To MOOC or not to MOOC - That is the question
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To MOOC or not to MOOC - That is the question

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CEG Presentations, 18 March 2014

CEG Presentations, 18 March 2014

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  • http://www.mentalfloss.com/blogs/archives/140441
  • http://edutechnica.com/moocmap
  • http://edutechnica.com/moocmap
  • http://edutechnica.com/moocmap
  • http://edutechnica.com/moocmap

To MOOC or not to MOOC - That is the question To MOOC or not to MOOC - That is the question Presentation Transcript

  • TO MOOC OR NOT TO MOOC - THAT IS THE QUESTION MARCH 2014 Cheryl Brown, Andrew Deacon, Janet Small & Sukaina Walji
  • UNDERSTANDING MOOCS Section 1
  • What is a ‘MOOC’?
  • High profile MOOCs https://wikipedia.org
  • Sebastian Thrun
  • Media hype 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: http://www.wired.com/wiredscience/2012/03/ff_aiclass/all/
  • MOOCs didn’t just appear
  • April 2012 http://edutechnica.com/moocmap
  • October 2012 http://edutechnica.com/moocmap
  • April 2013 http://edutechnica.com/moocmap
  • October 2013 http://edutechnica.com/moocmap
  • Completion Rates http://www.katyjordan.com/MOOCproject.html
  • 6 million students / 54 staff
  • ● content is NOT free ● students can NOT support each other ● MOOCs can NOT solve the problem of educational scarcity in emerging economies ● Education is NOT a mass customer industry MOOC myths ● It's NOT all about money ● will NOT create a two-tier educational system ● MOOCs are NOT inherently inferior ● We've have NOT seen how this plays out Against (from Laurillard) For (from Educause)
  • COURSE LANDSCAPE Section 2
  • Landscape of Higher Education Curriculum integration Conventional Flexible Formal (credit) Lectures Block release Online courses Semi-formal (certificate) Short courses Professional development courses Non-formal (no credit) Summer school MOOCs
  • Landscape at UCT Curriculum integration Conventional Flexible Formal (credit) Lectures Block release e.g., HS Online courses e.g., BUS1 Semi-formal (certificate) Short courses Professional development e.g., Write Science e.g., Getsmarter courses MOOCs Non-formal (no credit) Summer school e.g., Astronomy online
  • WHAT COULD MOOCS LOOK LIKE AT UCT? Section 3
  • MOOC categories C1 Teaching Showcase C2 Gateway Skills C3 Graduate literacies C4 Professional Showcase C5 Research showcase High-profile ‘rockstar’ MOOCs on general interest topics. Typically showcasing undergraduate teaching Help prepare students for undergraduate study and introduce skills required. Help prepare students for postgraduate study and develop general skills and expectations. Support continuing education and showcasing professional careers and qualifications. Showcase research and special interest topics that may attract postgraduate students
  • 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 national interest. 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 Showcase teaching and showcase faculty; general interest topics at an undergraduate level. 2 – Gateway skills Prepare students; assist with bottleneck courses or provide supplementary assistance 3 – Graduate literacies Help prepare students for postgraduate study and develop general skills and expectations. 4 – Professional showcase Support continuing education and showcasing professional careers and qualifications. 5 – Research showcase Showcase research and special interest topics that may attract postgraduate level of interest.
  • Landscape with MOOCs Curriculum integration Conventional Flexible Formal (credit) Lectures Block release Online courses Semi-formal (certificate) C4 Short courses Professional development C3 C2 Non-formal (no credit) Summer school C5 C1
  • Emerging models from MOOCs  Open Boundary Courses – e.g DS106  SPOCs (small private online courses) - Harvard  MOCs (Massive Online Courses) – Unisa  Wrapping – e.g., postgrad literacies A ‘freemium’ model is where additional support is charged. Movement between formal, semi-formal and non-formal domains allows for experimentation of course offering.
  • 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 their experiences?  Set up a study group - or join the CILT unstudy group  Scoop-it curated links http://www.scoop.it/t/moocswatch
  • TO MOOC OR NOT TO MOOC – NOW WHAT IS THE QUESTION?