The document discusses the practical aspects of running a Massive Open Online Course (MOOC) at the University of London, focusing on student engagement and access. It highlights issues such as dropout rates, user interface challenges, and the need for effective content delivery to ensure successful online learning experiences. The text also explores the balance between pedagogy and marketing, the limitations of the current MOOC infrastructure, and the importance of adapting to diverse student needs.

1. Practical Considerations of running a MOOC
Pat Lockley
Laws Developer
University of London International Programmes (Laws)
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2. MOOC taxonomies
xMOOC
cMOOC
Pictures : Public Domain
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3. MOOC taxonomies
Person
Networking
Pictures : Public Domain
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4. MOOC taxonomies
Carbon
Bond
Pictures : Public Domain
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5. Chemistry 101
http://upload.wikimedia.org/wikipedia/commons/a/a8/NaF.gif
Creative Commons Share Alike Wdcf
http://en.wikipedia.org/wiki/File:Covalent.svg
Creative Commons Share Alike King of Hearts
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6. Nodes, bonds or both?
Probabilities of electrons being in a place?
Probabilities of the cohort working like this?
Pictures : Public Domain
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7. So of our students
26,000 log in
7,000 on the fora (at least once)
900 on the Facebook page
400 on Twitter
200 on Google plus
8,500 (max) are “connected” of 26,000 (at least once)
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8. Resistance as dropouts and learning as current
I=V/R
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9. Analogy killed off
I=V/R
Number
of
students
Desire to learn
Knowledge required
Expectations
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Time
User Interface
Language
Other barriers

10. Not being
able to
scale is
Blowing a
fuse?
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11. Or are we not providing enough
current/content to ensure lightbulb moments...
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12. Single point of failure? Parallel Circuits?
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13. Closed system? Barriers to entry?
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14. The long tail
Youtube
Sound Cloud
Slideshare
Social Media
The Cloud
Our own sites
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15. Our MOOC Structure
Youtube
Coursera
Site
Soundcloud
Social Media
Our own sites
The Cloud
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16. MOOC Structure for everyone
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17. Simple routes through things
The distance between any point is 1
Is this just good user interface design
How do you design an interface for
content which can be anywhere
MOOC Literacy?
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18. Literacy as a barrier
Coursera courses
taken previously
1st: This is my
first Coursera
course
Ease of navigation
through course
pages
1st: Very easy
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19. Whose MOOC is it anyway?
“This isn’t like other
Coursera courses”
Language used in education – midterm, finals, mock exams,
formative assessment
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20. The Tube Poster says...
“the closest example I’ve experienced
yet of a course functioning as both a
learning tool and brochure.”
http://moocnewsandreviews.com/a-review-ofcourseras-english-common-law-mooc/#ixzz2pzfUfa4C
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21. Connecting content or people or both?
Topologies and Pedagogies
Marketing Vs Pedagogy
Removing time barriers / eventedness
The 4 Ps of Marketing – is the fifth P
Pedagogy?
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22. Student differences
V/R
A University Qualification
A Refresher
Continuing Professional Development
Fun
New skills
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| International scale?
to know?

23. Scale as Fordism
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24. Scale as Fordism
You can’t teach all of the people all of the time
Or
The system just doesn’t support that because it
doesn’t scale
Or
Pyrrhic Victories
.....So is the experience the same for everyone?
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25. Improving the experience
Less functionality than a VLE – Quizzes, Video, Fora and
HTML
Limited HTML layout options
Limited scheduled release
....limited because not there, not there yet, or not possible
at scale?
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26. Starting out.....
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27. Day one.....
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28. By the end
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29. What happened?
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30. Breaking the mould
Peer Assessment / Learning outside of Coursera
Social Bookmarking outside of Coursera
Course note sharing outside of Coursera
Weekly chats inside and outside of Coursera
Videos inside and outside of Coursera
Audios inside (sort of) and outside Coursera
Course reading inside (sort of) Coursera
Staff praised for responding to questions
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31. Worthwhile.....?
Of students who actually logged in 18% finished
Placing content outside Coursera allows it to continue to
teach
The Fake MOOC http://lawsfolio.londoninternational.ac.uk/eclmooc/
Re-engineer success back into our provision
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