This document summarizes a workshop on MOOCs in Africa. It provides an introduction and discusses participants' countries and institutions. It then examines MOOC formats, participant numbers, motivations, assessments, costs, and lecturer roles. Several MOOC categories are proposed based on purpose and level. Practical considerations like time, resources, and risks are covered. The document aims to understand developing country contexts and how MOOCs could be used or adapted while encouraging developing world voices in MOOC debates.
Presentation by MOOC Task Team at Centre for Innovation in Teaching and Learning, Centre for Higher Education Development, University of Cape Town to inform discussion of MOOCs in the UCT Course provision landscape.
Presentation by MOOC Task Team at Centre for Innovation in Teaching and Learning, Centre for Higher Education Development, University of Cape Town to inform discussion of MOOCs in the UCT Course provision landscape.
The Colorado Virtual Studio System incorporates gated and monitored access to valued tools (production and post production equipment) in the creation of original student work. In order to access production equipment, students must present written work (outlines, then treatments, then screenplays) that serve as the blueprint to the final project (completed film). The student project leader assembles a team of specialists (actors, producers and/or directors, art directors, directors of photography, production managers, lighting and sound technicians, makeup, wardrobe, and set design trainees, logistical coordinators, production assistants, camera operators, location managers, etc.) required for successful project completion. However, within this system, project completion is not the mere lensing and editing of the proposed project. It is the delivery of the project to the consumer (audience) through a variety of venues. Consequently, the gated access to desired resources is contingent on market focus, just as it is in the real world.
Curriculum and Instructional Design for Online and Distance Learning Environm...Nicola Marae Allain, PhD
A presentation on the curriculum development process at SUNY Empire State College, a leader in adult centered distance and online learning.The presentation focuses on how these processes achieve the following goals: Promote deep learning through visual and multimedia approaches; Enhance collaborative learning – teams, group presentations, debates, students as facilitators; Integrate Case studies across the disciplines; Integrate library research and library based activities into every course; Integrate optimal technology tools for multiple pedagogical uses; Integrate work-based learning and connection with social problems; Build community beyond courses.
Web Presentation for the University of Oulu, Finland, April 24, 2007
A full assessment & feedback history would:
- Let Students and Personal Tutors review feedback and grades to help determine how to improve academically.
- Help Personal and Module Tutors to identify students who may need additional support.
- Enable Tutors to pick up on longitudinal developments, creating opportunities to engage in a feedback dialogue.
- Help Students to identify patterns and understand their feedback, so they can act upon it (feed forward).
Introducing the Moodle My Feedback plugin, which is being developed to help achieve these aims. Download it from: https://moodle.org/plugins/view.php?plugin=report_myfeedback
eTeacher Programme - Professional Development for 21st Century FacultyMike Highfield SFHEA
Blackboard’s eTeacher Programme enables Faculty to meet the challenging digital literacy needs of 21st Century students through a certified professional development Programme. It is a Programme that delivers world-class training and certification for teachers and associated support staff in the use of digital learning technologies, promoting a high standard of excellence, quality, and consistency in the student experience.
Taaccct 1 online learning status oct 2013cccscoetc
Presentation given at the October 2013 TAACCCT 1 COETC sharing day on the status of the online content for energy courses redesigned or developed in hybrid/online format for CCCS COETC grant
Dr KOI Education Management System for Modern Education Tutor or E-Tutors and Technology Education Program
For more information please visit website or email us at drkoi99@gmail.com
A presentation exploring the place of Massive Open Online Courses (MOOCs) in a Higher Education context by Laura Czerniewicz and Sukaina Walji from the Centre for Innovation in Learning and Teaching, University of Cape Town. Presented at Stellenbosch University Auxin Seminar.
The Colorado Virtual Studio System incorporates gated and monitored access to valued tools (production and post production equipment) in the creation of original student work. In order to access production equipment, students must present written work (outlines, then treatments, then screenplays) that serve as the blueprint to the final project (completed film). The student project leader assembles a team of specialists (actors, producers and/or directors, art directors, directors of photography, production managers, lighting and sound technicians, makeup, wardrobe, and set design trainees, logistical coordinators, production assistants, camera operators, location managers, etc.) required for successful project completion. However, within this system, project completion is not the mere lensing and editing of the proposed project. It is the delivery of the project to the consumer (audience) through a variety of venues. Consequently, the gated access to desired resources is contingent on market focus, just as it is in the real world.
Curriculum and Instructional Design for Online and Distance Learning Environm...Nicola Marae Allain, PhD
A presentation on the curriculum development process at SUNY Empire State College, a leader in adult centered distance and online learning.The presentation focuses on how these processes achieve the following goals: Promote deep learning through visual and multimedia approaches; Enhance collaborative learning – teams, group presentations, debates, students as facilitators; Integrate Case studies across the disciplines; Integrate library research and library based activities into every course; Integrate optimal technology tools for multiple pedagogical uses; Integrate work-based learning and connection with social problems; Build community beyond courses.
Web Presentation for the University of Oulu, Finland, April 24, 2007
A full assessment & feedback history would:
- Let Students and Personal Tutors review feedback and grades to help determine how to improve academically.
- Help Personal and Module Tutors to identify students who may need additional support.
- Enable Tutors to pick up on longitudinal developments, creating opportunities to engage in a feedback dialogue.
- Help Students to identify patterns and understand their feedback, so they can act upon it (feed forward).
Introducing the Moodle My Feedback plugin, which is being developed to help achieve these aims. Download it from: https://moodle.org/plugins/view.php?plugin=report_myfeedback
eTeacher Programme - Professional Development for 21st Century FacultyMike Highfield SFHEA
Blackboard’s eTeacher Programme enables Faculty to meet the challenging digital literacy needs of 21st Century students through a certified professional development Programme. It is a Programme that delivers world-class training and certification for teachers and associated support staff in the use of digital learning technologies, promoting a high standard of excellence, quality, and consistency in the student experience.
Taaccct 1 online learning status oct 2013cccscoetc
Presentation given at the October 2013 TAACCCT 1 COETC sharing day on the status of the online content for energy courses redesigned or developed in hybrid/online format for CCCS COETC grant
Dr KOI Education Management System for Modern Education Tutor or E-Tutors and Technology Education Program
For more information please visit website or email us at drkoi99@gmail.com
A presentation exploring the place of Massive Open Online Courses (MOOCs) in a Higher Education context by Laura Czerniewicz and Sukaina Walji from the Centre for Innovation in Learning and Teaching, University of Cape Town. Presented at Stellenbosch University Auxin Seminar.
MOOCs and the Future of Indian Higher Education - FICCI Higher Education Summ...Viplav Baxi
This is a presentation that acted as a base for the conversation in the master class on Nov 14, 2013 at the FICCI Higher Education Summit at New Delhi.
Recap of business plan development; Detail your e-learning project goals; Describe critical competencies; Outline your project; Validate with major stakeholders
Student Hand Book Rai University Online LearningRai University
Many organizations and institutions are using e-learning because it can be as effective as traditional training at a lower cost.
Download here: http://uol.raiuniversity.edu/student-support/student-hand-book/
On the Corporate MOOC conference held in Hong Kong, June 1, 2015, Professor T.C. Pong, of HKUST, gave this speech on how analytics contribute to the imporvement of the learning experience.
E/merge Africa Learning Festival Conference 2018
Digital Fluency Workshop - Brenda Mallinson & Shadrack Mbogela
5 modules: Digital Fundamentals; Working with OER; Course Design & Development for online provision; Academic Integrity in a Digital Age; Storage and Access of Digital Resources.
Making use of MOOCs
Janet Small, Andrew Deacon, & Sukaina Walji
Centre for Innovation in Learning & Teaching, University of Cape Town. UCT 2015/6 Teaching & Learning Conference workshop
University of Cape Town 30 March 2016
Putting it all Together: Designing a Great BlackBoard CourseStaci Trekles
This session will help you go from start to finish in building an efficient, effective, and engaging course using BlackBoard Learn. This includes learning all about the new features available in BlackBoard starting this May!
Instructional Design for Online and Blended Learning Course SlidesCity Vision University
These are the slides for our free course on Udemy at:
https://www.udemy.com/disruptive-innovation-in-higher-education/
You can find the course videos at:
https://www.youtube.com/playlist?list=PLXa3JWoXGD0WFaRBmLZAyhGPII1SGMEaL
Here are how the course will work:
1. The course will start with a template for you to conduct needs analysis and research for your course.
2. You will then design learning outcomes and use our templates to develop a learner-centered syllabus to meet requirements of accreditors and a course introduction.
3. You will then use our Course Blueprint template to build each week of your course. While you do that, you will use the OSCAR course evaluation rubric to evaluate your course for best practices.
4. We will share all we know about how to use the latest technology, videos and screencasts to improve the engagement of your course.
5. For those who come from faith-based institutions, we will provide sections on how to integrate faith into learning in your course. For those who do not come from faith based sections, you can skip this section.
6. You will use the course blueprint you developed to create and publish your course using Canvas.
Making the Most of New Course Delivery Methods (2011)Scott Dinho
Presentation made at USDLA conference in 2011. It presented a framework in which to analyze the course delivery methods used at a school and determine which is the best to meet the needs of any program.
Presentation on UCT MOOCs project to the University of Western Cape's School of Public Health workshop (Emerging models in Public Health education) , 20 May 2015
The use of images and other visualisations has become critical in the classroom to help students solve complex problems more efficiently.
Drawing on the latest trends and uses of visuals in higher education, this workshop explores how to use images, videos and visualisations creatively as a lecturer.
This presentation will provide you with practical examples and links to free, online software to start with.
Issues of copyright are also explicitly discussed.
Considering MOOC Learner Experiences: An insider's perspective. Presented by Ed Campbell, Learning Designer at the Learning LandsCAPE conference
May 2016
Learning through engagement: MOOCs as an emergent form of provision. Presentation at ICDE World Conference, Sun City, South Africa, October 2015. Sukaina Walji, Laura Czerniewicz, Andrew Deacon, Janet Small
Open Education Week: MOOCs at UCT
Presentation for Open Education Week, University of Cape Town, 11 March 2015
Sukaina Walji with Laura Czerniewicz, Andrew Deacon, Mary-Ann Fife, Tasneem Jaffer & Janet Small
Centre for Innovation in Learning & Teaching, University of Cape Town
MOOCs offer opportunities but are also pose the danger of further exacerbating existing educational divisions and deepening the homogeneity of global knowledge systems. Like many universities globally, South African university leaders and those responsible for course, curriculum, and learning technology development are coming to grips with the implications and possibilities of online and open education for their own institutions. What opportunities do they offer to universities, especially from the point of view of research-focused campus-based institutions which have not yet
engaged with MOOCs and have little history with online courses? Given the complexities of the MOOC-scape, this paper provides a means for contextualising the
options within an institutional landscape of educational provision as possibilities for MOOC creation, use and adaptation.
Cheryl Hodgkinson-Williams' Keynote presentation slides for 2nd Regional Symposium on Open Educational Resources (OER). Presentation title: Degrees of ease: Adoption of OER, Open Textbooks and MOOCs in the Global South
Cheryl Hodgkinson-Williams, (the Principal Investigator of the Research on Open Educational Resources for Development (ROER4D) project) and Andrew Deacon, from the Centre for Innovation for Learning and Teaching (CILT), presented a short seminar for the Chemical Engineering Department at the University of Cape Town on OER and MOOCs.
This presentation provides an overview of MOOCs, including some of the myths. It considers what MOOCs could look like at UCT and proposes five different categories.
More from Centre for Innovation in Learning and Teaching (CILT), University of Cape Town (17)
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
3. 0 5 10 15 20 25 30
Belgium
Cameroon
Germany
Kenya
Poland
Rwanda
United States/Ethiopia
Swaziland
Tanzania
Nigeria
Uganda
USA
United Kingdom
Zimbabwe
South Africa
Participants from Countries
Where are we from…
Online courses at your
institution
yes potential
yes
established
none
6. MOOCs- open & online
Online courses
Open content MOOC
7. Online Course MOOC
Numbers: Participant numbers capped
by facilitation and assessment
resourcing
MOOCs have attracted 10 000s by having
almost no individual support
Motivation: Participants earn a
qualification
Participants selectively take what interests
them from a MOOC
Participants: Often have similar
backgrounds
Often very diverse backgrounds
Assessment: Meets accreditation
standards
Assessment standards less rigorous and
not accredited
Cost: Pay to join course Participants access the course for free,
paying for internet connection and
optionally certificates
Lecturer: Responsible for teaching a
curriculum aligned to a qualification
and providing support
Lecturer’s role is more limited and excludes
individual support
9. 2000 - 2007 2008 2009 2010 2011 2012 2013
Open
education
Online
distance
learning
Open
education
resources
Open
conten
t
Connectivist
MOOC
(cMOOCs)
iTunes U,
Khan
Academy
Open source
software
Learning
management
systems
MIT – Open
Courseware
Consortium
Open
University -
OpenLearn
Stanford
xMOOCs
Udacity
Coursera
MITx edX
FutureLearn
NovoEd
OpenUp
Ed
Open to Study
Open
Universities
Australia
Directly related An influence
Learnin
g
objects
Open Textbooks
Adapted by Hodgkinson-Williams 2014 from UNESCO
Cape Town OE
Declaration
Paris OER
Declaration
19. e.g Global Citizenship
e.g Write Science
courses
e.g. Short corporate
courses via private
provider
e.g. most degrees
20. Showcase teaching
and introduce topics with
high-profile ‘rockstar’
presenters
Introduce fields and
support students in
undergraduate
study
Develop skills and
introduce topics for
postgraduate
study.
Showcase research
and special interest
topics of interest to
postgraduate level
Showcase professional
careers for continuing
education and qualifications
21. Category 1 Teaching showcase
General
interest high
profile course
Showcases the
institution by
means of an
engaging
subject or
personality led.
Global interest
and matches a
popular
understanding
of high profile
MOOCs
n
High production costs | high enrollment | loose curriculum ties
May attract external funding
22. Category 1 Teaching showcase
General
interest high
profile course
Showcases the
institution by
means of an
engaging
subject or
personality led.
Global interest
and matches a
popular
understanding
of high profile
MOOCs
n
High production costs | high enrollment | loose curriculum ties
May attract external funding
23. Category 2 Gateway skills
Provides
foundational,
bridging or
enhancement
skills for pre HE
entry or during
undergraduate
pathways
towards
specialisation.
Could replace
teaching for
'bottleneck
courses.’
Local interest,
either within the
institution or at a
country-wide
setting.
Moderate production costs | low enrollment | close curriculum ties
May attract external funding |
24. Category 3 Graduate literacies
Post-
graduate
level courses
to support
application or
programmes
of study
Focussed on
building
postgraduate
literacies.
Likely to be
of local or
national
interest.
Moderate production costs | low enrollment | close curriculum ties
May attract external funding
25. Category 4 Professional showcase
Geared towards
vocational skills
development,
re-tooling and
professional
development.
Could be offered
in conjunction
with professional
bodies.
Likely to be of
local interest,
although some
specialised
topics may be
globally
relevant. .
Moderate to high production costs |medium to high enrollment
Close curriculum ties |May attract organisational funding
High potential for pathway to credit or revenue generation
26. Category 5 Research showcase
Showcase
research or
more
specialised
topics of
interest
Offered at
postgraduate
level and
assume some
background in
the topicstill
geared towards
general or
leisure
learning.
Likely to have
global appeal.
Moderate/high production costs | medium/high enrollment
Loose curriculum ties
27. Category 5 Research showcase
Showcase
research or
more
specialised
topics of
interest
Offered at
postgraduate
level and
assume some
background in
the topicstill
geared towards
general or
leisure
learning.
Likely to have
global appeal.
Moderate/high production costs | medium/high enrollment
Loose curriculum ties
28.
29. Course offered simultaneously as a formal
and as a open course.
Small private open course nested inside a
MOOC
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
support.
30. Wrapped MOOCs at UCT
Time Topic
Group meets every -Monday for 5
weeks
Critical Thinking in Global Challenges
https://www.coursera.org/course/criticalthinking
Group meets every -Thursday for
5 weeks
Principles of Written English
https://www.edx.org/course/uc-berkeleyx/uc-berkeleyx-colwri2-
2x-principles-1348
Group meets every -Monday for 6
weeks
Understanding Research: An Overview for Health Professionals
https://www.coursera.org/course/researchforhealth
Group meets every second
Wednesday for 5 weeks
Model Thinking
https://www.coursera.org/course/modelthinking
Group meets every Monday for 6
weeks
Design and Interpretation of Clinical Trials
https://www.coursera.org/course/clintrials
Group meets every Wednesday
for 10 weeks
Data Analysis and Statistical Inference
https://www.coursera.org/course/statistics
Group meets every Thursday for
6
University Teaching 101 *NEW*
https://www.coursera.org/course/univteaching101
35. Possibilities
Having decided on audience, purpose and
category - what are the possible topics?
Make a proposal for an actual MOOC (or
variant) – develop a concept
36. Pedagogy
How you want your MOOC to be taught
online? (which will depend on your target
audience, course purpose and expected
learning outcomes, as well as costs and
possibly platform affordances)
37. Platform and Partners
Which platform partner will suit your MOOC
and work best for your institution?
Other stakeholders and funders
38. Provisioning
Two levels:
1. Institutional - applies to all Massive Online
courses.
2. Course level – applies to each course
39. Process & roll-out
identifying an academic or team of academics willing
to devote the necessary time to the project
constituting a course development team (online
learning designers, academics & student assistants
from department who will be offering course)
initiate course design
course production schedule
test materials
launch course
Running/supporting/monitoring
Evaluation
40. What to expect
The key themes:
- sheer workload involved in planning and
developing the content,
- the resources required for video production on
top of the individuals’ ‘regular’ jobs.
- Creating effective strategies to manage the large
number of participants in the MOOC forums was
also reported as a challenge.
University of London 2013 report on MOOCs
41. Considerations - opportunities
Reaching huge numbers of students
Reaching a much broader range of students
Bringing expertise from the student
community into the learning environment
Learning from the experience of experimenting
with different activities and online formats
42. Consideration - time
Every account from university MOOC-makers
indicates a considerable investment of time –
usually more than expected in the production
of the MOOC
The time spent on the delivery and
management of the MOOC for the first time
was also high.
Subsequent offerings of the same MOOC were
less demanding of time.
43. Considerations - risks
• adherence with copyright laws for use of all images, figures, journal
articles, etc.;
• licensing agreements for any software that is used by course-
takers;
• export control over any software or other technology that course-
takers might have access to;
• complaints or suits from course-takers who experience damages to
their computers as a result of downloading course software;
• accessibility issues (e.g., closed captioning, translation); and
• culturally-related concerns about course content (e.g., sexual,
religious, or politically-related language or images). (Univeristy of Illinois
2013 (p 16)
44. What we’re hoping for in this two week
workshop?
Your ideas and perspectives
A better understanding of other developing
country contexts and how MOOCs could be
used
Your insights to how MOOCs and their variants
can and are being used
Encourage the voices of developing world
educators in the debates on MOOCs
45. What’s next? This week
Read the paper & engage in the first
discussion: How might institutions in Africa
respond to MOOCs?
Look over the some of the other resources &
engage in the second discussion forum:
Should African institutions engage with
MOOCs, and if so how?
Third discussion forum: Do MOOCs bolster
Western higher-education hegemony?
46. Questions arising from paper
1. How do you imagine your institution or department
might respond to or engage with MOOCs?
2. How do the MOOC categories we outline resonate
with your institutional or departmental priorities?
3. Have you ever experimented with MOOCs within your
institution? If so, in what ways? and how has that
worked? How did your students respond and relate to
the material and presentations?
4. Have you consider using MOOCs in a wrapped or
distributed flipped format? If so, how?
47. What’s next - week two activity
1. Can you develop the landscape of higher
education provision we have presented and and
customise it to your own context? Can you
recognise what is happening in the formal, semi-
formal and non-formal domains in your institution?
2. Can you suggest some additional categories of
MOOCs we haven’t considered that might be
appropriate to your context? What criteria might
your institution or department use to determine what
category of MOOCs
48. Reading list
1. Our Paper on Developing World MOOCs: a curriculum perspective (in press).
Available at Google Drive or on Emerge Africa site:
http://bit.ly/1nj7WWP
2. General reading list: presentations and reports about MOOCs
Presentations from The MOOCs4D International Invitational
Yuan, L., Powell, S. & Olivier, B, Beyond MOOCs: Sustainable online learning in institutions.
Stanford Online - Review of 2013: Harnessing New Technologies and Methods to Advance Teaching and
Learning at Stanford and Beyond
African Higher Education and Research Space (AHERS)
3. Blogs, articles and opinion perspectives
On MOOCs as neocolonialism
On developing country perspective
On cultural barriers in the design of MOOCs
On the potential to improve access to higher education
Reading list at:
https://docs.google.com/document/d/16M-dpcK0Ws8v2QtQRvbgNfIXz0dgfZEMmCJ4r9ZWGkE/edit
Please add resources and readings you have found!
49. Contact
Andrew.Deacon@uct.ac.za
Janet.Small@uct.ac.za
Sukaina.Walji@uct.ac.za
This work is licensed under the Creative Commons Attribution-Share Alike
2.5 South Africa License. To view a copy of this license, visit
http://creativecommons.org/licenses/by-sa/2.5/za/ or send a letter to
Creative Commons, 171 Second Street, Suite 300, San Francisco,
California, 94105, USA.
Twitter:
#emergeafrica
The types of activities in these types of MOOCs may be more activity or project-based with peer review and assessments also forming an important part of the learning experience.
Landscape re-imagined with MOOCs and now in the picture.
Movement between formal, semi-formal and non-formal domains allows for experimentation of course offering. Variant types of course offerings are emerging from MOOC experiments, either as a result of limitations of MOOCs or as a result of ideas emanating from MOOC pedagogy.
Part of the concept would have to include a consideration of how we expect people to learn on this course – linked to audience needs and expected learning outcomes
INSTITUTIONAL: (linked to platform)
contract agreements with the platform partner (including licensing provisions for institution and individual academics)
- regulatory environment within UCT (how it will fit within UCT short courses policy)
- video & learning materials production capacity
- systems for quality assurance; monitoring and evaluation (institutional research so we can learn from the process)
COURSE LEVEL (linked to choices about pedagogy)
funds for academic and support staff (put in some costs - variability) Quotes about how expensive it is
- negotiating academic’s time (between 200 & 500 hours during production & delivery)
- dedicated course support team (eg. graduate students?)
- lining up production capacity (CILT) including online curriculum developers, learning technologists, learning materials developers, video production and editing equipment and personnel
- materials identification - copyright clearance of all materials - use of suitable OERs
EdX has already enabled MIT professors to reach hundreds of thousands of students in a year… An MIT professor might reach more students in a single edX class than in a lifetime of conventional teaching.
Duke University professor: Dr. Barr noted that it would typically take him 10 years or more to teach more than 300 students Bioelectricity in its usual face to face format. The instructor not only reached many more students than he would have in a campus course, but he also observed that it was a broader and deeper range of students, many with expertise in topics closely related to bioelectricity. (12 000 enrolled; 8 000 active in week 1; 1000 engaging each week)
Over 600 hours of effort were required to build and deliver the course, including more than 420 hours of effort by the instructor. (Report on Duke’s first MOOC)
time preparing before MOOC began (excluding filming), 83% of respondents spent at least 10 hours a week, the remainder working 5-10 hours each week on preparation. Once their MOOC started, majority of teams (66%) spent at least 10 hours a week managing their MOOC (University of London’s first 4 MOOCs)