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Practical Considerations of running a MOOC

Pat Lockley
Laws Developer
University of London International Programmes (Laws...
MOOC taxonomies

xMOOC

cMOOC
Pictures : Public Domain

Worldwide Access | Opportunity | International Standards
MOOC taxonomies
Person

Networking

Pictures : Public Domain
Worldwide Access | Opportunity | International Standards
MOOC taxonomies

Carbon

Bond
Pictures : Public Domain
Worldwide Access | Opportunity | International Standards
Chemistry 101

http://upload.wikimedia.org/wikipedia/commons/a/a8/NaF.gif
Creative Commons Share Alike Wdcf

http://en.wik...
Nodes, bonds or both?

Probabilities of electrons being in a place?

Probabilities of the cohort working like this?
Pictur...
So of our students
26,000 log in
7,000 on the fora (at least once)
900 on the Facebook page
400 on Twitter
200 on Google p...
Resistance as dropouts and learning as current

I=V/R
Worldwide Access | Opportunity | International Standards
Analogy killed off

I=V/R

Number
of
students

Desire to learn
Knowledge required
Expectations

Worldwide Access | Opportu...
Not being
able to
scale is

Blowing a
fuse?
Worldwide Access | Opportunity | International Standards
Or are we not providing enough
current/content to ensure lightbulb moments...

Worldwide Access | Opportunity | Internatio...
Single point of failure? Parallel Circuits?

Worldwide Access | Opportunity | International Standards
Closed system? Barriers to entry?

Worldwide Access | Opportunity | International Standards
The long tail
Youtube
Sound Cloud
Slideshare
Social Media
The Cloud
Our own sites

Worldwide Access | Opportunity | Intern...
Our MOOC Structure
Youtube

Coursera
Site

Soundcloud

Social Media
Our own sites

The Cloud

Worldwide Access | Opportuni...
MOOC Structure for everyone

Worldwide Access | Opportunity | International Standards
Simple routes through things
The distance between any point is 1
Is this just good user interface design
How do you design...
Literacy as a barrier
Coursera courses
taken previously

1st: This is my
first Coursera
course

Ease of navigation
through...
Whose MOOC is it anyway?

“This isn’t like other
Coursera courses”
Language used in education – midterm, finals, mock exam...
The Tube Poster says...

“the closest example I’ve experienced
yet of a course functioning as both a
learning tool and bro...
Connecting content or people or both?

Topologies and Pedagogies
Marketing Vs Pedagogy
Removing time barriers / eventednes...
Student differences

V/R

A University Qualification
A Refresher
Continuing Professional Development
Fun
New skills

World...
Scale as Fordism

Worldwide Access | Opportunity | International Standards
Scale as Fordism
You can’t teach all of the people all of the time
Or
The system just doesn’t support that because it
does...
Improving the experience
Less functionality than a VLE – Quizzes, Video, Fora and
HTML
Limited HTML layout options
Limited...
Starting out.....

Worldwide Access | Opportunity | International Standards
Day one.....

Worldwide Access | Opportunity | International Standards
By the end

Worldwide Access | Opportunity | International Standards
What happened?

Worldwide Access | Opportunity | International Standards
Breaking the mould
Peer Assessment / Learning outside of Coursera
Social Bookmarking outside of Coursera
Course note shari...
Worthwhile.....?
Of students who actually logged in 18% finished
Placing content outside Coursera allows it to continue to...
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Practical considerations of running a MOOC (Pat Lockley, Undergraduate Laws Programme)

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Presentation by Pat Lockley, Learning Systems Developer, University of London Undergraduate Laws Programme. MOOC: English Common Law (https://www.coursera.org/course/engcomlaw)

Last year the University of London International Programmes launched four MOOCs on the Coursera platform and the report on their implementation was published in November (http://www.londoninternational.ac.uk/sites/default/files/documents/mooc_report-2013.pdf). Since then, members of the teams who delivered these MOOCS have been asked many questions about their experiences so the Centre for Distance Education (www.cde.london.ac.uk) arranged a seminar to provide more information on the practicalities of how you actually set up and run such a course.

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Transcript of "Practical considerations of running a MOOC (Pat Lockley, Undergraduate Laws Programme) "

  1. 1. Practical Considerations of running a MOOC Pat Lockley Laws Developer University of London International Programmes (Laws) Worldwide Access | Opportunity | International Standards
  2. 2. MOOC taxonomies xMOOC cMOOC Pictures : Public Domain Worldwide Access | Opportunity | International Standards
  3. 3. MOOC taxonomies Person Networking Pictures : Public Domain Worldwide Access | Opportunity | International Standards
  4. 4. MOOC taxonomies Carbon Bond Pictures : Public Domain Worldwide Access | Opportunity | International Standards
  5. 5. Chemistry 101 http://upload.wikimedia.org/wikipedia/commons/a/a8/NaF.gif Creative Commons Share Alike Wdcf http://en.wikipedia.org/wiki/File:Covalent.svg Creative Commons Share Alike King of Hearts Worldwide Access | Opportunity | International Standards
  6. 6. Nodes, bonds or both? Probabilities of electrons being in a place? Probabilities of the cohort working like this? Pictures : Public Domain Worldwide Access | Opportunity | International Standards
  7. 7. So of our students 26,000 log in 7,000 on the fora (at least once) 900 on the Facebook page 400 on Twitter 200 on Google plus 8,500 (max) are “connected” of 26,000 (at least once) Worldwide Access | Opportunity | International Standards
  8. 8. Resistance as dropouts and learning as current I=V/R Worldwide Access | Opportunity | International Standards
  9. 9. Analogy killed off I=V/R Number of students Desire to learn Knowledge required Expectations Worldwide Access | Opportunity | International Standards Time User Interface Language Other barriers
  10. 10. Not being able to scale is Blowing a fuse? Worldwide Access | Opportunity | International Standards
  11. 11. Or are we not providing enough current/content to ensure lightbulb moments... Worldwide Access | Opportunity | International Standards
  12. 12. Single point of failure? Parallel Circuits? Worldwide Access | Opportunity | International Standards
  13. 13. Closed system? Barriers to entry? Worldwide Access | Opportunity | International Standards
  14. 14. The long tail Youtube Sound Cloud Slideshare Social Media The Cloud Our own sites Worldwide Access | Opportunity | International Standards
  15. 15. Our MOOC Structure Youtube Coursera Site Soundcloud Social Media Our own sites The Cloud Worldwide Access | Opportunity | International Standards
  16. 16. MOOC Structure for everyone Worldwide Access | Opportunity | International Standards
  17. 17. Simple routes through things The distance between any point is 1 Is this just good user interface design How do you design an interface for content which can be anywhere MOOC Literacy? Worldwide Access | Opportunity | International Standards
  18. 18. Literacy as a barrier Coursera courses taken previously 1st: This is my first Coursera course Ease of navigation through course pages 1st: Very easy Worldwide Access | Opportunity | International Standards
  19. 19. Whose MOOC is it anyway? “This isn’t like other Coursera courses” Language used in education – midterm, finals, mock exams, formative assessment Worldwide Access | Opportunity | International Standards
  20. 20. The Tube Poster says... “the closest example I’ve experienced yet of a course functioning as both a learning tool and brochure.” http://moocnewsandreviews.com/a-review-ofcourseras-english-common-law-mooc/#ixzz2pzfUfa4C Worldwide Access | Opportunity | International Standards
  21. 21. Connecting content or people or both? Topologies and Pedagogies Marketing Vs Pedagogy Removing time barriers / eventedness The 4 Ps of Marketing – is the fifth P Pedagogy? Worldwide Access | Opportunity | International Standards
  22. 22. Student differences V/R A University Qualification A Refresher Continuing Professional Development Fun New skills Worldwide Access | Opportunity ......And at Standards Impossible | International scale? to know?
  23. 23. Scale as Fordism Worldwide Access | Opportunity | International Standards
  24. 24. Scale as Fordism You can’t teach all of the people all of the time Or The system just doesn’t support that because it doesn’t scale Or Pyrrhic Victories .....So is the experience the same for everyone? Worldwide Access | Opportunity | International Standards
  25. 25. Improving the experience Less functionality than a VLE – Quizzes, Video, Fora and HTML Limited HTML layout options Limited scheduled release ....limited because not there, not there yet, or not possible at scale? Worldwide Access | Opportunity | International Standards
  26. 26. Starting out..... Worldwide Access | Opportunity | International Standards
  27. 27. Day one..... Worldwide Access | Opportunity | International Standards
  28. 28. By the end Worldwide Access | Opportunity | International Standards
  29. 29. What happened? Worldwide Access | Opportunity | International Standards
  30. 30. Breaking the mould Peer Assessment / Learning outside of Coursera Social Bookmarking outside of Coursera Course note sharing outside of Coursera Weekly chats inside and outside of Coursera Videos inside and outside of Coursera Audios inside (sort of) and outside Coursera Course reading inside (sort of) Coursera Staff praised for responding to questions Worldwide Access | Opportunity | International Standards
  31. 31. Worthwhile.....? Of students who actually logged in 18% finished Placing content outside Coursera allows it to continue to teach The Fake MOOC http://lawsfolio.londoninternational.ac.uk/eclmooc/ Re-engineer success back into our provision Worldwide Access | Opportunity | International Standards
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