Developing World MOOCs
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Developing World MOOCs

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e/merge Africa Workshop, 18 June 2014

e/merge Africa Workshop, 18 June 2014

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  • 1. DEVELOPING WORLD MOOCS: A WORKSHOP ON MOOCS IN AFRICA EMERGE AFRICA ANDREW DEACON, JANET SMALL, SUKAINA WALJI 18 June 2014
  • 2. Introduction
  • 3. 0 5 10 15 20 25 30 Belgium Cameroon Germany Kenya Poland Rwanda United States/Ethiopia Swaziland Tanzania Nigeria Uganda USA United Kingdom Zimbabwe South Africa Participants from Countries Where are we from… Online courses at your institution yes potential yes established none
  • 4. 0 5 10 15 20 25 30 35 40 45 50 None Blended Fully online Blended, Fully online Flexible courses formats offered by MOOCs taken No Yes, one Yes, many
  • 5. MOOCs- open & online Online courses Open content MOOC
  • 6. Online Course MOOC Numbers: Participant numbers capped by facilitation and assessment resourcing MOOCs have attracted 10 000s by having almost no individual support Motivation: Participants earn a qualification Participants selectively take what interests them from a MOOC Participants: Often have similar backgrounds Often very diverse backgrounds Assessment: Meets accreditation standards Assessment standards less rigorous and not accredited Cost: Pay to join course Participants access the course for free, paying for internet connection and optionally certificates Lecturer: Responsible for teaching a curriculum aligned to a qualification and providing support Lecturer’s role is more limited and excludes individual support
  • 7. MOOCs didn’t just appear…. Image – Giulia Forsythe
  • 8. 2000 - 2007 2008 2009 2010 2011 2012 2013 Open education Online distance learning Open education resources Open conten t Connectivist MOOC (cMOOCs) iTunes U, Khan Academy Open source software Learning management systems MIT – Open Courseware Consortium Open University - OpenLearn Stanford xMOOCs Udacity Coursera MITx edX FutureLearn NovoEd OpenUp Ed Open to Study Open Universities Australia Directly related An influence Learnin g objects Open Textbooks Adapted by Hodgkinson-Williams 2014 from UNESCO Cape Town OE Declaration Paris OER Declaration
  • 9. April 2012 http://edutechnica.com/moocmap
  • 10. October 2012 http://edutechnica.com/moocmap
  • 11. April 2013 http://edutechnica.com/moocmap
  • 12. October 2013 http://edutechnica.com/moocmap
  • 13. Participants
  • 14. Completion Rates http://www.katyjordan.com/MOOCproject.html
  • 15. = 2522
  • 16. Mapping the landscape
  • 17. e.g Global Citizenship e.g Write Science courses e.g. Short corporate courses via private provider e.g. most degrees
  • 18. Showcase teaching and introduce topics with high-profile ‘rockstar’ presenters Introduce fields and support students in undergraduate study Develop skills and introduce topics for postgraduate study. Showcase research and special interest topics of interest to postgraduate level Showcase professional careers for continuing education and qualifications
  • 19. Category 1 Teaching showcase General interest high profile course Showcases the institution by means of an engaging subject or personality led. Global interest and matches a popular understanding of high profile MOOCs  n High production costs | high enrollment | loose curriculum ties May attract external funding
  • 20. Category 1 Teaching showcase General interest high profile course Showcases the institution by means of an engaging subject or personality led. Global interest and matches a popular understanding of high profile MOOCs  n High production costs | high enrollment | loose curriculum ties May attract external funding
  • 21. Category 2 Gateway skills Provides foundational, bridging or enhancement skills for pre HE entry or during undergraduate pathways towards specialisation. Could replace teaching for 'bottleneck courses.’ Local interest, either within the institution or at a country-wide setting. Moderate production costs | low enrollment | close curriculum ties May attract external funding |
  • 22. Category 3 Graduate literacies Post- graduate level courses to support application or programmes of study Focussed on building postgraduate literacies. Likely to be of local or national interest. Moderate production costs | low enrollment | close curriculum ties May attract external funding
  • 23. Category 4 Professional showcase Geared towards vocational skills development, re-tooling and professional development. Could be offered in conjunction with professional bodies. Likely to be of local interest, although some specialised topics may be globally relevant. . Moderate to high production costs |medium to high enrollment Close curriculum ties |May attract organisational funding High potential for pathway to credit or revenue generation
  • 24. Category 5 Research showcase Showcase research or more specialised topics of interest Offered at postgraduate level and assume some background in the topicstill geared towards general or leisure learning. Likely to have global appeal. Moderate/high production costs | medium/high enrollment Loose curriculum ties
  • 25. Category 5 Research showcase Showcase research or more specialised topics of interest Offered at postgraduate level and assume some background in the topicstill geared towards general or leisure learning. Likely to have global appeal. Moderate/high production costs | medium/high enrollment Loose curriculum ties
  • 26. Course offered simultaneously as a formal and as a open course. Small private open course nested inside a MOOC Massive Online Course: formal course inspired by MOOC pedagogy Students in a course taking a MOOC with added local support and additional material Massive Open Online Course Formal course with lectures and support.
  • 27. Wrapped MOOCs at UCT Time Topic Group meets every -Monday for 5 weeks Critical Thinking in Global Challenges https://www.coursera.org/course/criticalthinking Group meets every -Thursday for 5 weeks Principles of Written English https://www.edx.org/course/uc-berkeleyx/uc-berkeleyx-colwri2- 2x-principles-1348 Group meets every -Monday for 6 weeks Understanding Research: An Overview for Health Professionals https://www.coursera.org/course/researchforhealth Group meets every second Wednesday for 5 weeks Model Thinking https://www.coursera.org/course/modelthinking Group meets every Monday for 6 weeks Design and Interpretation of Clinical Trials https://www.coursera.org/course/clintrials Group meets every Wednesday for 10 weeks Data Analysis and Statistical Inference https://www.coursera.org/course/statistics Group meets every Thursday for 6 University Teaching 101 *NEW* https://www.coursera.org/course/univteaching101
  • 28. Practicalities
  • 29. Imagining MOOCs The six ‘P’s approach:  purpose  possibilities  pedagogy  platforms & partners  provisioning  process to roll out
  • 30. Purpose  Broad institutional goals Using the MOOC categories  Department / faculty goals  Individual goals
  • 31. Possibilities  Having decided on audience, purpose and category - what are the possible topics? Make a proposal for an actual MOOC (or variant) – develop a concept
  • 32. Pedagogy  How you want your MOOC to be taught online? (which will depend on your target audience, course purpose and expected learning outcomes, as well as costs and possibly platform affordances)
  • 33. Platform and Partners  Which platform partner will suit your MOOC and work best for your institution?  Other stakeholders and funders
  • 34. Provisioning  Two levels:  1. Institutional - applies to all Massive Online courses.  2. Course level – applies to each course
  • 35. Process & roll-out  identifying an academic or team of academics willing to devote the necessary time to the project  constituting a course development team (online learning designers, academics & student assistants from department who will be offering course)  initiate course design  course production schedule  test materials  launch course  Running/supporting/monitoring  Evaluation
  • 36. What to expect  The key themes: - sheer workload involved in planning and developing the content, - the resources required for video production on top of the individuals’ ‘regular’ jobs. - Creating effective strategies to manage the large number of participants in the MOOC forums was also reported as a challenge. University of London 2013 report on MOOCs
  • 37. Considerations - opportunities  Reaching huge numbers of students  Reaching a much broader range of students  Bringing expertise from the student community into the learning environment  Learning from the experience of experimenting with different activities and online formats
  • 38. Consideration - time  Every account from university MOOC-makers indicates a considerable investment of time – usually more than expected in the production of the MOOC  The time spent on the delivery and management of the MOOC for the first time was also high.  Subsequent offerings of the same MOOC were less demanding of time.
  • 39. Considerations - risks • adherence with copyright laws for use of all images, figures, journal articles, etc.; • licensing agreements for any software that is used by course- takers; • export control over any software or other technology that course- takers might have access to; • complaints or suits from course-takers who experience damages to their computers as a result of downloading course software; • accessibility issues (e.g., closed captioning, translation); and • culturally-related concerns about course content (e.g., sexual, religious, or politically-related language or images). (Univeristy of Illinois 2013 (p 16)
  • 40. What we’re hoping for in this two week workshop?  Your ideas and perspectives  A better understanding of other developing country contexts and how MOOCs could be used  Your insights to how MOOCs and their variants can and are being used  Encourage the voices of developing world educators in the debates on MOOCs
  • 41. What’s next? This week  Read the paper & engage in the first discussion: How might institutions in Africa respond to MOOCs?  Look over the some of the other resources & engage in the second discussion forum: Should African institutions engage with MOOCs, and if so how?  Third discussion forum: Do MOOCs bolster Western higher-education hegemony?
  • 42. Questions arising from paper 1. How do you imagine your institution or department might respond to or engage with MOOCs? 2. How do the MOOC categories we outline resonate with your institutional or departmental priorities? 3. Have you ever experimented with MOOCs within your institution? If so, in what ways? and how has that worked? How did your students respond and relate to the material and presentations? 4. Have you consider using MOOCs in a wrapped or distributed flipped format? If so, how?
  • 43. What’s next - week two activity 1. Can you develop the landscape of higher education provision we have presented and and customise it to your own context? Can you recognise what is happening in the formal, semi- formal and non-formal domains in your institution? 2. Can you suggest some additional categories of MOOCs we haven’t considered that might be appropriate to your context? What criteria might your institution or department use to determine what category of MOOCs
  • 44. Reading list 1. Our Paper on Developing World MOOCs: a curriculum perspective (in press). Available at Google Drive or on Emerge Africa site: http://bit.ly/1nj7WWP 2. General reading list: presentations and reports about MOOCs  Presentations from The MOOCs4D International Invitational  Yuan, L., Powell, S. & Olivier, B, Beyond MOOCs: Sustainable online learning in institutions.  Stanford Online - Review of 2013: Harnessing New Technologies and Methods to Advance Teaching and Learning at Stanford and Beyond  African Higher Education and Research Space (AHERS) 3. Blogs, articles and opinion perspectives  On MOOCs as neocolonialism  On developing country perspective  On cultural barriers in the design of MOOCs  On the potential to improve access to higher education Reading list at: https://docs.google.com/document/d/16M-dpcK0Ws8v2QtQRvbgNfIXz0dgfZEMmCJ4r9ZWGkE/edit Please add resources and readings you have found!
  • 45. Contact  Andrew.Deacon@uct.ac.za  Janet.Small@uct.ac.za  Sukaina.Walji@uct.ac.za This work is licensed under the Creative Commons Attribution-Share Alike 2.5 South Africa License. To view a copy of this license, visit http://creativecommons.org/licenses/by-sa/2.5/za/ or send a letter to Creative Commons, 171 Second Street, Suite 300, San Francisco, California, 94105, USA. Twitter: #emergeafrica