An Iterative Approach to Online Course Design: Improving a Design Research MOOC

Karen Schmieden (karen.schmieden@hpi.de), Lena Mayer (lena.mayer@hpi.de), Mana Taheri (mana.taheri@hpi.de) and Christoph Meinel (meinel@hpi.de)
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Karen Schmieden: Hasso Plattner Institute for Digital Engineering, University of Potsdam
Lena Mayer: Hasso Plattner Institute for Digital Engineering, University of Potsdam
Mana Taheri: Hasso Plattner Institute for Digital Engineering, University of Potsdam
Christoph Meinel: Hasso Plattner Institute for Digital Engineering, University of Potsdam

A chapter in Design Thinking Research, 2019, pp 99-112 from Springer

Abstract: Abstract How can design thinking be taught in a Massive Open Online Course (MOOC)? The research team took an iterative approach at designing an online course about the design research phase and built a prototype MOOC for testing. We applied three measurement tools (Course Evaluation Survey, Skill Confidence Rating, Qualitative Interviews) and categorized the collected feedback. This process resulted in 57 iteration tasks, which were implemented in the public version of the MOOC. From over 5000 participants, 3034 learners participated actively in the public MOOC. 84.75% of survey participants were satisfied with the MOOC. In this chapter, we describe the iteration process and first results from the public MOOC.

Keywords: Massive Open Online Courses (MOOC); Design Thinking; Skills Authority; Feedback Grid; MOOC Design (search for similar items in EconPapers)
Date: 2019
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DOI: 10.1007/978-3-319-97082-0_6

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