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Centre for Innovation in Learning and Teaching (CILT), University of Cape Town, profile picture
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Producing MOOCs: Evaluating institutional gains

UCT created MOOCs to showcase its teaching, research, and African knowledge globally. This would increase UCT's international profile while also supporting online learning within UCT. MOOCs were designed for different student levels and topics. Data on the MOOCs was collected through documents, videos and interviews. Stages of the project included advocacy, design, production, management, policy, and implementation. Case studies showed MOOC materials being reused in courses to substitute lectures or support writing skills. Key current questions are whether to invest in building an internal platform or extend external partnerships, and how to fund further MOOC development.

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Producing MOOCs: Evaluating institutional gains Jeff Jawitz, Andrew Deacon, Janet Small & Sukaina Walji
MOOC = Massive Open Online Course Platform = company that provides a global service to host, store and distribute online courses eg. Coursera, FutureLearn
UCT’s MOOC Project • Showcase UCT teaching & research • Make UCT’s knowledge resources globally accessible • Give global exposure to African content and knowledge AND Develop UCT capacity & expertise in online learning Support learning within UCT Support students in academic transitions AND Bring in money
Showcase teaching and introduce topics 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 at postgraduate level Showcase professional opportunities for continuing education and qualifications Inwardly focused gateway courses Outwardly focused showcase courses Within the Higher Education Landscape 1 1 32 1 4 5 4 1 4
MOOC Global Network University Organisations supporting MOOCs Academic departments implementing MOOCs Individual MOOC Projects
Monitoring
Formal Data sources • project documents (proposals, reports) • promotion videos, • correspondence, and • interviews with MOOC team members • Further interviews planned with key institutional stakeholders, • UCT senior leadership, • CILT MOOC development team, • MOOC-makers: academics involved in the creation and use of the MOOCs.
Stage Structure Advocacy Develop communication mechanisms Design Put in place development opportunities Production Set up production facilities Bring on board production skills Management Put in place governance structures – MOOC advisory Board – Online Education Sub committee Policy Put in place Online Education Policy document Implementation Address issues of Access
Stage Culture (Ideas that are challenged/discussion enabled) Advocacy how teaching happens Design Role of technology NB of learning design Production Question resourcing priorities Management Increased focus on management of teaching and learning Address resourcing priorities Policy Focus on curriculum design incorporating online resources. Rethink online provision at UCT Implementation Reputation / international & national profile
Stage Agency Advocacy Give space to emerging advocates/innovators Design innovation increased focus on student learning Production increased experimentation Management New leaders emerge Implementation Use of Wrapping Increase use of OER’s Acquiring new skills New networks & communities of practice
MOOC title UCT Unit UCT academics 1.Medicine and the arts: Humanising Health Care Family Med and Anthropology 2 (with 16 guest lecturers) 2. What is a Mind Psychology 1 4. Understanding Clinical Research: Behind the Statistics Surgery 1 5. Climate Change Mitigation in Developing Countries Energy Research Centre 3 (3 guest lecturers) 6. Education for All: Disability, Diversity and Inclusion Disability Studies 2 7. Julia Scientific Programming Math & Applied Math 2 8. Becoming a change maker: Social Innovation Bertha Centre (GSB) 3 (3 guest lecturers) 9. Extinctions: Past and Present Biological Sciences 1 (10 guest lecturers) 10. Organ Donations: from Life to Death Surgery 2 11. Writing your world: Moving into the academic space Language Development Unit. 4 12. Climate Adaptation ACDI African Climate & Development Initiative 1 (guest lecturers to be confirmed) 13. Marine Ecosystem Marine Research Institute 2 14. Innovative finance Bertha Centre (GSB) 2 TOTAL 26 (Plus 32 guest lecturers)
Case studies – impact on UCT teaching
Origins: Developed out of an existing taught masters course Reuse: Used as a flipped classroom for part of the taught masters course
Cases used in taught courses
Writing your World: Finding yourself in the academic space • Week 1: Starting to write understanding definitions of identity • Week 2: Developing an argument shifting identities • Week 3: Supporting the argument situating identity within culture • Week 4: Starting to finish writing the first draft Used with tutors to support writing process
Extinctions: Past and Present Used during disruptions to substitute lectures
Education for All: Disability, Diversity and Inclusion Materials reused for professional development – for teachers and others (e.g.. Occupational Therapists)
Becoming a changemaker: Introduction to social innovation Classes teaching establishing a business at the Cape Town Library that incorporates MOOC Sessions in lab with facilitators to support access, skills and discussion to complete MOOC
Major questions at the moment •Whether to invest in building in house capacity or to extend further partnerships especially wrt platform hosting? •How to fund further development?