4. MOOCs (the grand narrative)
§ Cumulative MOOC participation has grown steadily over four years of HarvardX and
MITxcourse production. During these four years, 2.4 million unique users participated
in one or more MITx or HarvardX open online courses, and 245,000 learner certificates
were issued upon successfully completing a course. On average, 1,554 new, unique
participants enrolled per day over four years. A typical MOOC certificate earner
spends 29 hours interacting with online courseware.
§ Participants in a MOOC “classroom” are heterogeneous in background and intention. A
typical course certifies 500 learners — with 7,900 learners accessing some course
content after registering, and around 1,500 choosing to explore half or more of a
course’s content. Demographic statistics of note include a median learner age of 29
years old, a two-to-one male-to-female ratio (67 percent male, 33 percent female), and
significant participation from learners in other countries (71 percent international, 29
percent from the U.S.).
§ Educators are active MOOC participants. Surveys of learners in HarvardX or MITx
courses also helped capture the broadest sense of teacher and instructor identity
among MOOC participants. The new study found strong levels of participation from
this cohort, with 32 percent of respondents self-identifying as “being” or “having
been” a teacher. Of this group, 19 percent said they instructed on the same topic as
the online course in which they participated, and 16 percent achieved course
certification.
2018-03-08cormac.mcgrath@ki.se MOOC as tool for strategic collaboration
8. Designing learning outcomes
§ Knowledge and understanding
§ - How to account for basic theories, principles, and concepts
within biomedical ethics.
§ Skills and abilities
§ - Identify ethical problems, positions, and arguments within
biomedicine.
§ - Perform an analysis of an ethical problem within biomedicine.
§ - Coherently argue for and against courses of action on how to
deal with an ethical problem within biomedicine.
§ Judgement and approach
§ - Reflect on one’s own and others’ values
§ - Demonstrate an ethical and scientific approach to biomedicine.
2018-03-12cormac.mcgrath@ki.se MOOC as tool for strategic collaboration
Bioethic
sMOOC
KI
Eastern
Finland
Souther
n
Denmar
k
Turku
Bergen
9. Peer review
§ Learning outcome
review R1
§ Design review R2
§ Question and
assignment review R3
§ Overall in-platform
review R4
§ E+ project
- Review on
Translational
Pathology (R1,2
finalised)
- Multiplier event
Stockholm April 2018
2018-03-08cormac.mcgrath@ki.se MOOC as tool for strategic collaboration
Bioethic
sMOOC
KI
Eastern
Finland
Souther
n
Denmar
k
Turku
Bergen
14. • What do MOOCs afford?
§ Allow students an opportunity to regulate their
own learning.
§ Offer students an opportunity to revisit material.
§ Support learning of basic concepts .
§ Allow “us” to monitor learners’ performance and
progress easily using the data captured during the
courses
§ Can be used as a tool in a blended learning
program, where students can access more
information than what is provided in the class
§ Both professors and learners get world-wide
exposure, thus improving pedagogical techniques
and knowledge sharing
§ Access to courses offered by professors at schools
across the world for free
§ Courses are available to a vast and diverse
audience across the globe
2018-03-13cormac.mcgrath@ki.se MOOC as tool for strategic collaboration
Kim et al, 2014