Instructor Guide to Complement the Coursera Partners’ Portal

Version 1.1 (April 11, 2014)

Created by David M. Majerich, EdD
Center for 21st Century Universities (C21U)
Georgia Institute of Technology




The Instructor Guide is a resource that contains basic information to support instructors as they create, manage, and teach a MOOC used in conjunction with the Coursera Partners' Portal located on This guide contains information that covers the topics of Coursera course material (for example, content outline, scope and sequence, lecture videos, how to use premade presentation slides, and quiz types) and Coursera course structure (for example, discussion forums, synchronous chat, FAQs, syllabus, and pacing guide). While the guide includes some information that appears directly on the Partners' Portal, it also includes complementary information to support MOOC development. This guide is not intended to serve as a replacement for training highly recommended on the Coursera Partners' Portal.

Note: Although a printable version of this guide is available through downloading the document to your computer, it is recommended that you always defer to the most recent online version of the guide that appears on the C21U site.

Course Material

Coursera course material will be created using a modular format. Coursera class material, including course content outline, lecture videos, and assessments (quizzes, examinations, peer assessments, homework assignments) are now described.

Content Outline

In conjunction with your efforts to define the main purpose of the course, time should be taken to outline the concepts or ideas that are to form the framework for each unit of the course. In the preparation of the outline, it is necessary to identify central concepts and to distinguish these from subordinate or supporting elements within your content outline. Below is an example of a content outline for a Computational Photography course.

Scope and Sequence

A scope and sequence is the WHAT and WHEN of knowledge and the order in which the information is taught. Knowing the amount and extent that content is to be taught is a critical aspect in determining the length of your course, but also important to be aware of the time required to create the other Coursera class material (quizzes, homeworks, surveys, examinations).

Effective MOOCs are preceded by many months of planning, thus it is important to get acquainted early with the technology you will be using. Additionally, it will help inform your anticipated time needed to create materials, which is almost always greater than expected. As a good rule of thumb, most instructors find that the actual time it takes to prepare a class well exceeds their original estimations; therefore, starting to prepare your materials early is extremely helpful.

Example of Scope and Sequence Matrix for Computational Photography



Module Name

Lesson Number


Time (minutes)






Assignment #1: Code Setup



Video Tutorials





More about the class







What is Computational Photography I







What is Computational Photography II: Dual Photography







What is Computational Photography II: Panoramas







Why study Computational Photography




Video Tutorials



Digital Images


What is a Digital Image?





Digital Images


Image Processing and Filtering: Point Processes





Digital Images


Image Processing and Filtering: Smoothing





Digital Images


Image Processing and Filtering, via Convolution and Cross-Correlation





Digital Images


Image Processing and Filtering: Gradients





Digital Images


Image Processing and Filtering: Edges















Pin Hole Camera and Optics







Lenses and Focal Length



















Comp Photo


Assignment #4: Panorama/HDR




Video Tutorials



Digital Images:


Intro the Frequency Domain





Image Analysis







Image Analysis







Image Analysis







Image Analysis


Feature Detection and Matching







Making a Panorama







HDR (1 of 2)







HDR (2 of 2)





Digital Video


Assignment #3: Video Textures








Video Representation







Video Textures (1 of 2)







Video Textures (2 of 2)









Final Examination








Lecture Videos

A variety of approaches are used when offering an online class. Coursera presents tips and techniques for you to consider when designing your lectures.  What follows are Coursera’s suggested practices for lecture videos.

Pacing and Length

  • Each video segment should be from 8 to 20 minutes. For lessons that are over 15 minutes, it is recommended that this one lesson be split into two lessons (e.g., Part 1 and Part 2).
  • Include pre-written material, especially complex diagrams or equations in order to keep the pace quick.
  • Prepare approximately two (2) hours of video lecture per week.
  • A set of videos related to a given topic is referred to as a Module. Coursera would like instructors to think in terms of modules instead of weeks. For instance, a particular module can require more than one week to complete.

In-Video Quizzes (not counted towards students’ grades)

  • Quizzes integrated into the lectures work really well to keep students engaged with the video content, and the retrieval task enhances the students' learning.
  • Include two (2) in-video questions per 10 minute videos works well - 1 every 5 minutes or so.
  • When adding the in-video quiz at the end of a lecture segment be sure to add 1-2 more seconds of black to ensure the video plays completely through before the quiz is displayed.

Picture in Picture (PIP) Recording

  • Consider that students benefit from seeing both the professor and the material in visual form. Picture in Picture (PIP) allows you to show the Powerpoint presentation and the instructor teaching the lesson.
  • During the video, it’s nice for students to always have some movement on the screen that they can look at, rather than just listening to someone talking to completely static slides. Students want to feel like they are getting to know the professor.


  • The Coursera platform conforms to standards of accessibility set by the Americans with Disabilities Act. An example of this is "close captioning" which is available through Coursera.
  • The content should be equally accessible to students with disabilities and any material that appears in slides should be mentioned at least once verbally.

Media for Video Lectures

  • Think about what you are presenting and how you will present it:
    • Solving equations on a tablet
    • Software demonstration
    • Physical demonstration
    • PowerPoint Slides
    • Other media not in the recording studio (check with the engineers)

Special Accommodations

  • Think about where you will be creating your videos and any special accommodations to the studio that are required.
  • If you require special accommodations, please send an email to Sandy Flynn ( and Ed Bailey ( that indicates the special accommodations that you need.
  • Please include the specific information on what you will be presenting so that the studio will be properly set up when you arrive.

Copyright Information

  • (Currently being revised...)

Faculty are generally used to creating course content relying on the face-to-face teaching exception and the fair use doctrine of copyright law. These exceptions to copyright are much more restrictive in the context of offering online education to the general public. To avoid copyright concerns, we ask that instructors follow these requirements with regard to use of third-party content in materials. Third party content means any content that is not self-created, such as graphs, charts, artwork, photos, screenshots, clip art, trademarks and videos.

When considering the use of copyright materials in your MOOC, it may be helpful to think about the process of securing permissions as if you were the author of a textbook, obtaining rights for materials you would like to include in your book. While this is not to rule out fair use as an option, it is to be used with care, and in parallel with consultation with your university's attorneys or legal personnel. 

Options Available for Obtaining Copyright Materials

Coursera has prioritized the following options for the use of images and videos in presentations:

  • Option A:  Make the content yourself. Rather than relying on an existing graph or chart, make an image yourself. (Note: Do not copy someone else’s chart, as that is simply making a derivative work and the copyright stays with the original author.) Alternatively, it is sometimes possible to get the content from a friend, or an individual who owns the rights to the content. Make sure your contact understands the scope of use you will be making of the image and make sure that your friend owns copyright (has not given it away to a journal or conference) and has the authority to give you the permission you need).
  • Option B:  Get the content from a public domain website that allows use of images for any purpose, including for-profit purposes. Note that the license must be broad enough to permit for for-profit use. An example of an acceptable license is CC-BY, the Creative Commons Attribution License (in which you must provide attribution to the author). Below, we have included a list of public domain resources. Many instructors intend to have their class offer Signature Track, or another monetization strategies in the future if not the first run of their class. With that in mind, any of the non-commercial licenses (such as CC BY-NC, CC BY-NC-SA, or CC BY-NC-ND) will not be suitable for your class. Please see the Creative Commons list of licenses for more information. 
  • Option C:  Link to it! Pointing your students to the source of content on the web is lawful. The only limitation here is that you should ensure that you are pointing to a legitimate source for the content. That is, the original website or poster of the content (in the case of YouTube, for example) must have or reasonably be expected to have the authority to host or post the content. Provide a soft link, so that the students view the content from the original source; do not deep embed the content.
  • Option D:  Seek clearance from the publisher for use. If you want to request permission to use an image or other media from a publisher, you can usually find an email address to send reprint requests to on publishers’ web sites. See below for a sample of what a request looks like. A note: in your initial interaction with the publisher, try to enquire if they will provide the content free of charge, as many publishers are willing to consider that option. 
  • Option E:  Conduct a fair use analysis. In the context of a for-profit venture, fair use is fairly limited. Faculty may rely on fair use in two circumstances. 1) The image shown is being directly criticized. For example, in a photography course, a photo is being shown to illustrate the problems with over-exposing film. 2) The image is being used in a transformative way; that is, the purpose for use in the course is completely different than its original purpose. For example, in a course about web design it is acceptable to show web screen shots to demonstrate good and bad web design techniques. (As a footnote on screenshots, if the purpose of showing the screen shot is different than the purpose of the author of the website, e.g., your purpose is to demonstrate how a particular website works, while the purpose of the author of the website is to communicate the information on the screen, then generally the use will be transformative and the use a fair use.)

Typical Timeframe for Obtaining Copyrights

Faculty typically budget one or several months to obtain all of their copyright materials, so it is very helpful to start sourcing for images and other content a month or so in advance of your class. If your class needs images that can be found mainly on public domain sites, this reduces the time needed to source for images, as faculty and teaching staff have found that it typically takes about 5- 10 minutes to locate each public domain image.  If your course requires images that require permission, please plan to budget a longer period of time to obtain the images. It may take up to a week to receive an initial response from most journals and textbook publishers. The first response from a publisher may not necessarily be an immediate answer on whether permission is granted, as they typically need to conduct a few checks. The actual permission might take about a month to be fully cleared. 

Public Domain Resources

Here is a list of compiled resources that faculty have found useful.

Creative CommonsThe search page on the Creative Commons website is an aggregated search of several sites which contain public domain works, such as Flickr and Fotopedia. The site offers a way for content owners to grant advance permission for public use of their copyrighted works. There are some restrictions within CC works, however, with some CC licenses requiring only attribution, while others may be limited to noncommercial uses. 

Wikimedia CommonsWikimedia Commons is large database of freely usable images and media files to which anyone can contribute.

PixabayPixabay is a public domain image archive which can be used without limitation.

Smithsonian Institution The Smithsonian Wiki for Public Domain and Image Sales References is the public wiki for the Smithsonian's Web and New Media strategy process with links to information regarding public domain images and image licensing from museums.

ConnexionsConnexions is an ecosystem for authoring, customizing, and distributing open-access educational content. Its content covers many disciplines, from math and science to history and English to psychology and sociology. Connexions is currently supporting several Coursera courses, including Introduction to Sustainability (Illinois) and Fundamentals of Electrical Engineering (Rice). Coursera instructors can use Connexions to provide free learning materials for their students. For a list of their open-access textbooks, please click here.

Prohibited Material–The following material does not fall under the public domain. Anecdotally, past attempts by instructors to request permission to use any material from the following categories have not been successful. 

  • Political cartoons
  • Getty images
  • Popular movies, television shows
  • Popular songs
  • Trademarks

Export Control

  • (Currently being revised...)


  • Since this is an online class, it is important to provide slides or handouts of your lectures
  • These slides/handouts will help participants understand the lectures and the terms used
  • They can even print them out and follow along as they watch the video lectures.
  • Examples of presentations slides appear in the next section.

How to Use Presentation Slides


This section contains information for using a pre-made set of presentation slides (PowerPoint) for creating narrated online lecture courses (e.g., Coursera).


In order to understand how to use the presentation slides, it is important for you to know some basic terminology that will be used throughout this document and by your instructional designer.

Module – set of well-connected narrated online lessons for a specified topic, along with the related online activities (class exercises, forum discussions), quizzes, examinations, and homework assignments. Just as lessons within modules need to be connected so as to provide students with a sense of continuity, the modules also need to be connected across topics. Lessons within modules should range between 5-10 minutes in length. Each module can have one or more lessons, and the number of lessons is determined by what you decide is the appropriate amount of content that you need to cover for a given topic. Note: Coursera recommends that the term ‘Module’ (e.g., Module 1) be used instead of ‘Week’ (e.g., Week 1) as it may be possible that your modules require less than, exactly, or greater than one week to be taught.

Course Goal(s)  a broad statement or set of statements that describe what you want your students to know, learn, and/or understand as a result of engagement with your course. These statements are about what students are going to be able to do, and can vary widely from highly general statements to very detailed descriptions of what students are expected to be able to do following direct or indirect teaching. The use of general words such as “learn,” “know,” and “understand” should be included in the goal statements.

Lesson Objective(s) – a clear statement provides a clear picture of what the students should be able to do (action verbs) at the end of the lesson. This statement should not use vague words such as “learn,” “know,” and “understand.” Please see Appendix B for several examples of action verbs that you may want to use.

Lesson Aim(s)  a broad statement about what the lesson is about. This statement should not use vague words such as “learn,” “know,” and “understand.” Please see Appendix B for several examples of lesson objective action verbs that you may want to use.

Course Content – this is the course material that you want the students to master in each lesson, and learn/know/understand at the end of the course.

Picture in Picture (PIP) – this is a media strategy whereby a video of your teaching your course content will be embedded in a designated space (lower right side) of your presentation slides.

Summary – a discussion at the end of a lesson used to pull use loose ends together or to remind students of what has been taught.

Premade Templates for PPT’s

If the instructor would like to use a pre-made set of templates to develop lessons, the instructor should contact Sylvia Carson ( to discuss the PowerPoint template that will be crafted for his or her course. Sylvia is knowledgeable about the Georgia Tech branding requirements, including the logo that should be used by each school (department). She will provide the instructor with an electronic file consisting of two slides: Course Slide and General Slide. Below are examples of the two pre-made slides similar to what you will receive.

Course Slide

The Course Slide is used for all lessons and is the first slide that students will see for every lesson. It includes the title of the course, the instructor’s photo, name, title and affiliation with Georgia Tech, and the course goals. Please see Appendix A for the specific criteria (font: color, size, style) for the Course slide. Sylvia will provide you with this slide already formatted for you to use.

General Slide

A general slide should be used for the content to be delivered in each lesson. Below is an example of the General slide. Note: There is a space reserved on this General slide for your PIP when delivering the course content. Please see Appendix A for the specific criteria (font: color, size, style) for this slide. Sylvia will provide you with this slide already formatted for you to use.

Slide Guidelines

The information that follows is instruction on how to design your course lessons for each module and has little to do with how pretty the slides are. The structure for each or your lessons should have a similar structure across lessons and across modules. The structure for lesson slides is briefly described as:

  1. Course slide: Begin the lesson with the course slide
  2. Lesson Title and Aims(s) slide: Show the lesson title and aim(s)
  3. Previous Class slide: Review the material covered in the previous class
  4. Lesson Objective(s) slide: State the current lesson’s objectives
  5. Lesson Content slides: Deliver the content for current lesson
  6. Summary slide: Summarize the content for the current lesson
  7. Next Lesson slide: Briefly describe the content to be covered in next lesson
  8. Credits/References slide: Provide credits/references for resources used to inform the current lesson

The following sections show specific examples of each of the above framing and content slides. The examples are based on the approved Georgia Tech PP template design.

Course Slide

This example was shown earlier in this document, but offered here again for completeness. The Course Slide is used for all lessons and is the first slide that students will see for every lesson. It includes the title of the course, the instructor’s photo, name, title and affiliation with Georgia Tech, and the course goals. Please see Appendix A for the specific criteria (font: color, size, style) for this slide.

Lesson Title and Aim Slide

This slide requires that you modify the course slide. In place of the course title, type in its place the title of the lesson. In place of the course goals, you should type what are the aim(s) for the lesson.

Below is an example of a Current Lesson Title and Aim Slide completed for a Computational Photography course.

In the example, the title of the lesson is “What is Computational Photography? (Part 1).” The aim of the lesson is to “compare computational photography to traditional photography and digital photography.” Please note that all of the remaining information on this slide is retained from the course slide.

Previous Class Slide

To create a sense of continuity for the students, it is recommended that you review for the students what was taught in the previous lesson. The Previous Class Slide includes salient information from the previous lesson that you will also use in the current lesson.

Below is an example of a Previous Class Slide for a Computational Photography lesson.

Current Lesson Objectives Slide

Lesson objectives are the steps in the lesson that will help you achieve your lesson aim(s). You should write well-written lesson objective statements that provide clear picture of the students’ outcome or performance that you expect from the student as a result of the lesson experience. The lesson objective statement should be specific, concise, and, most importantly, observable or measurable. Table 1 summarizes four general rules that should be followed when writing lesson objectives.

Table 1. Four (4) general rules for writing lesson objectives




Describe what you expect the student to be able to do.


Specify this by way of an action verb that states what the student will do

(e.g., list, identify, arrange, weigh, describe) (See Table 2 for additional action verbs)


Describe the criterion or criteria for evaluating an acceptable performance

(e.g., name at least four colors of the rainbow). Note: Sometimes the degree of accuracy is implied by words such as correctly and successfully.


Specify important conditions under which the student will perform the behavior.

(e.g., run a mile before breakfast)

Examples of Lesson Objectives

  • Given six equations with one unknown, students will be able to correctly solve at least five equations.
  • Given twenty examples of incorrect verb tense usage, the student will correct a minimum of sixteen instances.

When writing Lesson Objective statements, ask yourself these questions:

  • Does the objective focus on student performance?
  • Is the task observable or measurable?
  • What criteria will I use to establish that the objective has been reached?

Note: Avoid words like “understand,” “learn,” and “know.” These terms are not measurable because there is no product involved.

Note: If you would like to know more about lesson objectives, please see Appendix B.

What follows is an example of a slide that contains Lesson Objectives for a Computational Photography course lesson. Please notice that the words “the student will” were not included on this slide to reduce the number of words on the slide; however, “the student will” should be included in the narration when the objectives are articulated to the students.

Lesson Content Slide(s)

For each new topic of information that is introduced, it is recommended that your presentation slide be created with the Topic being discussed as the heading for the slide.

Below is an example of one of the Lesson Content Slides completed for a Computational Photography course lesson.

Summary Slide

The summary of a lesson serves several important functions:

  • Tying the lesson to past learning, to future activity, or possibly to both (i.e., putting the learning into context in a longer sequence of learning activities having a visible goal).
  • Bringing the lesson to a satisfactory conclusion, including providing the students with a sense of academic and psychological closure. Academic closure involves understanding what the information in the lesson encompasses (i.e., the “chunk” of academic work that has been covered). Psychological closure is the sense of completeness: the recognition that an identifiable piece of the learning has been accomplished
  • Perhaps relating the lesson to some out-of-class task (i.e., using the activity to provide a rationale for some further related task to be done by the students “on their own,” but which has a visible place in the overall learning sequence).

Below is an example of the Summary Slide that could be used for a Computational Photography course lesson.

Next Class Slide

This slide is meant to prepare the students for the next lesson. Select key descriptors from the next lesson’s content and include them on this slide. Below is an example of the Next Class Slide for a Computational Photography course lesson.

Credits/References Slide

If there are resources borrowed to prepare the presentation slides, those resources must be referenced. There are several credit/reference references formats that can be used (APA, MLA, etc.), just be consistent in how credit is given to the resources. The instructor is encouraged to work with the Instructional Designer to evaluate the slides for copyright issues and infractions. Below is an example of a completed Credits/References Slide for a Computational Photography course lesson.

Quiz Types (Assessments)

Quizzes are one of the types of assessments we support on our platform (the others being programming assignments and peer assessments). Quizzes are displayed as a webpage that students can access from the course site. The best way to learn about how quizzes work on our platform is to check out the quiz gallery in the Coursera Partners' Portal.

Quizzes are auto-graded – we machine-grade based on the answer scheme you provide when creating the quiz, and students can see their scores immediately upon completion of the quiz. Standalone quizzes also contain immediate feedback for students – you provide explanations of correct and incorrect answers when creating the quiz, and students are automatically shown these explanations when they get their scores.

Another feature is randomization – you can create several variations of the same question, and different instances of the quiz will display different variations of the question. For example, two students doing the quiz at the same time might see different variations of the same question, thereby reducing instances of cheating. Another use case is for students retaking the same quiz- they will be able to attempt variations of the original questions. Randomization can also be enabled at the option level by adding additional options (i.e. answer choices) for each quiz question, different options will be displayed on different occasions. Again, the use case is to reduce the possibility for cheating and challenge students who repeat quizzes.

Different Quiz Types 

There are four different types of assessments that are subsumed under the category of "quizzes":

  • Quizzes refer to small tests that are assigned throughout the course;
  • Examinations refer to midterms or finals;
  • Homeworks are usually regular, weekly assignments;
  • Surveys are usually administered prior to the course (pre-course survey) or after the course (post-course survey).

The semantics are interchangeable with only a few differences between the architecture of these four types of items. The only special behaviors are:

  • Exams cannot be attempted again after a user has made the maximum number of submissions, whereas quizzes and homework assignments will allow you to try the assignment, AND IN SOME CASES, for no points.
  • Surveys do not provide feedback (such as explanations and "correct" answers) after a user submits. Note that some quiz-related features, such as "effective score," will remain.

Course Structure

(Currently being revised...)





Appendix A

Criteria for Course Slide

The recommended elements on Course slide meet the following criteria:

Slide Dimensions: 16”x10” (required for all presentation slides, and preferred aspect ratio by the studio engineers)

Top Border: Current Georgia Institute of Technology; Tech tower picture on background.

Instructor’s Photograph: This must be a clear headshot including a portion of the torso. Please have your photograph approved by Sylvia Carson (

Instructor’s Information:  Name (Bold Font Style: Calibri; Font Color: Yellow; Font Size: 12); Rank and School (Font Style: Calibri; Font Color: White; Font Size: 10)

Course Title:  The title as it appears advertised on the Coursera web site (Font Style: Arial; Font Size: 36; Font Color)

Course Goal(s): Using a sentence or two using course terms to describe what the students will learn, know, and/or understand when they complete the course (Italicized Font Style: Arial; Font Size: 14; Font Color: Yellow

Georgia Tech Unit (lower right): Font Style: Arial; Font Size: 11; Font Color: White

Criteria for General Slide

The recommended elements on General slide meet the following criteria:

Click to edit Master title style: Font Style: Arial Black; Font Size: 30

Click to edit Master text styles: Font Style: Arial Black; Font Size: 30

Second level: Font Style: Arial; Font Size: 26

Third level: Font Style: Arial; Font Size: 24

Fourth level: Font Style: Arial; Font Size: 20

Fifth level: Font Style: Arial; Font Size: 18

Media: 4.7” x 3.0” (reserved for the PIP)

Appendix B

Lesson Objectives

Here is some more information about lesson objectives. Using educational terminology, lesson objectives can be classified as cognitive, affective, and psychomotor. Each of these classifications is now discussed using common language.

  • Cognitive Domain Objective – These objectives are organized with a useful classification system that allows instructors to better understand the kinds of tasks they are prescribing for their students. This classification system contains six cognitive levels, ranging from simple/concrete mental (e.g., recall, identifies, etc.) operations to complex/abstract mental operations (e.g., compares, concludes, etc.). See Table 2 for some commonly used action verbs for cognitive domain objectives.
  • Affective Domain Objective – These objectives identify the feeling, valuing, and attitudinal components of the learning process, and these also encompass personality development. See Table 3 for some commonly used action verbs for affective objectives.
  • Psychomotor Domain Objective – These objectives involve learning tasks that require physical skills and often complex, mind-body interactions (e.g., handwriting, shooting a basked, playing a musical instrument). See Table 4 for some commonly used action verbs for psychomotor domain objectives.

It is up to the instructor and the instructional designer to decide how many and what types of objectives and at what level of organization (simplest to most advanced) are necessary for the lesson. In addition, it is not required that all of three types of objectives be included in all lessons. Note:  For an online course using the Coursera format, it is likely that the majority of lesson objectives will be at the cognitive domain level, some will be at the affective domain level, and potentially none will be at the psychomotor domain level.

Table 2. Cognitive Domain Level and Sample Action Verbs

(Hierarchical Organization: Simplest to Most Advanced)



defines, repeats, lists, names, labels, asks, observes, memorizes, records, recalls, fills in, listens, identifies, matches, recites, selects, draws



restates, describes, explains, tells, identifies, discusses, recognizes, reviews, expresses, locates, reports, estimates, distinguishes, paraphrases, documents, defends, generalizes



changes, computes, demonstrates, shows, operates, uses, solves, sequences, tests, classifies, translates, employs, constructs, dramatizes, illustrates, draws, interprets, manipulates, writes



dissects, distinguishes, differentiates, calculates, tests, contrasts, debates, solves, surveys, appraises, experiments, diagrams, inventories, relates, maps, categorizes, subdivides, defends



composes, proposes, formulates, sets up, assembles, constructs, manages, invents, produces, hypothesizes, plans, designs, creates, organizes, prepares, speculates



compares, concludes, contrasts, criticizes, justifies, supports, states, appraises, discriminates, summarizes, recommends, rates, decides, selects


Table 3. Affective Domain Level and Sample Action Verbs

(Hierarchical Organization: Simplest to Most Advanced)


listen, notice, observe


discuss, argue, agree/disagree


(1) consider what was received; (2) use it to make decisions about its importance; (3) regard it as priority--place a value on it


(1) place values in relationship with other values; (2) organize judgments and choices; (3) to be influenced by the value.


learners’ values become organized to the point of being internalized or become a part of the learners’ lives.


Table 4. Psychomotor Domain Level and Sample Action Verbs

(Hierarchical Organization: Simplest to Most Advanced)

Reflex Movements

stretching, blinking, posture adjustments

Basic Fundamental Movements

running, walking, jumping, pushing

Perceptual Abilities

following verbal instructions, dodging a moving ball, maintaining balance, jumping rope

Physical Abilities

distance running, toe touching, basic ballet exercises, weight lifting

Skilled Movements

complex movements utilized in dance, sports, music, art

Nondiscursive (nonverbal)

gestures, choreographed dance, pantomime


Appendix C



MOOC Creation

How do I get started creating a MOOC?

  • Develop a vision for how the course will be structured.

o   Course outline: Start with an outline of the course content.  Parcel the content into specific topic units.  Coursera refers to these units as “modules”. 

o   Scope and sequence: Refine the modules by listing the lessons that will comprise each module. A lesson is typically 5-15 minutes of material and covers one main idea or topic. A module could contain one lesson taught in one day or up to several lessons taught that span several days.

  • Start creating the videos, assignments, and quizzes at least three months before you plan to launch the course. Ideally, you should create all of the course material before the course start date.

How do I ensure that the students who enroll in the MOOC have the appropriate prerequisite content knowledge and skills?

  • It is important to make it clear who your intended audience is. Prerequisites for your course need to be clearly stated on the course page where students learn about the course.  The prerequisites need to inform students about what prior knowledge and skills students need if they decide to enroll in the course.
  • Here are some additional ways to help the students decide if they should enroll:

o   You could offer a pre-test.

o   You could invite students to watch the course videos using Coursera’s “preview” mode.

o   You could also suggest educational background and experiences are required for success in the course.


How do I break an entire lecture into short lecture videos?

  • Lessons are presented as lecture videos, which last approximately 5 to 15 minutes each. 

o   Prior to filming in the studio, instructors must rehearse lessons to refine their delivery and determine the time for teaching the lesson.

o   Videos that are 15 minutes or longer should be broken into shorter videos that fall within the 5 to 15 minute range.

o   If the lesson is running long, stop filming and review the content divisions. Ask yourself:

§  Am I you adding too much information?

§  Am I not being efficient in my presentation?

§  Does the lesson itself have too much material?

o   In the studio, filming can take 3-5 times longer than the clip itself (e.g., a 10 minute clip could take 30-50 minutes to film).

How do I help students stay actively engaged during the lecture videos?

  • You can embed quiz questions in your videos. These help ensure students are paying attention and are useful when it is important that they understand one idea before moving onto the next. 
  • In-video quizzes can appear at any point during the lecture video.

Can I use copyrighted material used from my existing GT course in my MOOC?

  • You cannot use copyrighted material if you do not obtain permission to use it. The material in your course will no longer be limited to the confines of a lecture hall. ‘Fair use’ might no longer apply in a course that will be viewed by thousands of students around the world.
  • Best practices include:

o   Create the materials yourself. This is time consuming, but then you can be sure there will be no copyright concerns.

o   Use Creative Commons or other public domain material. Be sure to properly cite such material.

o   Link directly to the original source of the material.

Lesson Slides

Am I required to use a template for my lesson slides?

  • While there is a PowerPoint template that was specifically designed for Coursera courses, which adheres to GT branding requirements, there is no required template.
  • We do suggest the following flow for each lesson.

o   Course slide:  Begin the lesson with the course slide, which includes the title of the course and the name of the instructor.

o   Lesson title and aims(s) slide: Show the lesson title and aim(s).

o   Previous class slide: Provide a review of the material covered in the previous class.

o   Lesson objective(s) slide:  State the current lesson’s objectives.

o   Lesson content slides:  Deliver the content for current lesson.

o   Summary slide:  Summarize the content for the current lesson.

o   Next lesson slide: Provide a description of the content to be covered in next lesson.

o   Credits/references slide:  Provide credits/references for resources used to inform the current lesson.


How do I grade thousands of students?

  • Coursera has two features to automatically grade student work.

o   Standalone quizzes

§  This grading option is generally used for homework assignments, weekly quizzes, final exams, and surveys.

§  Questions types include of true/false, multiple choice, fill in the blank, etc.

o   Programming assignments

§  For those courses where students will be generating computer code, Coursera has the feature to let students upload and run their code to see if it works properly. Instructors can set input and output values to test the students’ code.

  • Peer assessments allow for grading of open-ended assignments and can provide students with valuable feedback. Students have been vocal regarding their skepticism of the process. Here are some guidelines to make peer assessments effective:

o   Develop specific rubrics to guide students in doing their peer reviews. Try to think like a novice when developing the rubric items.

o   Break the rubric items into small chunks. Instead of asking students to assign 1-5 points for one rubric item, perhaps have five rubric items each worth 1 point.

o   Explain to students that five peers will review each assignment, and the final grade is the median of the five reviews.

o   Regularly encourage the students to take peer grading seriously. Instruct them to provide helpful feedback. Give examples of good and bad peer feedback.

Georgia Tech Support

What support do I have to create a MOOC?

  • Learn more about the features by reviewing the Coursera Partner’s Portal, which includes video tutorials, supporting documents, and discussion forums.

o   Accessible here: URL (how to gain access)

  • Read the Georgia Tech Instructor’s Guide that complements the Coursera Partner’s Portal.

o   Accessible here: URL (GT credentials required)

  • Georgia Tech has a dedicated technical support team to provide additional guidance as you create and manage your course.

TA Characteristics

What knowledge and skills should a TA possess?

  • Knowledge of the course material as determined and taught by the lead instructor.
  • Basic HTML skills, such as being able to create headings, apply formatting, and develop tables to organize content.
  • Good communications skills.

TA Responsibilities

Typically, what is involved in the initial configuration of the course?

  • As guided by the instructor, configure the course template pages and navigation menu on the Coursera platform.
  • This step occurs three months before the course goes live on the official start date.

Typically, what is involved in uploading and configuring the course modules before the course goes live?

  • Lessons: Review all lecture videos and slides for content. Additionally, submit the lecture videos for captioning. Once they are captioned, upload them to the Coursera platform and organize them on the appropriate module page.
  • Assessments: Configure the homeworks, quizzes, exams, and surveys that were created by the instructor using Coursera’s quiz tool.

Typically, what is involved in monitoring the course as each module goes live?

  • Announcements: Send out an announcement letting students know that the upcoming week’s materials are available for viewing.  Also, you can also send out a note near the end of the week that current week is wrapping up and another is starting.
  • Forums: Monitor the forums and read the posts by students. Answers the ones you feel are most important, and try to encourage students answer questions from other students.  Also watch for problems building and head them off before they become an issue.
  • Bugs: Watch for major issues, such as broken links, missing content, errors in the quizzes, etc. It is best to ensure that these bugs are avoided before the content goes live. But in the case that a bug slips through, students will immediately post them on the forums.

TA/Student Interactions in the Forums

When posting the forums, what are the backgrounds of the students?

  • There could be a much wider range of abilities and backgrounds than you expect. Consider that students might vary along these characteristics:

o   Native language

o   Reading/writing level

o   Educational background

o   Experience with online learning

o   Cultural background

o   Desired outcome (from a casual survey of the course to expecting to get credit from the college at which they are enrolled)


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