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Making use of MOOCs
The document discusses the role and implementation of MOOCs (Massive Open Online Courses) in higher education, focusing on their flexibility, open access, and diverse learner engagement. It categorizes different types of MOOCs based on their purpose, such as skill development, showcasing research, and bridging educational gaps, while highlighting their impact on global education and accessibility. Additionally, the document outlines potential uses and research opportunities related to MOOCs, aiming to enhance student learning and institutional practices.
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Making use of MOOCs
- 1. MAKING USE OFMOOCS 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
- 2. OVERVIEW o Introduction • SituatingMOOCs • Landscape of course provision • Categories of MOOCs • Uses of MOOCs in supporting student learning o Workshop • How others are making use of MOOCs • Case studies: bridging, wrapping, flipping & partnering
- 3. MOOCS OCCUPY “INBETWEEN” SPACES An “in-between” space for engaging large numbers of people through social interactions Educational books, television MOOCs Traditional formal courses Expect high engagement, but small numbers reached Lower engagement; different measures of engagement (sales, views, attendees), with large numbers reached
- 4. conventional flexible FORMAL SEMI-FORMAL NON-FORMAL Lectures & tutorials Shortcourses Summer school Professional development Online coursesBlended courses Landscape of course provision
- 5. PUTTING MOOCS INTHEIR PLACE o Where MOOCs fit into the course provision landscape and thus how they can enhance what is already being done o How MOOCs differ from formal online courses and thus what additional support infrastructure is needed
- 6. Online course DIFFERENCEMOOC Fees Cost to user No fees for enrollment; maybe certificates &/or support Yes, as per all formal courses with pre-requisites Entrance requirements None, open enrollment, no prior requisites Limited. Capped by resources available for support & assessment Scale Hundreds and thousands No expectation of educator involvement with students Responsible for curriculum alignment, QA, support Educator role Flexible role re curriculum Limited/no individual support Distance education providers (but changing) Providers Traditional residential research universities partnered with private companies, although changing. No, not usually Analytics Yes, one of the promises Conventional Certification Non conventional and emergent Aligned with the usual formal courses QA processes Quality assurance As per non formal offerings
- 7. THERE’S SOMETHING ABOUTMOOCS The particular affordances of MOOCs shaping learning environments comprise two aspects: o scale in terms of numbers of students o diversity in terms of the types of students o flexibility of access and availability Massiveness “not only something unprecedented in education, but also something of significant value to continued work in an educational domain that is becoming increasingly global in its capacity and reach” (Knox, 2014) “digital, participatory literacies could be an unintended consequence of the combination of massiveness and openness” (Stewart, 2013)
- 8. MOOC IMPLEMENTERS: UNIVERSITYPARTNERS 1 1 1 UCT - Coursera and FutureLearn Wits – edX Stellenbosch – F/L
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- 10. March 2016 screenshot MoreMOOCs from more institutions
- 11. GOALS OF UCT’SMOOC PROJECT o To showcase the teaching and research excellence of UCT o To give exposure to African content and knowledge o To profile key postgraduate programmes and research areas aligned with the university’s strategic goals o To support students in academic transitions o To make UCT’s knowledge resources globally accessible o To develop models and expertise in online/blended learning that could be deployed in mainstream degree programmes Our focus – how to make use of MOOCs produced at UCT and elsewhere
- 12. Understanding types helpsdetermine use and re- use TYPES OF MOOCS
- 13. Showcase teaching and introducetopics 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
- 14. CATEGORY 1 TEACHINGSHOWCASE 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 High production costs | high enrollment | loose curriculum ties May attract external funding
- 15. CATEGORY 2 GATEWAYSKILLS 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 |
- 16. CATEGORY 3 GRADUATELITERACIES 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
- 17. CATEGORY 4 PROFESSIONALSHOWCASE 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
- 18. CATEGORY 5 RESEARCHSHOWCASE 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
- 19. Course offered simultaneouslyas 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.
- 20. conventional flexible FORMAL SEMI-FORMAL NON-FORMAL Lectures & tutorials Shortcourses Summer school Blended courses Online courses Professional development courses MOOC related variants Landscape of course provision - emerging variants
- 23. Source: Educational Developmentat the University of Basel
- 24. Learner, Educator andResearcher opportunities USING MOOCS
- 25. PERSPECTIVES ON MOOCS Participants Institutional researchers Educators WhatMOOCs exist and why might I want to do a MOOC? What is there to learn from MOOCs? How can I use and develop MOOCs? Why are MOOCs useful?
- 26. WHY TAKE AMOOC o Learn new skills - valued by professionals o Learn for fun/self enrichment - valued by individuals o Gives yourself a ‘taste’ of a new field or subject – experience before committing more time and money o Earn a certificate for career advancement / CPD
- 27. WHAT KIND OFLEARNING Participant can choose: o ‘Drop-in’ and have a look (like a magazine) o Start out and decide how much (like taking a book out of the library) o Pick and choose what you want to explore(like a reference book) o Go along for the ride (like auditing a class) o Engage fully with the intention of learning (like taking a class)
- 28. PERSPECTIVES ON MOOCS Participants Institutional researchers Educators WhatMOOCs exist and why might I want to do a MOOC? What is there to learn from MOOCs? How can I use and develop MOOCs? Why are MOOCs useful?
- 29. A RESEARCH OPPORTUNITY oThe massiveness of MOOCs, their accessibility, and the wide range of questions they raise make the topic a very fertile area for research, and this is likely to generate new methods of research and analysis in the educational field (Bates, 2014)
- 30. RESEARCH OUTPUTS o Ourpractices • e.g., course and learning design, video production • “Learning through engagement: MOOCs as an emergent form of provision” o Our processes • e.g., monitoring, evacuation, theoretical/conceptual frameworks • “A strategy for monitoring and evaluating Massive Open Online Courses” o Our impact • e.g., how others see our work, OER, reuse • “MOOCs, openness and changing educator practices: an Activity Theory case study” o Our context • e.g., UCT and South African context, institutional needs • “Developing world MOOCs: A curriculum view of the MOOC landscape”
- 31. PERSPECTIVES ON MOOCS Participants Institutional researchers Educators WhatMOOCs exist and why might I want to do a MOOC? What is there to learn from MOOCs? How can I use and develop MOOCs? Why are MOOCs useful?
- 32. WHY USE MOOCS? Content obenefit from other (high quality) educational resource inputs as Open Educational Resources (OER) o supplement gaps in current provision Pedagogy o extending the classroom o building networks o exposure to different contexts o accessing experts o putting African participants into a global network
- 33. USING EXISTING MOOCS oFlipping courses with MOOCs o Blending MOOCs with face-to-face classroom sessions o Use MOOCs as Learning Resources o Use for Professional Development o Wrapping a MOOC to supplementary skills for students
- 34. Definitions & case studies WORKSHOP:MAKING USE OF MOOCS
- 35. GOALS OF THISWORKSHOP o How can you use MOOCs? o How are you already using MOOCs? o What opportunities do you see?
- 36. CASE STUDY 1: OFFICEFOR POSTGRADUATE STUDIES o Tasneem Jaffer - researcher o Shanali Govender - facilitator
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- 38.
- 39. QUESTIONS TO CONSIDER:CASE STUDY ONE 1. Are there gaps in your discipline/department which you can think could filled using such a method? List any possible topics for bridging 2. Would students be interested? How could this work? Who could facilitate? 3. What challenges do you anticipate?
- 40. CASE STUDY 2: MEDICINEAND THE ARTS o Susan Levine (anthropology)
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- 42.
- 43. QUESTIONS TO CONSIDER:CASE STUDY 2 1. In what ways have you used flipped methods? (eg. Asking students to view youtube videos, lecture capture, etc). 2. Are there any purposes you could imagine using a flipped method with Open Education Resources (OER)? 3. What are the issues/problems you could foresee with this approach?
- 44. CASE STUDY 3: COPYRIGHTX oTobias Schonwetter (IP unit, Law) o Bram Weile
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- 46. QUESTIONS TO CONSIDER:CASE STUDY 3 1. Are there any institutions you could imagine partnering around courses? 2. What would be the advantages? 3. What are the potential problems?
Editor's Notes
- #4 It is this “in-between” space that MOOCs are helping explore whereby large numbers of people can become engaged through forms of social interaction. Adopting measures used with formal online courses to assess the outcomes of MOOCs is often not informative because the context and objectives are typically very different. Suggesting “successful learning” in MOOC should be measured as completion means all MOOCs perform poorly, which is not necessarily the case. MOOC designers and educators have sought other indicators and measures for what might constitute a successful MOOC. Book publishers, television producers and public lecture presenters would use sales, views and attendees in much the same way MOOCs used enrolment as a show of interest or engagement. Such indicators capture many possible motivations
- #8 Scale is the many hundreds and thousands of students Diversity refers to participany heterogeneity The particular affordances of MOOCs shaping learning environments comprise two aspects: the scale (in terms of numbers of students) and the diversity (in terms of the types of students). These aspects constrain possible learning designs and shape how students might engage, but these aspects also provide opportunities that leverage the affordances of scale and diversity.
- #9 Regional platforms -AVU -Open2Study -Edraaak -Canvas
- #12 Engaging in MOOCs -as CILT VC project to make MOOCs -as CILT, trying to look at what it global provision of MOOCs for mainstream education.
- #21 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. Monetization opportunities Making markets for MOOCs
- #22 http://harvardx.harvard.edu/hls1x-copyrightx http://cacm.acm.org/magazines/2013/12/169931-from-moocs-to-spocs/fulltext http://www.businessbecause.com/news/mba-distance-learning/3240/first-open-online-mba-launched-by-coursera Innovation and experimentation Certificates – Monetization is a driver Affiliates IMBA headings Financial Aid and OER
- #24 Source: Educational Development at the University of Basel (shared presentation via email)
- #38 Providing pathways – to assist students in transitions (u/G to p/g; interdiscpllnarity; changing fields; transitioning back into study)
- #39 Run a parallel process of supported teaching around the course
- #42 http://ctl.utexas.edu/sites/default/files/flippedgraphic%28web1100px%29_0.png
- #43 Record or otherwise capture core lecture content digitally which students view outside of the classroom; then use the face2face time for more active engagement with students – eg. Work through a problem set; demonstrate; take questions; group work; project work; student presentations
- #46 Go into a more formal association/partnership to present a course – a joint course, or a course alongside your own material or a course to supplement or contextualize it