OERs and MOOCs
Demystifying Open Educational Resources and Massive Open Online Courses
16 MAY 2014
Chemical Engineering seminar
Cheryl Hodgkinson-Williams, Andrew Deacon, Janet Small and Sukaina Walji
(Arabic: سمسم يا افتح iftaḥ
simsim, French: Sésam
e, ouvre-toi) is
a magical phrase in the
story of "Ali Baba and
the Forty Thieves"
in One Thousand and
One Nights. It opens
the mouth of a cave in
which forty thieves
have hidden a
What “hidden treasure” is to be found in
Open Educational Resources (OER) and
Massive Open Online Courses
EMERGENCE OF OPEN
Open Educational Resources
OER are teaching, learning, and research
resources that reside in the public domain or
have been released under an intellectual
property license that permits their free use and,
if specified, the re-purposing by others.
Examples of OER include full courses, course
materials, modules, textbooks, streaming videos,
tests, software and any other tools, materials, or
techniques use to support access to knowledge
(adapted from Smith & Casserly, 2006: 8).
Precursors to OER
Chemical Engineering @ UCT
Where to from here for OER?
Discover the potential “treasure” out there and …
Reuse – use “as is” or copy verbatim
Revise – adapt and improve the OER so it better
meets your needs by re-authoring, contextualising, re-
designing, summarising, repurposing, translating,
personalising, re-sequencing the content
Remix – combine or “mashup” the OER with other
OER to produce new materials by decomposing, re-
mixing and/or assembling content to meet your
Redistribute – make copies and share the original
OER or your new version with others … on UCT Open
Where to from here for OER?
Research: Watch this space ROER4D
He’s thinking big now. He imagines that in
10 years, job applicants will tout their
Udacity degrees. In 50 years, he says,
there will be only 10 institutions in the
world delivering higher education and
Udacity has a shot at being one of them.
Thrun quoted in 2012 online report:
● content is NOT free
● students can NOT support
● MOOCs can NOT solve the
problem of educational
scarcity in emerging
● Education is NOT a mass
● It's NOT all about money
● will NOT create a two-tier
● MOOCs are NOT inherently
● We've have NOT seen how
this plays out
Against (from Laurillard) For (from Educause)
Course offered simultaneously as a formal
and as a open course.
Small private open course nested inside a
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
Wrapped MOOCs at UCT
Group meets every -Monday for 5
Critical Thinking in Global Challenges
Group meets every -Thursday for
Principles of Written English
Group meets every -Monday for 6
Understanding Research: An Overview for Health Professionals
Group meets every second
Wednesday for 5 weeks
Group meets every Monday for 6
Design and Interpretation of Clinical Trials
Group meets every Wednesday
for 10 weeks
Data Analysis and Statistical Inference
Group meets every Thursday for
University Teaching 101 *NEW*
High-profile ‘rockstar’ MOOCs
on general interest topics.
Help prepare students
study and develop
general skills and
topics that may
A general interest high profile course that showcases the institution by means
of an engaging subject or personality led. Likely to be of global interest and
matches a popular understanding of high profile MOOCs
Category 1 Teaching Showcase
Provide foundational or enhancement skills, which students could take these prior to
applying or attending an institution but could also replace some campus-based teaching for
'bottleneck courses' or non-core. Likely to be of local interest, either within the institution or
at a country-wide setting.
Category 2 Gateway Skills
Post-graduate level courses to support application or programmes of
study focussed on building postgraduate literacies. Likely to be of local or
Category 3 Graduate Literacies
Geared towards vocational skills development, re-tooling and professional development;
they could be offered in conjunction with other organisations or professional bodies. Likely
to be of local interest, although some specialised topics may be globally relevant. .
Category 4 Professional showcase/development
Specialised and targeted than category one courses as they assumes
some existing background in the topic, but are still geared towards general
or leisure learning. Likely to have global appeal.
Category 5 Showcase research/specialisms
MOOC categories summary
MOOC Category Institutional purpose and examples
1 – Teaching
Showcase teaching and showcase faculty; general interest
topics at an undergraduate level.
2 – Gateway
Prepare students; assist with bottleneck courses or provide
3 – Graduate
Help prepare students for postgraduate study and develop
general skills and expectations.
4 – Professional
Support continuing education and showcasing professional
careers and qualifications.
5 – Research
Showcase research and special interest topics that may
attract postgraduate level of interest.
Where to from here?
CILT position paper - under review for journal
Enroll for a MOOC - check www.class-central.com/
Draw MOOCs into classroom - ask your students about
Set up a study group - or join the CILT unstudy group
Scoop-it curated links http://www.scoop.it/t/moocswatch
Hodgkinson-Williams, C. & Gray, E. (2009).
Degrees of Openness: The emergence of
Open Educational Resources at the
University of Cape Town. International
Journal of Education and Development using
Information and Communication Technology
(IJEDICT), 2009, Vol. 5, Issue 5, pp.101-116.
Smith, M.S. & Casserly, C.M. (2006). The
promise of Open Educational Resources,
Change: The Magazine of Higher Learning,
This work is licensed under a
Creative Commons Attribution 4.0 International License.
Presentation created by
Graphics by Rondine Carstens