The document discusses the role of MOOCs within flipped classrooms. It describes how learner behavior is changing with new technologies and expectations. MOOCs can act as catalysts for change by emphasizing social learning. Examples from Portus and Digital Marketing courses show how integrating MOOCs into campus courses provides benefits like engaging students in current practices and research. However, students also face challenges like information overload. Overall, blending F2F, online modules and MOOCs could support new articulated degree programs.

1. The role of MOOCs within the
flipped classroom
@LisaHarris & @GraemeEarl
#uogapt Greenwich, 7th July

2. Plan
• What’s changing?
• Social learning in the flipped classroom
• Our examples
– Portus
– Digital Marketing
• Lessons learned
• Where next?

3. 10/02/15

4. Changing learner behaviour
• Rising expectations
• Ubiquitous ownership of smartphones and tablets
• ‘always on’
• But it’s not just about how to use the tools. Many studies have shown that
students’ understanding of the digital world can be superficial:
“living in an increasingly digital society requires an appreciation of
participation, social justice, personal safety, ethical behaviours and the
management of identity and reputation in both online and offline spaces,
as the boundaries between them become increasingly blurred” (Carey et al,
2009).

5. Innovating Pedagogy Report
(Sharples et al, 2014)
• Identifies “massive open social learning” as the
innovation most likely to impact upon education in the
short term:
• Network effects
• Gamification
• Discussions
• Quizzes
• Activities
• Following key contributors
• Peer review

6. MOOCs as catalysts for change
• George Siemens emphasises the growing importance of the “social”
element of MOOCs:
“And, what learners really need has diversified over the past several
decades as the knowledge economy has expanded. Universities have not
kept pace with learner needs and MOOCs have caused a much needed stir
— a period of reflection and self-assessment. To date, higher education
has largely failed to learn the lessons of participatory culture, distributed
and fragmented value systems and networked learning.” (Siemens, 2014)

7. End of the lecture?
• The flipped MOOC / flipped classroom
http://www.washington.edu/teaching/teaching-resources/engaging-students-in-learning/flipping-the-classroom/ via @hughdavis

8. MOOCs in campus-based learning
External non-paying MOOCers
MOOC
activity
Paying Students
The Embedded
MOOC
Slide by @hughdavis

9. Berkeley Scratch Course
• Shows F2F and MOOC version of course
• http://inst.eecs.berkeley.edu/~cs10/fa12

10. 74 MOOC datasets
FOR EACH OF OUR MOOC RUNS:
● Comments
● Enrolments
● Peer Review Assignments
● Peer Review Reviews
● Question Response (quizzes)
● Step Activity
● Total Figures
24 Survey datasets
FOR EACH OF OUR MOOC RUNS:
● Entry Survey
● Exit Survey
MOOC Runs Datasets
2 14 + 4
surveys
3 21 + 6
surveys
2 14 + 4
surveys
2 14 + 4
surveys
1 7 + 2
surveys
1 7 + 2
surveys

11. Portus: bridging research & education
Use MOOCs as a way in to open access research
publications and research data
MOOCs
learning from
Citizen
Science
approaches to
support new
research
communities
Kate Dickens, University of Southampton FutureLearn Project Lead
Encouraging BBC documentary viewers to
study more, first via second screening

12. Digital Marketing: “eating the dog food”
• Pushing the boundaries of social media
engagement: Storify
• Active learning highlights limitations of
traditional F2F approach
• PhD students integrate education with their
research
• Collaborative cross faculty and industry projects
are highlighted & progressed
Kate Dickens, University of Southampton FutureLearn Project Lead

13. MOOC Hybrid activities to date Hybrid activities planned for
2015/6 academic year
Web Science MOOC ran alongside introductory MSc module
in 2014/5
MOOC currently being
redeveloped. To run again
alongside intro module in
Autumn 2015
Digital Marketing MOOC made available to undergraduate
students as part of final year module
MOOC to run again alongside
Intro module for MSc students
in Autumn 2015
Archaeology of
Portus
MOOC used as the focus for one compulsory
and one optional third year UG module – with
an emphasis on the affordances of the platform;
use as supporting material on one first year
module; used as an example of digital
education for evaluation as part of a second
year module; use as focus for a seminar on web
platforms for a postgraduate archaeological
computing module; focus of two postgraduate
dissertations (one looking at social interaction
and one on gamification) and one
undergraduate dissertation (comparing field
school, interdisciplinary module and the MOOC
as mechanisms for learning archaeological field
practice)
Integration across the UG
archaeology curriculum,
including period-specific
(Roman) and methodological
modules; further tranche of
UG and PG dissertations;
greater inclusion within PG
curriculum as part of a greater
focus on blended learning,
crossing disciplines, delivery
methods and free/ paid
(lifelong learning and
traditional degree) elements.

14. Positive student feedback
• The value of learning from current practice in a world where
“learning how to learn” is more important than what you know (for
example a set and soon to be dated curriculum)
• Diversity of MOOC learning community
• The flexibility of timing for participation, at a time when many
students were multi-tasking with job applications and other
geographically dispersed responsibilities.
• The ability to learn at their own pace, especially if English was not
their first language.
• Useful comments, examples and feedback from other MOOC
learners based all around the world (190 countries).
• Contacts made and employability networks developed
• Opportunity to reflect on most useful aspects of their overall
learning experience
• Opportunity to feedback their ideas for changes to improve the
experience for future students

15. Negative Student Feedback
• The large volume of information in the discussions can be
overwhelming
• Hard to decide which sources of information shared were
most robust/reliable
• Varying opinions on what aspects of a practical subject like
archaeology could and could not be best learned online

16. Where next? Articulated degrees?
• Slide by @hughdavis
F2F
Module
SPOC at
Stanford
OU
Module
MOOC at
Soton
Capstone
Project
Degree Programme