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2015 05 20 e learning presentation for sharing
This document discusses MOOCs (Massive Open Online Courses) and their relevance for organizations. It defines MOOCs and outlines UCT's strategy for offering MOOCs, which aims to position UCT as a world-class university, promote African scholarship, share learning globally, and apply lessons to degree courses. Challenges of MOOCs like limited internet access are addressed. Case studies show how businesses and governments use MOOCs for skills training. Emerging models blend MOOCs with formal courses. MOOCs offer opportunities but require consideration of digital literacy and content suitability.
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2015 05 20 e learning presentation for sharing
- 1. MOOCS AND YOURORGANISATION ONLINE & ELEARNING CONFERENCE 2015 MARY-ANN FIFE MAY 2015
- 2. Overview  The MOOCPhenomenon  MOOCs at UCT  MOOCs and your organisation
- 3. Let’s unpack M OO C MASSIVE OPEN ONLINE COURSE • Many thousand participants / learners • Open enrollment and free access to course content • All course material online • Courses structured clear learning pathway/ set number of modules
- 4. Let’s unpack M OO C MASSIVE OPEN ONLINE COURSE • Many thousand participants / learners • Open enrollment and free access to course content • All course material online • Courses structured clear learning pathway/ set number of modules
- 5. Let’s unpack M OO C MASSIVE OPEN ONLINE COURSE • Many thousand participants / learners • Open enrollment and free access to course content • All course material online • Courses structured clear learning pathway/ set number of modules
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- 7. Let’s unpack M OO C MASSIVE OPEN ONLINE COURSE • Many thousand participants / learners • Open enrollment and free access to course content • All course material online • Courses structured clear learning pathway/ set number of modules
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- 11. MOOCs – aform of online learning Downloadable educational digital content (ITunes U, YouTube, digital textbooks) Informal teaching and courses (MOOCs, open courses, self-study courses, Lynda.com) Fully structured online courses with assessments and qualifications
- 12. Online course DIFFERENCEMOOC Fees Cost to user No fees Maybe certificates &/or support Yes, as per all formal courses Entrance requirements None Limited. Capped by resources available for support & assessment Scale Thousands Savings due to limited lecturer support Responsible for curriculum alignment, QA, support Lecturer role Limited individual support Largely proprietary, some open Copyright Content may be proprietary or open, user generated content often © MOOC provider Distance education providers Providers Traditional residential research universities partnered with private companies No, not usually Analytics Yes, one of the promises Conventional Certification Non conventional Aligned with the usual formal courses QA processes Quality assurance As per non formal offerings
- 13. MOOCs & onlineeducation  MOOCs have put online education on the map  They have legitimised distance education for traditional universities (and traditional students)  They have put the quality of teaching in universities under scrutiny  Valuable insights into how students learn online
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- 15. Medicine and theArts THIR TY TIME S the F2F course
- 16. UCT MOOCs ata glance PAST CURRENT UPCOMING • Medicine & the Arts • What is a Mind? • Clinical research • Mitigating climate change • Statistics • Social Innovation • Inclusive education
- 17. Prof Sandra Klopper– DVC Teaching and Learning  UCT to offer MOOCs – full version (Prof. Klopper speaks at 00:49) https://www.youtube.com/watch?v=rGL9nmXZf8 s
- 18. UCT MOOC strategyaims to:  Positioning UCT as a world-class university  Show commitment to serving broader interests of people regionally across Africa  To share learning and research beyond the university  Show innovation in online teaching  Apply lessons learned to degree courses
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- 20. UCT MOOC strategyaims to:  Positioning UCT as a world-class university  Promoting African scholarship and local content  To share learning and research beyond the university  Show innovation in online teaching  Apply lessons learned to degree courses
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- 22. UCT MOOC strategyaims to:  Positioning UCT as a world-class university  Promoting African scholarship and local content  To share learning and research beyond the university  Show innovation in online teaching  Apply lessons learned to degree courses
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- 24. UCT MOOC strategyaims to:  Positioning UCT as a world-class university  Promoting African scholarship and local content  To share learning and research beyond the university  Show innovation in online teaching  Apply lessons learned to degree courses
- 25. Dr. Cheryl Brown– Senior lecturer and CCD team lead  UCT to offer MOOCs – full version (Dr. Brown speaks at 02:24) https://www.youtube.com/watch?v=rGL9nmXZf8 s
- 26. Photo of M&Aclass
- 27. What is aMind? Trailer  Link to trailer video for Mark Solms’ Course: What is a Mind? https://www.futurelearn.com/courses/what-is-a- mind
- 28. FutureLearn Weeks andSteps Week structure Steps
- 29. FutureLearn and sociallearning
- 30. Some key challenges: Low rates of uncapped broadband internet access in South Africa and many other African countries  Resource Constraints  Financial sustainability
- 31. Some key challenges: Low rates of uncapped broadband internet access in South Africa and many other African countries  Resource Constraints  Financial sustainability
- 32. Some key challenges: Low rates of uncapped broadband internet access in South Africa and many other African countries  Resource Constraints  Financial sustainability
- 33. 2014 – Theyear of the corporate MOOC Corporate MOOCs Are you reading this carefully? If you are, I may as well entertain you with a joke. Jokes? Wait, I don’t know very many jokes. Hipster Ipsum will have to do. Gluten-free hashtag squid lomo, 90's retro flannel taxidermy. Asymmetrical quinoa four dollar toast, biodiesel bicycle rights plaid Williamsburg. Jean shorts Godard retro ugh. Intelligentsia XOXO Marfa mixtape pickled banjo Brooklyn, narwhal put a bird on it leggings Neutra biodiesel keffiyeh crucifix. Brooklyn readymade meditation swag. Brooklyn Pitchfork Portland photo booth, VHS XOXO Echo Park readymade post-ironic you probably haven't heard of them. Lomo Carles Godard PBR XOXO. Gluten-free hashtag squid lomo, 90's retro flannel. Yesterday’s News DON’T BELIEVE EVERYTHING YOU READ - Since 1802
- 34. About Siyavula  EdTechcompany  Provide open licensed content for school textbooks Why they use MOOCS:  Skillset gap  No degree that teaches all the skills they require  Existing MOOCs for all their needs  MOOCs are free to access and already curated Case study - Siyavula
- 35. Why it works: Action learning  Personal commitment How they use MOOCs  An hour a day  Group sessions  Certificates for those who achieve > 66% Case study – Siyavula continued…
- 36. Why they useMOOCs:  Shortage of data science professionals  Equip citizens with career-relevant skills How they use MOOCs  Pilot programme – August 2014  200 enrollments  Meet-up groups once a week  Co-funding for verified certificates Case study – Singapore government
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- 38. EMERGING MODELS FROMMOOCS Open Boundary course Course offered simultaneously as a formal and as a open course. SPOC Small private online course MOC Massive Online Course: formal course with “MOOC pedagogy” Wrapped MOOC Students in a course taking a MOOC with added local support and additional material MOOC Massive Open Online Course Course Formal course with lectures and support. Centre for Innovation in Learning and teaching
- 39. Types of workplaceMOOCs  Build talent pipelines  Onboard new employees  Self-directed development  Workplace and on-the-job training  Train channel partners and customers  Brand marketing  Collaboration and innovation Source: Josh Bersin, Putting MOOCs To Work, Bersin by Deloitte. http://www.slideshare.net/jbersin.
- 40. Things to consider •Digital literacy levels • Internet access• Suitability of content • Staff profile
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- 44. Acknowledgements  Andrew Deacon Janet Small  Sukaina Walji CILT This work is licensed under the Creative Commons Share Alike 2.5 South Africa License. To view a copy of this license, visit http://creative commons.org/licenses/by-sa/2.5/za/ or send a letter to Creative Commons, 171 Second Street, Suite 300, San Francisco, Califirnia, 94105, USA www.cilt.uct.ac.za mary-ann.fife@uct.ac.za