The document discusses Massive Open Online Courses (MOOCs). It provides an overview of MOOCs, including their definition as online courses available to large numbers of people for free. Examples are reviewed of MOOCs the author took on Coursera and Udemy. Guidelines are offered for best practices in MOOC design, such as using short video lessons, active facilitation, and assessments to engage learners. Potential pitfalls to avoid include poor media quality and inactive online forums. In conclusion, MOOCs can expand access to education if designed with learner needs in mind.

1. Massive Open Online Courses
HMID6303 CURRENT TRENDS AND DESIGN IN INSTRUCTIONAL TECHNOLOGY
ASSIGNMENT 2 | PRESENTED BY OOI KOK HOR : MATRICULATION NO.: CGS01315420

2. Outline
1. Objectives
2. Overview and definition of MOOCs
3. Benefits of MOOCs
4. Monetize MOOCs
5. Review of MOOCs that you enrolled in
 Coursera – Introduction to HTML 5
 Udemy – Learn to Code by Making Games - The Complete Unity Developer
6. How best to design of MOOCs – Do’ & Don’ts

3. Outline
5. Engagement between students, facilitator(s) and course materials
6. Mistakes to avoid for MOOCs
7. Other important factors to consider in designing and implementing MOOCs
8. Summary and Conclusion
9. Credits and References

4. What’s MOOCs?
Source:https://www.youtube.com/watch?v=KqQNvmQH_YM

5. What is MOOCs?
“A course of study made available over the
Internet without charge to a very large number
of people”
Oxford Dictionaries Online

6. What is MOOCs?
Massive – allows hundreds to thousands of students to enrol into a course
at the same time.
Open – No prerequisites, entrance exams, applicant interviews or tuition
fees. Generally open for everyone to participate.
Online – Participants can join the course over internet connection from
anytime, anywhere. Materials and lesson are delivered
Course – MOOCs consist a series of lessons and facilitator(s).

7. Overview of MOOCs
 The first Massive Open Online
Course (MOOC) began with the
course The Connectivism and
Connective Knowledge course
(CCK08) by Stephen Downes and
George Siemens back in 2008.
 the first to incorporate open
learning with distributed content
and attracted 2200 participants
worldwide.

8. Overview of MOOCs
 MOOCs often delivers via computer network environment (internet)
 it allows huge amount of participants to enrol into the course at the same
time
 The openness of the content often provides room for discussion
 Lesson content will evolve from time to time, based on diversity and the
density of the student’s network.
 Usually there should be at least one subject matter expert to facilitate
learning

9. Benefits of MOOCs
 Promotes life long learning
 Reduce social barrier for quality education
 Low cost education for everyone
 Allows massive amount of student to join without heavy investment in
manpower.
 New business model for education industry
 Improve employability of workforce
Source:https://hbr.org/2015/09/whos-benefiting-from-moocs-and-
why

10. Monetize MOOCs
Subscription based Life Time Access Certification
• Learner will pay a certain
amount of fee over a
particular duration.
• Usually unlimited access of
lesson content within the time
period.
• Unlock premium service such
as courses and features
• Best value for frequent
• Learner pay one time fee for
the particular course.
• Usually granted life time
access to the course.
• Flexible time for casual
• Usually no recognized
certification.
• The lesson is free, however,
the assessment and
certification requires learner
pay the fee.
• Usually provide recognized
certification from education
partners.
• Good for learner who seek
professional recognition.
• Codecademy
• Skillshare
• Lynda
• Udemy
• Floqq
• Coursera
• edX
• Udacity

11. Other MOOCs Monetization
1. Investment
2. Not-for-profits
3. Government
4. Private equity
5. Private donations
6. Sponsorship
7. Proctored assessment
8. Books/materials
9. Summer schools
10. Recruitment
11. Advertising
12. Future indigenous student income
13. Future overseas students income
14. Parents of future students
15. Future alumni contributions
16. Brand capital
17. Reduced capital costs
18. Reduced faculty costs
Source:http://www.e-learn.nl/2013/06/29/20-ways-to-monetize-
moocs
(Donald Clark, 2013)

12. MOOCs Reviews
Introduction to HTML 5
by University of Michigan
Learn to Code by Making Games -
The Complete Unity Development
by Ben Tristem & Sam Pattuzzi

13. MOOCs Review
Coursera – Introduction to HTML 5
by University of Michigan
Source:https://hbr.org/2015/09/whos-benefiting-from-moocs-and-
why

14. MOOCs Review
Coursera – Introduction to HTML 5
by University of Michigan
Course Title Introduction to HTML 5
Facilitator Colleen van Lent, University of Michigan
Course Duration 4 weeks (31 October 2016 – 28 November 2016)
Fee Free
Lesson Type Video Lesson & Hands Out
Assessment Type Quiz, Practical Project
Discussion Coursera Online Forum

15. Course Introduction:
Introduction to HTML 5 is a MOOCs by University of Michigan, as an
initiative for open learning movements. This course is designed to teach
the basic scripting of web design, which is the Hypertext Markup Language
(HTML) version 5.
MOOCs Review
Coursera – Introduction to HTML 5
by University of Michigan

16. Learning Objective
The aim of this course is to enable students to construct basic website with
HTML 5 standards.
Assessments
To assess the student’s understanding, the facilitator uses “autograder” to
validate the codes of student’s project, and uses the Coursera’s quiz
function as a multiple choice question (MCQ) test.
MOOCs Review
Coursera – Introduction to HTML 5
by University of Michigan

17. Lesson Delivery
lecture videos (5-10 mins each) and hand outs (Digital Textbook)
MOOCs Review
Coursera – Introduction to HTML 5
by University of Michigan

18. Assessments
Weekly Online Quiz and Practical Project with Autograder
MOOCs Review
Coursera – Introduction to HTML 5
by University of Michigan

19. Source:https://www.udemy.com/unitycourse/
MOOCs Review
Udemy – Learn to Code by Making Games - The Complete
Unity Developer
by Ben Tristem & Sam Pattuzzi

20. Course Title Udemy – Learn to Code by Making Games
Facilitator Ben Tristem & Sam Pattuzzi
Course Duration Life time access, no particular duration
Fee USD195
Lesson Type Video Lesson & Hands Out
Assessment Type Online Quiz, Self Assessment, Peer Assessment
Discussion Udemy Forum, Gamedev.tv, Facebook Group
MOOCs Review
Udemy – Learn to Code by Making Games - The Complete
Unity Developer
by Ben Tristem & Sam Pattuzzi

21. Course Introduction:
 Published on October 1 2014, after successfully funded on kickstarter.com
 Published under a video based commercial MOOC platform, Udemy.com.
 112,839 students has paid for the course to date (accessed 20/11/2016).
 Consist of 303 lectures and video lessons total up to 52 hours.
 The lessons aim is to teach C# by creating games in Unity 3D environment
MOOCs Review
Udemy – Learn to Code by Making Games - The Complete
Unity Developer
by Ben Tristem & Sam Pattuzzi

22. Learning Objective
The aim of this course is to enable students to learn C# programming
language by making games.
Assessments
Online quiz at end of each section checkpoint. However, learners are
encourage to post and share their tutorial outcome on gamdev.tv forum
peer assessments.
MOOCs Review
Udemy – Learn to Code by Making Games - The Complete
Unity Developer
by Ben Tristem & Sam Pattuzzi

23. Lesson Delivery
Video Lessons and PDF Handouts
MOOCs Review
Udemy – Learn to Code by Making Games - The Complete
Unity Developer
by Ben Tristem & Sam Pattuzzi

24. Assessments
Online Quiz for each section and Peer Assessment
MOOCs Review
Udemy – Learn to Code by Making Games - The Complete
Unity Developer
by Ben Tristem & Sam Pattuzzi

25. How best to design of MOOCs - Do’s and Don’ts
Do’s
 Use video lesson for effective delivery.
 Break down the lesson and activities to “bite size”
 Emphasize of human touch, facilitators should appear in the videos and
facilitate learning.
 Engage with learners in online forum. Initiate discussion topic.
 Prepare reading materials, external links, activities and assessments.
 Perform learner’s analytics and identify weakness of instruction design.
 Continuously review and update the lessons.
 Form learner’s community for continuous learning.

26. How best to design of MOOCs - Do’s and Don’ts
Do’s Colleen van Lent Ben Tristem
Use video lesson for delivery Yes Yes
Break down the lesson and activities to “bite size” Yes. Max 15 minutes per
lesson
Yes. Max 15 minutes per
lesson
Emphasize of human touch, facilitators should appear in
the videos and facilitate learning.
Appear in most of the Appear for briefing and
tutorial
Engage with learners in online forum. Initiate discussion
topic.
Answer Q&A in forum Encourage student to
result and answer Q&A
Prepare reading materials, external links, activities and
assessments
Yes. Digital Textbook, external
links, online quiz and practical
project.
Yes. PDF handouts, online
forum, online quiz and
peer assessments
Update lesson over time Yes
Track learner’s progress Yes Yes
Form learner community for continuous learning Yes. Facebook Group.

27. How best to design of MOOCs - Do’s and Don’ts
Dont’s
 Assume MOOCs will overcome bad teaching.
 Deliver long lesson.
 Assume video alone is sufficient
 Assume learners will automatically complete the lessons without facilitator.
 Assume assessment is not necessary
 Neglect the communication between learner and facilitator.
 Wait for learner to initiate discussion.
 Stop improving the lesson.

28. 1. Online Forum
 Provide an online forum or social media group for Q&A.
 Encourage learners to post their learning outcome.
 Encourage learners to conduct peer review and assist in forum.
 Facilitator should prepare activities and initiate discussion.
 Assist learner by answering their queries in online forum.
 Encourage learners to discuss their findings.
Engagement between students,
facilitator(s) and course materials

29. 2. Course Materials
 Prepare video lessons in bite size, it should not require more than 15
to finish each video.
 Prepare handouts and other material to support video learning.
 Provide external link to relate lesson with “real world insight”
 Ensure all materials are accessible without dedicated app / programs.
Engagement between students, facilitator(s) and course
materials

30. 3. Assessments
 Assessment should be in place to
evaluate learner’s progress and
feedback to their result
 Use autograder or online quiz to
automatically assess learner’s input
 Encourage peer review among
Engagement between students, facilitator(s) and course
materials

31. 4. Embrace Learner’s Diversity
 MOOCs is open for international
enrolment, the classroom will consist
diverse learners with different social
background.
 As some learners might be mentally of
physically handicapped, lesson
materials should consider visual or
audio aid such as audiobook, video
subtitle for those who have visual or
hearing impairment.
Engagement between students, facilitator(s) and course
materials

32. 1. Poor video and sound quality: Unclear video and sound will often cause
confusion in learning. Ensure all recording is clear with bright lighting.
2. Assume learner will have long session: Many MOOCs learners are life long
learner. They will not continuously access the lesson for long period like full
time learner, hence materials need to be short and precise.
3. Replace formal education with MOOCs: Most of the MOOCs offer no credits
and official recognition. However, it is a great platform for self upgrade.
Mistakes to avoid for MOOCs

33. 4. Unclear Course Description: Course syllabus, learning objectives, expectations,
durations, hardware and software specifications should be clearly listed prior to
student’s enrolment.
5. Inactive Forum: Inactive forum will gives learner an isolated feeling despite the
high enrolment rate. Always incorporate online discussion as part of learning
activities.
6. Language Essence: Each instructor consist of various essence that will affect
the learner’s understanding of the topic. If this cannot be avoid, consider using
subtitle.
Mistakes to avoid for MOOCs

34. 7. Learning material in exclusive format: As learner’s might be using various
device, such as iPad, Android Phone and Windows laptop, it is better to avoid
content that comes in dedicated format. For example, using iBook format that
is exclusive to iOS and MacOS devices.
8. Use Specific Software for lesson: Similar to no.7, some software might not be
available across platform, or require purchase. Unless specified in the learning
outcome, always allow alternative software or app to be used so all learners
can produce the outcome.
Mistakes to avoid for MOOCs

35.  MOOCs is the future of online learning, where universities and other
educational institution have adapted its format.
 MOOCs emphasized on engagement, where learners need to actively
participate in online community.
 It allows traditional educational institution to expand their reach, opens up new
business model and income.
 Instructional Designer need to carefully evaluate online learner’s preference and
technical specification of the course for better delivery.
 Most importantly, it helps to remove social barrier and provides education
opportunity for life long learning.
Summary and Conlcusion

36. References
MOOCs Review
Udemy – Learn to Code by Making Games - The Complete Unity Developer https://www.udemy.com/unitycourse/
Coursera – Introduction to HTML 5 https://www.coursera.org/learn/html
Definition of MOOCs
What’s MOOC? https://www.youtube.com/watch?v=KqQNvmQH_YM
Oxford Dictionaries Online https://en.oxforddictionaries.com/definition/MOOC
RYAN TRACEY 2 September 2013 https://elearningindustry.com/the-definition-of-a-mooc
Monetization of MOOCs
http://www.e-learn.nl/2013/06/29/20-ways-to-monetize-moocs
Do’s and Don’ts, Mistake to avoid for MOOCs
https://iversity.org/blog/from-good-to-great-what-is-the-key-to-mooc-success/
https://onlinelearninginsights.wordpress.com/2013/02/01/how-not-to-design-a-mooc-the-disaster-at-coursera-and-how-to-fix-it/
https://www.learningsolutionsmag.com/articles/1023/how-to-succeed-in-a-massive-online-open-course-mooc