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Amy Woodgate at Cetis conference 2014


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Talk by Amy Woodgate at the Open Education session at the Cetis Conference 2014: Building the Digital Institution held at the University of Bolton on the 17th and 18th June 2014.

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Amy Woodgate at Cetis conference 2014

  1. 1. University of Edinburgh Capitalising on the hype: Opening minds and institutional change at Edinburgh Amy Woodgate MOOCs Project Manager
  2. 2.
  3. 3. • 6 courses (wave 1) + 8 courses (wave 2) + more (~30 by year end) • Broad subject areas – academic led and short in length (5-7 weeks) • Fully online, free to take, open resources – CC licenses • New as MOOCs, not f2f conversion – non-template approach Academic proposes new course idea Team meeting with MOOC support Begin content production Course live Courses end Courses and the internal process BoS + CSPC Course approval Head of School approval sought Formalapproval Confirm live date Constant dialogue and review. Training. Community. Events. Sign off video content Standardised content uploaded Content refresh for next iteration
  4. 4. • Never intended to be money making • Capacity building – online learning • Seen as knowledge exchange initiatives • Research project into new online delivery methods • Research project into new audiences -- who takes a MOOC? And why? • Logical progression of University strengths and interest -- keen to explore technology enhanced learning • It was new, it looked fun!  Why MOOCs? Open- mindedness to “success”
  5. 5.  Small amount of direct income to reinvest into MOOC dev.  Capacity building – online learning  Knowledge exchange, e.g. research outputs  Development of new online delivery methods  Research outputs -- better understanding of who takes our MOOCs and why  Strengthened the University’s development areas -- enabled new-to-online-learning to explore in safe-space  Tremendous fun!  What did we achieve? All achieved and more!
  6. 6. Direct use of MOOCs Indirect + student inputResearchCapacityMaterials Pure Educational research Creating data Testing boundaries Risk taking Breaking norms Data mining student projects – feed directly into body of research True outreach first creation Joint course creation Uruguay Erasmus+ NMSOutreach for research Collaboration Experiment and experience w/ online learning Analysing the whole project, e.g. MBA project New academics Sparked creativity Enthusiasm New ODL programmes Student involved in summer projects Student surveys to understand MOOC experience and how it relates to UoE learning experience Making content Created short, structured courses High quality components Utilising own/other MOOCs, e.g. embedding videos or as textbooks Feedback / feeding into course creation Community outreach Tutoring / learning hubs OERs Scripts = open Sharing practice Setting standards leading example Consultancy Exploring unknown spaces Innovation Virtual mobility Digital literacy New processes New services Internal impact Agility Visually mindful Showcasing Design students for new content types
  7. 7. Academic course development • No imposed approach or template • Encouragement to choose an approach suitable for subject delivery and which the team were comfortable with • Encouragement to experiment with platform Community and transparency • Talking to peers and asking for feedback • Development of teams – not individuals • Sharing practice, good resources found Recycle, repurpose, reuse • Use of creative commons as default • Encouragement to think about resources beyond MOOC space • Awareness raising of open content Ensuring quality through transparency, ownership and support Every course MUST be a team Every course MUST have an UoE academic lead Every team MUST be part of the community
  8. 8. … Lots of central guidance and resources along the way!
  9. 9. Open attitude to content creation MOOC content • Content designed to be accessible to a wide audience • Created as a collaboration between academics and central support teams • Peer community • Everyone is learning attitude • Academic teams given online tutoring training to prepare for diverse engagement • Prepared for tangents and community generated content • Encouraged to embrace community • Creative commons license applied wherever possible to encourage content reuse (enabling) • OERs created as a by- product • Education for all around ‘open’ content MOOC content
  10. 10. Change for the future  Noticeable culture change – enthusiastically embracing learning and teaching at all levels – All academic Schools developing online learning provisions  Community-built attitude to course development – impact on future development of processes – acknowledgement broad spectrum of skills and support required  Reflection on Learning and Teaching future trajectory – vision for 2020 Edinburgh experience underway  Reflection on internal provision gaps – development of new IS Division (Learning Services & Web)  Senior Academic and Senior Management changes – Multiple Chairs in Online Learning around the University – New Head of School appointments with online learning explicitly in remit – Vice Principal online oversight changes
  11. 11. Where next? ...? MOOCs have been (and continue to be) a lot of fun but it has been incredibly fast! Now we need some slow time to mull over lessons learned … at least until September 