LxI - Week 8

[NOC24 GE12]

The LCM model offers several design principles for instructors when you want to offer course content in Online mode. The overall design principles can be also accessed at https://lcm-model.org/principles/

You also have seen variations in the implementation of LCM elements throughout the course, especially the LCM lite version. 

Focus Question

If you are required to offer a course in Online format, which of the LCM elements will you use and why? Can you provide sequencing of the content for at least 1 week as per the below template.

Template: https://docs.google.com/spreadsheets/d/1VpmemSxzstnHjUi74cVfua6Dkc87EizA_jl2zSC3gVU/edit?usp=sharing

Instructions:

1. Post answer to the Focus Question 

2. Review posts by at least one of your peers and compare the sequencing of elements in their plan with your

[kalyani Alexander]

Today's learner base needs lot of practice to reflect and learn better, especially with real life use cases. Considering this as the base design element, when I design the content adapting LCM model, will prefer a flow like this.

1. LeD - Provides a basic overview, theory of concept with a reflective spot (s) basis the topic duration

2. followed by LbD

3. Introduce real life use cases (LeD) with LxTs - as this helps learner to learn and apply their thoughts across domains

4. followed by LbD (in this case it will be a lab based/software based exercise)

5. While I appreciate LxI is a great tool, for case studies, and coding practice I dont think this will be effective. Hence I will go ahead with LeD, LbD, and LxTs. Will post the filled template as well.

[Amritpreet Kaur]

Hi Kalyani,

Thank you for sharing your thoughts on the content design approach. I agree that today's learners benefit greatly from practical application, especially with real-life scenarios. Your proposed flow seems comprehensive and well-aligned with this principle. I fully support your decision to prioritize LeD, LbD, and LxTs for effective learning and application.

Looking forward to seeing the filled template.

Please note down the Due dates for the following:

1. AQ based LxT 7.2 ( today i.e,13-03-2024, 11.59 pm

2. KQ for week 7 ( tomorrow 14-03-2014, 11.59 pm)

3. RQ for week 7( 22-03-2024, 11.59 pm)

Thank you.

Regards,

Amritpreet kaur

DFM LCM-24

[Jeanette Camilla Barbosa Noronha]

Dear learners,

We’re now in the final lap of this LCM! Looking forward to reading all about your innovative ideas and responses to this week’s focus question.

Also, gentle reminder regarding the due dates of the following:

1. KQ for week 7 (today 14-03-2024, 11.59 pm)

2. RQ for week 7 (22-03-2024, 11.59 pm)

Best wishes,

Jeanette

DFM, LCM - 2024

[SURBHI SHARMA]

MOOC on Educational Research in Teacher Education

 

I might sound too ambitious to incorporate all the LCM elements into my MOOC.  Though it will be challenging but with the support of experts and trained colleagues, I think I can manage it.  

Thank you!

On Monday, March 11, 2024 at 5:08:20 PM UTC+5:30 NOC24 GE12 wrote:

[Radhika Injamuri]

Greetings Surabhi,

 It's great to see incorporating all the LCM elements into your MOOC. While it may be challenging, having the support of experts and trained colleagues will undoubtedly be invaluable in achieving your goals. 

Remember to break down your tasks into manageable steps, stay organised, and remain flexible in your approach.

 With determination and collaboration, you can definitely make it happen. 

Good luck with your MOOC project.

Regards,

Dr.Radhika Injamuri,

DFM-2024.

[Radhika Injamuri]

Dear Participants,

Due date for
1. RQ on LxI week 7( 22-03-2024, 11.59 pm)
2. KQ for week 8 (22-03-2024, 11.59 pm)

3. Catch up Quiz ( 22-03-2024, 11.59 pm)
4. RQ on LxI week 8 ( 22-03-2024, 11.59 pm)

EXAM DATE 24-03-2024

Happy Learning!

Regards,

Dr Radhika Injamuri ,

DFM-2024.

[Anthony Gomes]

Greetings,

I teach a paper titled French For Student Integration. I have used all the four LCM elements and prepared a sequence for Week 1 for the paper to be offered in an online mode. 

Here is my sequencing for the content of Week 1.

https://docs.google.com/spreadsheets/d/12ftpef6tqhaUKR4iDLmyKdq3sy9x52wP/edit?usp=sharing&ouid=112770168214870775806&rtpof=true&sd=true 

I have tried to align the MOOC Week 1 to the Module 1 of the paper which is Travel Preparation.

Thank you.

Anthony GOMES

On Monday, March 11, 2024 at 5:08:20 PM UTC+5:30 NOC24 GE12 wrote:

[Radhika Injamuri]

Greetings Anthony Gomes,

It's great to see that you have incorporated all four elements of the Learning Content Management (LCM) framework into your MOOC design. 

It appears well-structured and organized , with clear objectives, activities, resources, and assessments outlined for each day of the week. 

This approach will help ensure a cohesive and engaging learning experience for your students.

Best wishes .

Regards,

Dr.Radhika Injamuri,

DFM-24.

[Shyam Sundar]

I used LeD, LxT and LbD for designing my learner centric MOOC.  The sequencing of elements posted by me is not the same with  that  of  Surabhi ,  indicating that in designing LCM there is no definite sequence of incorporation of MOOC elements and also it is not mandatory to 

include all the 4 MOOC elements. It all depends on the instructor choice and course outcomes. 

Regards,

Shyam

[Jyotirmoy Sengupta]

Dear All, 

My greetings to peers and everyone. As I am to offer a MOOC course on 'Creative Writing in Bengali', I have designed and incorporated all elements of LCM in a sequence that I have learned from this ongoing course to increase understandability, attraction and engagement of my learners. Here is the sequence for week 1 which is a module titled 'Art and Craft of Writing' for the course on 'Creative Writing in Bengali'   https://docs.google.com/spreadsheets/d/1nI2no12m9dcPymKP8O5PvQ77u1SuemejNZzLWmjGY9U/edit?usp=sharing 

Art and Craft of Writing 

I have found that Anthony Gomes, like me have used all four elements in his module on 'Travel Preparation'. But Shyam Sundarji excluded the LxI. Regards. -- Jyotirmoy Sengupta.

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[Shruti Sidhaye]

Dear All,

As already into offering online course (though its live class) there are certain techniques which I am already using, trying to incorporate LCM elements to design a course of my domain and mentioning below Week 1 contents for proposed course:

• Name of Course: Methods of Working Capital Assessment 
• LeD : What is Working Capital Limit?
  • RS 1: At the beginning - What does Working Capital means?
  • RS 2: After briefing above, Why does working capital is restricted at limit?
  • LeD next part will brief about RS 2 Question 

• LxT: Components of Working Capital : https://youtu.be/XLzWbLD3XRk?si=dT_gAc3DBidWT6ZV
• AQ : To assess whether Components of Working Capital are clear to the learner

• LeD: First Method of Assessment - Turnover Method of Working Capital Assessment 
  • RS 1 - At the end of the LeD as to how to calculate eligible Working Capital under Turnover method in specific case 

• LxT: Case Study about Turnover Method : https://youtu.be/fg1JW2aDPH0?si=1xgSzOpAuB6wpar2
• AQ: To assess whether method of calculation is clearly understood by learner or not

• KQ: A separate case study based on above LxT
• LxI: Focus Question - State advantages and disadvantages of assessment under Turnover Method of Working Capital Assessment.  Try to explore cases and situations wherein the method is found to be suitable / non suitable alongwith reasons thereof.

Each week will contain separate methods of assessment, covering four major methods of assessments over 4 weeks span.

The idea behind such design is, I want learner first to understand the concept of Working Capital through LeD and then under components from animated vision (LxT) and then explaining actual method of assessment with LeD followed by practical implementation of the same.

Request all for their feedback.

Thanks & Regards,

Shruti Sidhaye

[Avinash Pandey]

Hello!

I have no experience in teaching in a MOOC format. However, if I were to provide a template of a prototypical 12-week classroom activity in the LCM format then it would be something like this:

Learning Outcome: Ability to examine, describe and explain the grammatical behaviour of pronouns in human languages. 

I would start with an LbD, followed by a LxI and a LxT and ends with a LeD.

a.     (A) LbD would consist of three parts: 

(i)               A data set on pronouns in a language such as English and/or Hindi would be provided to the learners. They would be expected to analyse the data set, complete a set of tasks and provide a description of their analysis.

(ii)              In the next task the learner would be expected to draw upon her mother tongue and prepare a similar data set based on their mother tongue. Once again, a initial description of the grammatical behaviour of pronouns in their language is expected from the learner.

(iii)            The learner would be expected to compare the descriptions in (i) and (ii) and come up with a description of similarities and differences in the grammatical behaviour of pronouns in the languages analysed.

[Note: The facilitator would be in constant interaction with the learner at all stages and provide inputs and “nudges” when needed.]

 

b.      (B) LxI: The learner would then be expected to post her descriptions on the group for the consideration of her peers. She would also be expected to examine the descriptions provided by at least two of her peers and compare them with her own findings. She would then be expected to engage with her peers and critically discuss the differences in their findings. The expected outcome would be to come up with a joint statement regarding the grammatical behaviour of pronouns in (now) 4-5 languages. 

c.      (C) LxT: Two types of resources would be provided: 

(i)               Resources related to the various existing theories on pronouns in human languages will be provided. The learners would be expected to critically evaluate these theories and examine the extent to which these theories are able to account for the joint statement prepared by them in (b).

(ii)              Notes prepared by the previous batches would also be provided for comparison and evaluation. The learners would be expected to provide a note on their evaluation of the literature provided to them. 

d.      (D) LeD: The learner is expected to write an essay on the grammatical behaviour of pronouns in human languages.

The focus of the classroom activity is learner-centricity. The instructor is always in the background and does not occupy much space in the classroom activity. I realize that while this template can work in online mode, it would be difficult to upscale it to a “massive” level. It can serve more as an "OOC" than a MOOC. 

The sequencing provided by Anthony Gomes is LxT, a combination of LeD and LbD and then LxI. I think this format suits his purpose. However, if I start with an LxT for my activity, the learners would get lost in the details provided in the LxT. I believe that for my activity they should have their own position (however tentative) ready before they examine what the literature has to offer. 

Avinash

[Amritpreet Kaur]

Dear Avinash,

As I have gone through your implementation of all four facets of the Learning Content Management (LCM) framework within your MOOC design is commendable.

Your MOOC design exudes a sense of meticulous structuring and organization, evident through the delineation of distinct objectives, activities, resources, and assessments for each day of the week.

Such a methodical approach promises to foster a unified and captivating learning journey for your students.

Happy Learning!

Amritpreet Kaur

DFM LCM-24

[Pournima Dhume]

Dear Shyam Sundar, 

Greetings !

Thank you for sharing your design for the LCM course on Pharmacy education in India. The sequence of LeD followed by LxT and LbD appears fitting. I also concur with your viewpoint that the design of LCM should be tailored to the course instructor and should align closely with the course objectives and outcomes. Best wishes to you for launching of the course in future.

Happy learning!

Regards,

Pournima Dhume

DFM, LCM - 2024

[Pournima Dhume]

Dear Jyotirmoy Sengupta ji, 

Thank you for sharing the design of your course on "Creative Writing in Bengali." It's excellent to see that you have incorporated all four elements of the LCM model into your course. I appreciate your insights and observations about the design of the LCM course from our peers.

Best wishes to you for launching the course in the future. 
Happy learning!

Regards, 

Pournima Dhume

DFM, LCM - 2024

[Ravi Palekar]

Hello All,

I have tried to create a list of LCM elements for my Course on Post Production. Kindly click on the link to review it.

Link - https://docs.google.com/spreadsheets/d/16jo94FQvG9fW_TIWpAIQtWWgkYF3kMaO/edit?usp=sharing&ouid=104616040631932483947&rtpof=true&sd=true

The idea is to offer learning about the post production and the type of editing though active participation.

Regards,

Ravi Palekar

[Dr. Shanti N. Dessai]

Hello everyone,

The sequence adopted for D-LCM on this platform was most efficient for this MOOC. After seeing the question, I thought over it and felt like changing this sequence. If the course contents demand any different sequence, then even that will be efficient for that content. So I thought of putting forth the following sequence,  

1. Learner Experience Interaction (LxI): Start with interactive elements such as discussion forums, icebreaker activities, or peer introductions to build a sense of community and establish rapport among learners. This fosters a supportive learning environment and encourages active participation from the outset.
2. Learning Dialogues (LeD): Introduce the core concepts through engaging video lectures or multimedia presentations. LeDs should focus on clear explanations, storytelling, and real-life examples to captivate learners' interest and provide a solid foundation for subsequent activities.
3. Learning Extension Trajectories (LxTs): Supplement the LeDs with curated resources, multimedia content, or interactive modules that allow learners to explore topics in greater depth. LxTs should offer diverse learning pathways tailored to different interests and skill levels, promoting self-directed learning and exploration.
4. Learning by Doing (LbD): Provide opportunities for hands-on learning and skill development through practical exercises, simulations, or project-based assignments. LbDs should encourage active engagement, critical thinking, and application of theoretical knowledge to real-world scenarios.
5. Orchestration: Implement strategies to guide learners through their learning journey and provide support as needed. This may include personalized learning pathways, adaptive assessments, or one-on-one interactions with instructors or mentors. Use data analytics and learner feedback to continuously refine and optimize the learning experience.
6. Reflection and Feedback: Incorporate regular reflection exercises, peer reviews, or self-assessments to encourage metacognition and self-reflection. Provide constructive feedback on learners' progress and achievements, fostering a culture of continuous improvement and mastery learning.

.This sequence might offer several advantages over a original sequence by leveraging innovative elements of the Learner-Centric MOOC (LCM) model to enhance the online learning experience:

1. Increased Engagement: Starting with Learner Experience Interaction (LxI) encourages active participation and fosters a sense of community among learners from the beginning. This interactive element sets a positive tone for the course and promotes engagement throughout.
2. Personalized Learning: Introducing Learning Extension Trajectories (LxTs) early on allows learners to explore topics according to their interests and learning needs. This personalized approach enhances learner autonomy and motivation, leading to a more meaningful learning experience.
3. Hands-On Learning: Incorporating Learning by Doing (LbD) activities after foundational learning (LeD) enables learners to apply newly acquired knowledge in practical contexts. This hands-on approach promotes deeper understanding and skill development, enhancing the transfer of learning to real-world scenarios.
4. Effective Orchestration: By integrating Orchestration throughout the sequence, instructors can provide timely support and guidance to learners, ensuring that individual needs are addressed and learning goals are met. This proactive approach enhances learner success and satisfaction with the course.
5. Reflection and Feedback: Ending the sequence with reflection and feedback activities promotes metacognitive skills and encourages learners to assess their own learning progress. Constructive feedback reinforces learning outcomes and encourages continuous improvement.

Since it is a discussion forum, let me just add some other things that popped my mind. I thought of having a comparison with some other labels as well

1. Learning Dialogues (LeD) - Interactive Scenario Introduction (ISI): Instead of traditional LeDs, the course will start with an ISI, immersing learners in interactive scenarios to introduce key concepts. This innovative approach sets the context and engages learners from the outset.
2. Learning by Doing (LbD) - Reflective Dialogue (ReD): Following the ISI, ReD activities will prompt learners to reflect on the scenario introduced and share their initial thoughts or questions. This reflective dialogue fosters active engagement and prepares learners for deeper learning.
3. Learning Extension Trajectories (LxTs) - Micro-Learning Modules (MiMs): MiMs will replace traditional LxTs, breaking down course content into manageable modules. These micro-learning modules offer structured pathways for self-paced learning, accommodating diverse learning styles in an online format.
4. Learner Experience Interaction (LxI) - Peer Collaboration Projects (PCPs): Instead of LxI, PCPs will encourage peer collaboration and interaction. Learners will work together on real-world projects or case studies, fostering engagement, knowledge sharing, and collective problem-solving within the online community.
5. Orchestration - Personalized Learning Paths (PLPs): Orchestration will involve guiding learners through personalized learning paths tailored to their interests and goals. PLPs offer flexibility and autonomy in selecting learning resources, assignments, or enrichment activities, ensuring individualized learning experiences.

Herewith attached is the png file as per  the provided template for Course on Molecular Biology Week 1: Milestones of DNA Discovery

Regards,

Shanti

On Monday, March 11, 2024 at 5:08:20 PM UTC+5:30 NOC24 GE12 wrote:

[CBSE PE UNIT DELHI]

Dear All,

Tnaks to the D-LCM Team for equpping us all with the valuable skills of attempting a Customized Orchestration of LCM elements. MOOC Lite is no less handy. Have attempted a topic that has LxT, LbD, LeD and LxI elements embedded as per the requirements of the topic titled "Problems as Innovation Triggers".  Esteemed DF Members may please feel free to comment and add on. 

Regards,

Manoj Srivastava

[Dr. Jyothi Sankar]

Dear friends

I donot  have an  experience in teaching in a MOOC format. Generally I am dealing with a subject having both theoretical content as well as  numerical content in 40: 60 percentage scale.  However, if I were asked to put up a sample one week  template then the general guideline of contents would be like this:

To create a learner connect into the system, I may start with learner interactive element such as LxI . for this peer introduction activity to understand the breadth and depth of the learner attributes, age, skill, education levels. this is required to bring out the clarity about what learner as well as instructors can help each other in the path of their mutual learning. Once this understanding is clear, the instructor starts his job of concept introduction through LeD by providing an real life example showing its need for the hour and by suitably stitching the reflection spot to bring out a situation for learning togetherness. The reflections provides the list of necessary (LeDs, LbDs) and extra resources ( LxTs) that  learner has to explore topics  according to their desired level of immersion, thereby addressing the learner diversity without compromising the intended objectives  of learning at their predefined blooms level. simulations/ assignments at the defined blooms level is given from these LxTs to limitedly expanding their learning domains. To understand the level of learning by the learners ,and getting a feedback of the level of attainment , LbD modules are provided for each LeD session to practice how to connect between real life cases with theoretical concepts.  Majority of the above said tasks can be doable with instructor by keeping in mind the major 4 elements of LCM. However to called it as a MOOC the 5^th element is so crucial, For the remaining activities we need a group of likeminded people. like the setting up of a DF, Focus question formation and moderation, Orchestration dynamics.

I feared to conduct a MOOC because of this 5^th element in mind. So, a suitable like minded team formation will essential to sort out the issue.

Thanks for reading this

Jyothi sankar

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[Amritpreet Kaur]

Dear Ravi Palekar

 I hope this email finds you well. I wanted to extend my appreciation for the effort you've put into crafting the list of LCM elements for your Post Production course. Your google doc indicates that you've not only identified these elements but have also efficiently integrated them into your course structure.

Efficiently incorporating all LCM elements into your course design is no small feat, and it speaks volumes about your commitment to delivering a comprehensive learning experience. Your dedication to ensuring that your course encompasses objectives, activities, resources, and assessments aligned with the LCM framework is truly commendable.

I believe that by leveraging these elements effectively, you're setting the stage for a rich and engaging learning journey for your students. Your attention to detail and thoughtful approach are bound to make a significant difference in their learning experience.

If there's anything I can assist you with or if you'd like further feedback on your course design, please don't hesitate to reach out. Keep up the excellent work!

Warm regards,

AmritPreet kaur

DFM LCM-24

[Amritpreet Kaur]

Dear Shanti

Thank you for your insightful proposal regarding the D-LCM sequence for our MOOC platform. Your suggestion to adjust the sequence demonstrates a proactive approach to optimizing the online learning experience.

I appreciate the thoughtful considerations you've outlined, particularly the emphasis on increasing engagement, personalized learning, hands-on experiences, effective orchestration, and reflective feedback. Your proposed sequence appears well-rounded and aligned with our goals for enhancing learner outcomes.

Furthermore, the alternative labels you've proposed offer innovative perspectives that could potentially enrich our course structure.

I will review the attached PNG file for the Course on Molecular Biology Week 1: Milestones of DNA Discovery according to the provided template.

Looking forward to further discussions and collaboration on this matter.

Regards

Amritpreet kaur

DFM LCM-24

[Amritpreet Kaur]

Dear Manoj

Thank you for providing us with the valuable skills necessary for attempting a Customized Orchestration of LCM elements.

I am pleased to share that you have successfully incorporated LxT, LbD, LeD, and LxI elements into the topic titled "Problems as Innovation Triggers," as per the specified requirements. I believe this approach will enhance the learning experience for our peers.

Your ability to include all the elements of the LCM framework in your course design is impressive. It shows how dedicated you are to providing a complete learning experience. Making sure your course aligns with the LCM framework in terms of goals, activities, resources, and assessments is praiseworthy.

I think using these elements well will create an interesting and enjoyable learning journey for your students. Your careful planning and attention to detail will greatly improve their learning experience.

Esteemed peers, your feedback and additional insights on this topic are greatly welcomed. Please feel free to comment and contribute further.

Looking forward to our continued collaboration.

Regards

Amritpreet Kaur

DFM LCM-24

[Anil Kumar]

In the Knowledge Quiz for Week 8, the option of selecting more than one answer is not available.

[Anil Kumar]

The same problem is with the Week 8 Catch-up Quiz, Q.2

[Siddu Jigajinni]

Dear Sir,

Each question has only one correct answer.

Happy Learning!

Regards

Dr S  M Jigajinni

DFM, LCM-2024

[Siddu Jigajinni]

Dear Sir,

Q. 2 has only one correct answer.

Happy Learning!

Regards

Dr S  M Jigajinni

DFM, LCM-2024