Mooc pp 4 k lppt_22nov

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Massive Open Online Courses (MOOCs) are a relatively recent online learning phenomenon that has developed in the last five years. The opportunity that MOOCs offer to developing countries has generated significant interest from higher education as it has opened doors to step into territories that were never available before this era. This paper reports on the research findings of the impact of MOOCs in developing countries. The key challenges and opportunities identified by the researchers in using the MOOC concept within the Sri Lankan higher education context is discussed. It also highlights how developing countries can transform education, and provide lifelong learning opportunities which will give access to learning resources, innovative learning technologies, higher engagement and collaborative learning opportunities with international experts.

MOOC: A higher education game
changer in developing countries

Dr. Kulari Lokuge Dona, Amali Warusavitarana, Harshani Piyathilake,
Dilani Epitawela & Madhawi Edirisinghe

Introduction
∗ Map of Sri Lanka and its education nature would be
good?
06/21/15

∗ Analyse the impact of MOOCs on developing
countries
∗ Challenges
∗ Opportunities
∗ The use of MOOCs specifically within Sri Lankan
Higher Education Institutions
Objectives

∗ Online ethnography design -  studying the MOOC
culture and communities

∗ Participated and observed different MOOCs
Coursera, Udacity,  and CourseSites
∗ Participated in the Carpe Diem MOOC (Swinburne,
2014; CourseSites, 2014)
Research Methodology

06/21/15
Research Methodology
Interviews
Themes
Questionnaire
Key researcher’s autoethnographic insights
Secondary researchers’ insights
Literature

06/21/15
Data collection
∗ Online questionnaire
∗ Paper based questionnaire
∗ Semi-structured interviews
∗ Autoethnographic insights – Personal Learning
Journals

06/21/15
Data Collection
∗ The sample
∗ Consisted of 75 educators
∗ 40 educators - online questionnaire
∗ 35 educators - paper based questionaire

06/21/15
Data Analysis
∗ Quantitative data was analysed through the
Statistical Package for Social Sciences (SPSS) version
16
∗ Pearsons correlation was used to determine the
relationship between the identified variables
∗ Responses to the open-ended questions in the
questionnaire were analysed qualitatively along with
the interview data

∗ A team of 10 SLIATE academics took part in the Carpe
Diem MOOC
∗ SLIATE participants found:
∗ Change of course Design
∗ Change of course Delivery
∗ Comparison to the established lecturing style
∗ New landscape for SLIATE staff
Opportunities for the Sri Lankan
higher education sector

06/21/15
Opportunities for the Sri Lankan
higher education sector
∗ 86% - of the research participants indicated
“MOOCs were a great innovation as they enabled
learning without time zone and locality restrictions”
∗ 83% - higher education professionals
“MOOCs to be a great opportunity to access the
latest learning resources and the most up-to-date
developments in the subject area”

06/21/15
Research Findings
Applied MOOC knowledge;
Developing and studying the courses 25%
Learning and delivery in their respective institutes 12%
Out of the research participants
teaching practices 56%
professional development- 86%
wish to apply MOOC in a new teaching approach 87%
suitable for higher education 83%
practical when applying to study in the higher education 87%
MOOCs useful 86%

∗ Provide better technical facilities to the participants to
reap benefits of the free open online courses
∗ Provide technical and professional support to up-skill
staff
∗ Gather detail information about different aspects of
staff needs
∗ Utilize MOOCs to up-skill staff
Recommendations

Contact details: Dr. Kulari Lokuge Dona
klokugedona@swin.edu.au
Thank you!

06/21/15
Research Methodology
∗ 55% of the educators filled the online questionnaire during the
expected time frame.
∗ 90% returned the paper basedquestionnaires, having answered
all the questions.
∗ After collecting the responses
∗ themes were identified for interviews.
∗ Interviews were carried out with 20% of the respondents.
∗ 42% of the respondents had experience of participating in MOOCs.

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The document discusses a pilot project at Swinburne University testing the use of electronic portfolios. Five academics are piloting portfolios to showcase assessments. The portfolios tool in the university's system allows users to create, manage, and share portfolios and artifacts. It provides resources like videos and guides. Portfolios can be accessed independently and allow downloadable assignment submissions and sharing with others.

7th wave conference presentation bb analytics

Kulari Lokuge

7th wave conference presentation mooc kulari

Kulari Lokuge

The document summarizes a Carpe Diem MOOC that took place from September 15-16, 2014. The 6-step Carpe Diem process for creating online courses includes blueprinting, storyboarding, creating e-tivities (online activities), reality checking, reviewing and adjusting, and planning. The MOOC utilized badges to track participant progress through weekly activities. Over 1400 people registered for the MOOC, with 17% completing all badges and 23% still accessing the course materials at the end. Participation data showed most participants held a Bachelor's degree and were split evenly between male and female.

Moo cs for Professional Development

Kulari Lokuge

MOOCs for Professional Development Dr. Kulari Lokuge Dona, Chief Learning Technologist, Swinburne University (Australia) The session will discuss how MOOCs can be utilised as a method to engage staff in professional development. The session will provide insights into how MOOCs can be easily scalable, and be an effective means of exposing a large number of participants to online learning. The ability for MOOCs to enable collaboration and establish a community of practice will also be explored.

Mobile Learning Conference:WebTool for Teaching and Learning

Kulari Lokuge

The document announces a mobile learning conference to be held on February 20, 2014 at Swinburne University of Technology. The conference will demonstrate several mobile learning tools including back channel applications, interactive learning tools, brainstorming tools, and tools to support learning like video notes. Attendees are encouraged to use the Twitter hashtag #SwinMobile and can access information on the tools demonstrated through links provided. The document provides contact information for the conference organizer, Dr. Kulari Lokuge Dona, for any additional questions.

Gazing into the future of Sri Lankan Higher Education

Kulari Lokuge

This presentation reports on an investigation into capacity building processes in relation to e-learning resource development and delivery (RDD) in a Sri Lankan higher education institution. The capacity building was investigated in three main areas: strategic planning, institutional capacity building, and the resources acquisition processes. The project investigated the embedding of e-learning into the Sri Lanka Institute of Advanced Technological Education (SLIATE).

Ass1 new currency for professional credentials

Kulari Lokuge

This document summarizes the current ecosystem for staff professional development at a leading university. It describes how the professional development unit offers training in technology, course development, and delivery. Staff are encouraged but not required to attend these sessions. There are challenges with low attendance, withdrawal from courses, and poor participation. The document proposes creating a strategy to gain management support for piloting a new ecosystem using digital badging to motivate staff and build capabilities. This would recognize skills developed through professional development and support career advancement.

Engaging Academics:Online Professional Development

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Embracing e learning

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Introduction to Object Oriented Programming

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241 kulari lokugetcc2009

Kulari Lokuge

IIT in Sri Lanka offers several degree programs in Information Technology and Business Studies. Students have the option to continue their higher education at state universities or private universities. IIT implemented an e-learning program using the P3 Model and Baldrige Education Excellence Model, which divides tasks among planning, design, production, and evaluation teams. The e-learning program was piloted with 36 students across 2 modules, and evaluations found students were facilitated and learned in a better environment through new teaching methods.

Use of baldrige education excellence model to evaluate 2012

Kulari Lokuge

This document discusses using the Baldrige Education Excellence Model (BEEM) to evaluate the management of e-learning resource development and delivery. It provides an overview of e-learning and models for e-learning resource development and delivery. It then outlines the key areas of the BEEM, including leadership, strategic planning, student and stakeholder focus, performance measurement and analysis, knowledge management, workforce management, process management, and results. The document concludes by discussing how the BEEM can be applied to evaluate the management of e-learning resource development and delivery.

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Mooc pp 4 k lppt_22nov

1. MOOC: A higher education game changer in developing countries Dr. Kulari Lokuge Dona, Amali Warusavitarana, Harshani Piyathilake, Dilani Epitawela & Madhawi Edirisinghe

2. Introduction ∗ Map of Sri Lanka and its education nature would be good? 06/21/15

3. ∗ Analyse the impact of MOOCs on developing countries ∗ Challenges ∗ Opportunities ∗ The use of MOOCs specifically within Sri Lankan Higher Education Institutions Objectives

4. ∗ Online ethnography design - studying the MOOC culture and communities ∗ Participated and observed different MOOCs Coursera, Udacity, and CourseSites ∗ Participated in the Carpe Diem MOOC (Swinburne, 2014; CourseSites, 2014) Research Methodology

5. 06/21/15 Research Methodology Interviews Themes Questionnaire Key researcher’s autoethnographic insights Secondary researchers’ insights Literature

6. 06/21/15 Data collection ∗ Online questionnaire ∗ Paper based questionnaire ∗ Semi-structured interviews ∗ Autoethnographic insights – Personal Learning Journals

7. 06/21/15 Data Collection ∗ The sample ∗ Consisted of 75 educators ∗ 40 educators - online questionnaire ∗ 35 educators - paper based questionaire

8. 06/21/15 Data Analysis ∗ Quantitative data was analysed through the Statistical Package for Social Sciences (SPSS) version 16 ∗ Pearsons correlation was used to determine the relationship between the identified variables ∗ Responses to the open-ended questions in the questionnaire were analysed qualitatively along with the interview data

9. ∗ A team of 10 SLIATE academics took part in the Carpe Diem MOOC ∗ SLIATE participants found: ∗ Change of course Design ∗ Change of course Delivery ∗ Comparison to the established lecturing style ∗ New landscape for SLIATE staff Opportunities for the Sri Lankan higher education sector

10. 06/21/15 Opportunities for the Sri Lankan higher education sector ∗ 86% - of the research participants indicated “MOOCs were a great innovation as they enabled learning without time zone and locality restrictions” ∗ 83% - higher education professionals “MOOCs to be a great opportunity to access the latest learning resources and the most up-to-date developments in the subject area”

11. 06/21/15 Research Findings Applied MOOC knowledge; Developing and studying the courses 25% Learning and delivery in their respective institutes 12% Out of the research participants teaching practices 56% professional development- 86% wish to apply MOOC in a new teaching approach 87% suitable for higher education 83% practical when applying to study in the higher education 87% MOOCs useful 86%

12. Identified Challenges 06/21/15

13. ∗ Provide better technical facilities to the participants to reap benefits of the free open online courses ∗ Provide technical and professional support to up-skill staff ∗ Gather detail information about different aspects of staff needs ∗ Utilize MOOCs to up-skill staff Recommendations

14. Contact details: Dr. Kulari Lokuge Dona klokugedona@swin.edu.au Thank you!

15. 06/21/15 Research Methodology ∗ 55% of the educators filled the online questionnaire during the expected time frame. ∗ 90% returned the paper basedquestionnaires, having answered all the questions. ∗ After collecting the responses ∗ themes were identified for interviews. ∗ Interviews were carried out with 20% of the respondents. ∗ 42% of the respondents had experience of participating in MOOCs.

16. Identified Challenges

Editor's Notes

Online ethnography design - studying the MOOC culture and communities Pchers participated and observed different MOOCs offered by Coursera, Udacity, and CourseSites to gain a understanding of the MOOCs’ concepts. All authors participated in the Carpe Diem MOOC (Swinburne, 2014; CourseSites, 2014) over a six week period.
Online questionnaire Semi-structured interviews Autoethnographic insights gathered by recording their experiences in journals a questionnaire was distributed to several Sri Lankan educators
A team of 10 SLIATE academics took part in the Carpe Diem MOOC (CD MOOC) offered by the Swinburne University of Technology in Australia (Swinburne, 2014; CourseSites, 2014). SLIATE participants found the CD MOOC that was based on the Carpe Diem Learning Design Process (Armellini & Jones, 2008; Salmon, 2011) to be a complete change of course design and delivery approach compared to the established lecturing style. The CD MOOC approach to teaching and learning with facilitated and guided online methodology was considered to be another new landscape for SLIATE staff who had been looking for ways to transform traditional course delivery as a government funded higher education institution.
Pearson’s Correlation Practicability and suitability of MOOCs - Positive relationship of 0.546
The findings of this research are dependent on a small sample of research participants. However, based on these findings and limited scope of the research derived some recommendations that could assist developing countries to enhance educational opportunities. it is important to provide better technical facilities to the participants to reap benefits of the free open online courses. It recommended providing technical and professional support to up-skill staff. Taking measures to professional development processes through higher education institutes also recommended enabling staff to be involved in their enhancing educational practices. Recommended that in-depth research is carried out to gather detail information about different aspects of staff needs. Further study will enable developing countries to identify how MOOCs can be utilised to up-skill staff, create opportunities and change higher education industry.

Mooc pp 4 k lppt_22nov

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Editor's Notes