is transferred is their prerogative. Branding Open Class PowerPoint templates Open classes have unique PowerPoint templates created by the graphic design team at HJ.
The intro slide advertising free open class with foreign teachers: Figure 6. The opening slide Next is the instructor s introduction slide: Figure 7. The instructor s introduction Information can be displayed using generic content templates like these:
Figures 8. Sample content slides The last slide concludes with a class schedule reminder and barcodes that can be scanned with a mobile device to download the mobile versions of CCTalk: Figure 9. Last template slide for Open classes Fonts and Color schemes The font scheme is the product of image production and editing software, such as Adobe Photoshop, Illustrator, and Fireworks. The fonts cannot be easily recreated through a word processor.
Figure 10. The open class font scheme The color scheme is primarily composed of the following five hexadecimal numbers: Figure 11. The essential open class color scheme Objectives and Presentation Strategies Class activities should be developed according the most suitable instructional strategy and it is well known that constructivist instructional theory is enabled by the e-learning paradigm. According to Harasim (2012) Constructivist learning theory focuses on the role of the learner in making meaning and constructing understanding (p 68). CCTalk can be considered an Online learning platforms or environment that facilitates constructivist instructional methodology because, in that they facilitate user-generated content; they can be structured by the user (learner or teacher) to support online discussion, discourse, and work projects (p 76). The following section will display how CCTalk meets these criteria and gives examples of how to
implement constructivist principles in open classes (there are limitations for creating user-generated content discussed below in Critical Reflections). Activities The following is a look at two constructivist teaching approaches for teaching English via the CCTalk platform. Each activity will be broken down into terminal objectives, enabling objectives, the knowledge domain covered, and the instructional type. Then a brief story board will detail the PowerPoint slides to be used in conjunction with the initial presentation, generative strategy, test item, and reflective element for both activities. Activity 1: Resume Research The first activity is an inquiry-based approach to learning about future verb usage. According to Harasim, Inquiry-based learning is a form of self-directed learning. Students take more responsibility for: determining what they need to know; identifying the appropriate resources; using the resources in their learning; assessing and reporting their learning. Learners will be tasked with working in a small group to identify key attributes of resumes with a particular focus on action verbs. Activity 1 Resume Research Terminal Objectives Enabling Objectives Knowledge Domain Instructional type After this instruction, the After this instruction, the learner will be able to: cognitive conceptual
learner will be able to express their job duties using action verbs. Recognize an action verb Write an action verb in a resume context Identify action verbs that are relevant to their own experience Slide: 1 Slide: 2 Initial presentation: The instructor will display the above slide and send the students a copy of the resume. The instructor will point out the action verbs in the Experience section. The instructor may ask general questions like, Where did he/she go to school? Generative strategy: The instructor will put two or more students on the microphone and ask them to reference the resume to find the action verbs and to summarize what they think is important to include on a resume. The instructor will write down their answers on the table shown above.
Slide: 3-6 Slide: 7 Test Item: The instructor will maintain two or more students on the microphone. They will be prompted to think of action verbs for specific vocations. The instructor will write down their answers in the open space. Reflection: The instructor will maintain two or more students on the microphone. The will be prompted to reflect on what actions verbs are appropriate for their own professional or academic experience. Activity 2: The Job Interview The second activity involves the constructivist approach of using a role-play simulation where, participants act out the roles of specific individuals or organizations in order to develop particular skills and or assume different perspectives in order to gain a deeper appreciation of the problem being addressed (Harasim p 71). Learners will be given a structured activity with a scenario (conducting a job interview) and roles to play (interviewer/interviewee), yet will use their own knowledge to conduct the interview. Activity 2 The Job Interview
Terminal Objectives Enabling Objectives Knowledge Domain Instructional type After this instruction, the learner will be able to conduct a job interview in English as both an interviewer and interviewee. After this instruction, the learner will be able to: Introduce themselves Clarify their best and worst qualities in a professional manner Describe what they see themselves doing in the future. Elucidate on their punctuality Explain why they would leave a job Provide salary expectations Ask questions to an employer cognitive conceptual, procedural Slide: 1 Slide: 2-4 Initial presentation: The instructor will display the above slide and explain to students how to introduce themselves. Students may get an opportunity to get on the microphone and practice with the teacher s guidance. Generative strategy: The instructor will take the students through a list of commonly asked job interview questions and give an example of how to properly answer them.
Slide: 6 Slide: 6 Test Item: The instructor will provide a list of 8 job interview topics to be asked and answered. Students will get on the microphone, two at a time, to conduct an interview. Reflection: Both the interviewer and interviewee will be asked to explain which questions were answered well, which ones were not and why. The instructor may mark well answered questions with a green circle and not-so-well answered questions with a red symbol. Critical Reflections The introduction of open classes marks an exciting change for foreign language education at HJ. Although CCTalk is proven to be a rather competent platform constructivist learning it can only indirectly facilitate user-generated content and group work. Students do not have access to the blackboard features (such as typing text, drawing shapes) meaning the instructor is in charge of creating artifacts from the student s efforts. Ideally, learners could be granted control of the blackboard to use the writing and designing tools. Furthermore, while CCTalk does offer text chat, instant messaging, and VoIP functionality, there is still no group tool that would allow students to form teams for activities and projects.
Furthermore, in order to ensure course quality the open class initiative could benefit from useroriented formative evaluation, or what Morrison and company (2011) define as, Testing a new instructional program with a sampling of learners during the development phase, and using the results to improve the program s front-end analysis (p 474). In an effort to evaluate and improve the user s experience of attending open classes on CCTalk, a sample of the open audience might be asked some of the following questions: 1. Will the courses help with your language needs? Not at all 1 2 3 4 5 Yes, very much 2. How did you find the course? Not interesting 1 2 3 4 5 Extremely Interesting 3. Would you be interested in HJ s paid language classes? Not at all 1 2 3 4 5 Yes, very much 4. Would you recommend open classes to someone else? No way! 1 2 3 4 5 Absolutely! 5. What did you like? Open answer: 6. What would you change? Open answer:
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