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

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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  • 1. Practical Considerations of running a MOOC Pat Lockley Laws Developer University of London International Programmes (Laws) Worldwide Access | Opportunity | International Standards
  • 2. MOOC taxonomies xMOOC cMOOC Pictures : Public Domain Worldwide Access | Opportunity | International Standards
  • 3. MOOC taxonomies Person Networking Pictures : Public Domain Worldwide Access | Opportunity | International Standards
  • 4. MOOC taxonomies Carbon Bond Pictures : Public Domain Worldwide Access | Opportunity | International Standards
  • 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. 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. 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. Resistance as dropouts and learning as current I=V/R Worldwide Access | Opportunity | International Standards
  • 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. Not being able to scale is Blowing a fuse? Worldwide Access | Opportunity | International Standards
  • 11. Or are we not providing enough current/content to ensure lightbulb moments... Worldwide Access | Opportunity | International Standards
  • 12. Single point of failure? Parallel Circuits? Worldwide Access | Opportunity | International Standards
  • 13. Closed system? Barriers to entry? Worldwide Access | Opportunity | International Standards
  • 14. The long tail Youtube Sound Cloud Slideshare Social Media The Cloud Our own sites Worldwide Access | Opportunity | International Standards
  • 15. Our MOOC Structure Youtube Coursera Site Soundcloud Social Media Our own sites The Cloud Worldwide Access | Opportunity | International Standards
  • 16. MOOC Structure for everyone Worldwide Access | Opportunity | International Standards
  • 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. 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. 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. 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. 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. 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. Scale as Fordism Worldwide Access | Opportunity | International Standards
  • 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. 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. Starting out..... Worldwide Access | Opportunity | International Standards
  • 27. Day one..... Worldwide Access | Opportunity | International Standards
  • 28. By the end Worldwide Access | Opportunity | International Standards
  • 29. What happened? Worldwide Access | Opportunity | International Standards
  • 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. 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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