The document discusses the potential of MOOCs (Massive Open Online Courses) as a mainstream learning option for employees, emphasizing their cost-effectiveness and the need for L&D professionals to incorporate them into learning strategies. It outlines various updates, challenges, and strategies related to implementing MOOCs within organizations, and includes insights from multiple speakers on maximizing their efficacy. Additionally, it highlights the importance of understanding learner demographics and adapting training to suit varying generational preferences.

1. Learning Cafe Call
MOOCs
@Work
19 Sept 2013
4th Working Group
Meeting
MOOCs (Massively Open
Online Courses) can be a
mainstream employee
learning option. It offers cost
effective learning with the
benefits far outweighing the
challenges. L&D/HR need to
be proactive in exploring and
including MOOCs in learning
strategies.
1

2. Agenda
• MOOCS at Work Update & Business End
• Jeevan Joshi, Learning Café – 15 mins
• Developing Impact Challenges for MOOCs at Work
• John Forrest, Impact Challenges -10 mins
• Using MOOCs at NBNCo
• Tim Drinkall, NBNCo 15 mins
• MOOCs Learner Questionnaire
• Michelle Ockers, Coca Cola Amatil – 10 mins
• Pulse check – How are we travelling ?
• Everyone– 10 mins
2

3. MOOCS AT WORK UPDATE
Jeevan Joshi
3

4. Support
• New research on the corporate LMS
market and the emerging role of MOOC
and MAOC (Massive Affordable Online
Courses) in corporate training. In Oct
4
MOOCs: Now What?
● Seek out a user-friendly platform and use it to
deliver all content to employees, if possible.
● Understand that different workers crossing different
generational bounds will learn differently—and tailor your
training delivery accordingly.
● Leverage your own organization’s leaders and
proprietary content to build your corporate university.
● Create individual and team learning plans, aka
“course playlists,” to be shared between employee and
manager where progress can be tracked.

5. Survey of Faculty Attitudes on Technology
5
http://www.insidehighered.com/news/survey/survey-faculty-attitudes-technology#ixzz2dITnNQTBc

6. Professors Who Believe Quality of Online Courses Is Better
Than or Equal to Face-to-Face in Various Ways
6
Aspect of Course Delivery
Instructors Who've Taught
Online
Instructors Who Have Not
Taught Online
Difference
Ability to deliver necessary
content to meet learning
objectives.
64% 43% 21%
Ability to answer student
questions
55% 24% 21%
Interaction with students
during class
29% 8% 21%
Interaction with students
outside class
48% 34% 16%
Grading and communicating
about grading
79% 59% 20%
Communication with the
college about logistics and
other issues
68% 51% 17%
Ability to reach "at risk"
students
33% 17% 16%
Inside Higher Ed
http://www.insidehighered.com/news/survey/survey-faculty-attitudes-technology#ixzz2dITnNQTBc

7. Frequency With Which Faculty Use LMS
Features
7
Feature Always Usually Sometimes Never
Share syllabus with students 76% 10% 8% 7%
Track student attendance 24% 10% 16% 50%
Record grades 53% 13% 12% 22%
Provide e-textbooks and related materials 36% 22% 22% 19%
Integrate lecture capture 11% 7% 13% 69%
Communicate with students 53% 21% 16% 9%
Identify students who may need extra help 24% 15% 27% 34%
http://www.insidehighered.com/news/survey/survey-faculty-attitudes-technology#ixzz2dITnNQTBc

8. THE BUSINESS END
Jeevan Joshi
8

9. What is next ?
9
Discovery
• Formation of
Working Group
• Undertake
MOOC
Conceptualisation
• Develop
framework
• Collect data on
experiences –
Impact
Challenges
• Think about
each aspect of
framework i.e.
evaluation
• Face to face
session.
• MOOCS
Roadmap for
L&D
Dissemination
• Webinar to
update
community on
progress
• Develop white
paper & blogs
• Release at
UnConference.
• Spread the
word in
conferences
and forums.
Oct
Nov &
Dec
Feb
Jun
Jul
Aug
Sep
Oct
Oct
Nov

10. MOOCs at Work Framework

11. Areas of Focus
• MOOCs in Learning Strategy / Planning/Business Case –
F2F session.
• Including MOOCs in existing Learning i.e. classroom and
online
• Designing and Developing MOOCs - JJ
• Technology requirements – JJ
• Evaluation & Measurement
11

12. CHALLENGE PROGRAM
STRATEGY
John Forrest
12

13. Challenge Program Strategy
19/09/2013 Impact Challenges 13
Framework Roles – Perspectives to be considered
• Business – The view of the business as a whole
• Manager – Someone who manages staff who are also Workplace
Learners
• Learning Professional – L&D Executive, Manager, Practitioner
serving the needs of the Business, Managers and Learners
• Workplace Learner – Someone working in the business who has
L&D requirements and personal learning interests
Scenarios – assumptions and environments to be considered
over next 2 years
• MOOCs Not Ready – MOOCs too immature for primetime
• Raise the Draw Bridge – Too disruptive to deal with, hope they go
away
• Learners Not Ready – Learners (as a whole) not ready to adopt
MOOCs as a standard L&D delivery option
• MOOCs Take Over – External providers usurp in-house L&D,
Managers and Learners go direct to external providers
• Adopt, Adapt and Evolve – Iterative introduction of MOOCs,
transition L&D practices to incorporate MOOCs as another
platformCONTEXT
Roles
MOOCs (Massively Open Online Courses) can be a mainstream employee learning option.
ExtremeImpacts
Exercise the
Unexpected

14. Challenge Design
• Situation
• Briefly describe a MOOC related workplace situation – one or two
short paragraphs
• Raise questions arising from the situation for the respondent to
answer, or ask them to make a decision regarding an issue based on
the situation and assuming the role and scenario context
• Focus Role
• From whose perspective are people responding?
• Impact Roles
• Which roles are impacted by the situation?
• Which roles are people being asked to consider explicitly?
• Scenarios
• Is the situation likely to occur in one or more of the Scenarios?
19/09/2013 Impact Challenges 14
ExtremeImpacts
Exercise the
Unexpected

15. Example Challenge
You are playing the role of an L&D Manager
You learn from a contact in HR that a business unit manager has
funded MOOC enrolments for their staff out of the unit’s
operating budget and allowed a few hours of week study time.
The same unit manager recently refused to contribute a share of
their budget to an integrated corporate training program.
What do you do?
What policies, if any, can determine whether the unit manager’s
initiative is within business guidelines?
19/09/2013 Impact Challenges 15
Focus Role: L&D Practitioner
Impact Roles: Manager, Business
Scenarios: #4 MOOCs Take Over
Situation
Please send us
your suggestions!
ExtremeImpacts
Exercise the
Unexpected

16. Impact Cycle
19/09/2013 Impact Challenges 16
Administrator creates
a challenge, links an
audience and sets the
time of impact
Community and/or
subject matter
experts can assess
responses and offer
feedback
Participants receive a
notification of the new
challenge and submit
their response
Broader community
may comment on
responses and
access knowledge
base
~ 1 x 15 minute
Challenge per week,
over next 4 weeks,
more if demand exists
ExtremeImpacts
Exercise the
Unexpected

17. This document sets out NBN Co’s proposals in respect of certain aspects of the National Broadband Network. The contents of this document represent NBN Co’s current
position on the subject matter of this document. The contents of this document should not be relied upon by our stakeholders (or any other persons) as representing
NBN Co’s final position on the subject matter of this document,except where stated otherwise. NBN Co’s position on the subject matter of this document may also be
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Commercial in confidence | © NBN Co 2012
Mapping, Using and Growing
MOOC’s at NBN
Tim Drinkall
Sept 2013
Version #

18. Commercial in confidence | © NBN Co 2012 Page 1819-Sep-13 Version #
Enterprise Training at NBNCo
Capability
Development
Personal
Development
Project
Demands
• Technical
• Systems
• HSE
• Corporate
• Network
• L&D Policy
• Beyond Benchmark
• Alternate Role/Job
Family
• Talent, Succession and
Critical Roles
• Capability Framework
• Gap Assessment
• Bring to Benchmark
• Job Family Specific
• Organisational,
Leadership and
Technical Capabilities

19. Commercial in confidence | © NBN Co 2012 Page 1919-Sep-13 Version #
Enterprise Training at NBNCo
Capability
Development
Personal
Development
Project
Demands
• L&D Policy
• Beyond Benchmark
• Alternate Role/Job
Family
• Talent, Succession and
Critical Roles
• Capability Framework
• Gap Assessment
• Bring to Benchmark
• Job Family Specific
• Organisational,
Leadership and
Technical Capabilities
Gap
Assessments
•Individual Assessments
•Leaders Assessment
•Demand Capture
Learning
Audit
•70:20:10
•Seminars/Conference
•Formal Training (Int/Ext)
•Leadership Prog (Int/Ext)
•Methodology/Theory
•MOOCs
Commercial,
Demand
Schedule
and LMS
•Justifiable Spend
•Annual Budget
•Allocation of $$
•Vendor Management

20. Commercial in confidence | © NBN Co 2012 Page 2019-Sep-13
Capability Framework

21. Commercial in confidence | © NBN Co 2012 Page 2119-Sep-13
Learning Audit
1. With further investigation, MOOC’s
will figure prominently within our 10%
educate.
2. Opportunity to expose our leaders
to others outside NBNCo for new ideas
and methodologies
3. Greatly assist with retention of
Talent and individual development
4. Launched via new LMS

22. MOOCS LEARNER
QUESTIONNAIRE
Michelle Ockers
22

23. Underlying Principles
• We want to gain insight that will inform development
of a framework for how to gain most benefit from
MOOCs in our organisations
• We want to use the collective power of learners in
organisations across the working group to identify
MOOCs that our learners might find it worth their
time to do
• We want to gain insight into how our learners use
MOOCs
• We want to figure out how best to support our
learners to use MOOCs
• We don’t own a MOOC and can’t influence design,
delivery and assessment methods or content
23
MOOCS

24. MOOC questionnaire
ID Question Format/Options
1 What was the title of your MOOC? Open field
2 Who was the provider of your MOOC? Coursera, EdX, Lynda, Open2Study, Udacity, Udemity, other (specify)
3 Demographics Age group - drop down
Location - open
Organisation - open
Business Function/Unit/Group
4 Why did you enrol in this MOOC?
(multiple responses OK)
My manager told me to do it
Someone else recommended it
I thought it would be interesting
To refresh existing knowledge
To learn something new to use in my current job
To learn something to use in my future work
To get a certificate
5 Did you complete this MOOC?
I completed it fully from start to end
I completed it but skipped bits
I just looked at things that interested me
I started but decided not to continue
I enrolled but didn't start
6 What motivated you to complete your MOOC? (ask only if
they choose the first two options on previous question) (multiple responses OK)
Great content
It was relevant to my needs
The interaction with other participants
Other people I knew were doing it
Great presenter / facilitator
To get a certificate
24

25. 25
7 Which of the following were used in your MOOC? (select multiple responses)
Online discussion
Video
Wiki
Virtual Meetings or Hangouts
Facebook or LinkedIn groups
Other online community
Online quiz
Assignments - Instructor assessed
Assignments - Peer Assessed
Other - please specify (open response)
8 Did you have problems using the MOOC? Yes / No -> if No please describe problem (open response)
9 The material provided on the MOOC met my needs. Strongly Agree, Agree, Neutral, Disagree, Strongly Disagree
10 The assessment(s) supported my learning. Yes / No / Not Applicable
11 This MOOC was a worthwhile investment of my time. Yes / No -> if No please explain (open response)
12 My workplace will support me to apply my new
knowledge.
Yes / No -> if No please explain (open response)
13 I would recommend this MOOC to someone else. Yes / No
14 MOOCs are an effective way for me to learn. Yes / No (please use following questions to explain)
15 What did you like most about the MOOC? Open field
16 What did you like least about the MOOC? Open field
17 Is there anything else you'd like to share? Open field

26. MOOCs at Work
• MOOCs Update
• MOOCs visibility is growing
• Media
• Learner/ consumer -
• Either you know about
MOOCs or your don’t.
Academic world knows
• Course are generally Uni
based MOOCs or short paid
courses on Technology/Start
Ups
• Other topics and models are
emerging
26
Web site – moocsatwork.com
@moocsatwork
LinkedIn Open Group
Moocs for Workplace
Learning