What can a MOOC do for you? An academic perspective
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Speaker: Momna Hejmadi, director of studies, University of Bath. In this session you will learn about the unforeseen benefits, challenges and potential opportunities of leading a MOOC - ‘Inside Cancer’ - from an academic perspective. The course, designed as a beginner’s guide to cancer genetics is open to anyone interested in understanding cancer without having studied biology at school or university. The course was adapted from a second year, campus-based undergraduate course that Momna Hejmadi teaches on, so it offered a perfect opportunity for students to gain real-life perspectives from the public. It also extended the learning space to a global community of learners from school pupils, health professionals to cancer-survivors. In this session, Momna will share data on the impact of this course on learners and course developers.
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What can a MOOC do for you? An academic perspective
- 1. 1 What can a MOOC do for you? Dr. Momna Hejmadi Faculty of Science Technology Enhanced Learning University of Bath
- 2. Inside Cancer Academic Perspectives 1 2 3 This talk Where next?MOOCs as disruptive innovation in education 2
- 3. 3 ‘Inside Cancer’ Learning ‘without walls’ Access to ‘unserved’ learners and campus-based learners Made possible by digital technologies Blended MOOC at Bath
- 4. Multimedia resources What is a gene? 4
- 5. Interaction with experts Scientists and clinical oncologists 5
- 6. Social and collaborative learning Facilitated discussion 6
- 7. Self- assessment and Peer Review Tasks 7
- 9. Global community (cancer patients, health professionals, students, public) INSIDE CANCER k On campus students in Biosciences MOTIVATION? ASSESSMENTS MOTIVATION? TO LEARN MOOC helped build a collaborative community of learners 9
- 10. MOOC extended virtual learning spaces - Students gain experience of real issues and engaging with the public - Students learn transferable skills such as communicating science. PERSONALLY - Able to reach audiences that far exceeded my expectations - REF2020 Impact case study 10
- 11. Data from 8 course runs over 4 years Week duration (3 -6 study hour / week) Registered learners Retention rate 4 41,353 36% HIGHLIGHTS Course exceeded expectations in ‘learning new things’ 98% 11
- 12. LEARNER DEMOGRAPHIC ANALYSIS older females from OECD countries younger males from non-OECD countries 55% 12
- 13. Largest diversity of learners Average number of course comments 13
- 14. Community of learners ‘I have learnt so much and have a much greater understanding of my own cancer, removing some of the fear, blame and guilt, now that I understand some of the science. This has been a worthwhile and cathartic course for me’ Thanks also to all the students - your contributions have greatly enriched the course’ the personal response at the end of each week has changed this course into a truly interactive and participatory one‘ ‘I have really enjoyed this course (much to the amusement of my Oncologist) and he was a little taken aback when I asked how the treatments I am to have work!’I am a stomal therapy nurse and wound care specialist working in an oncology hospital. One of my clients was diagnosed with biliary tract cancer …. passed away peacefully this week, and because of this course I could explain how metastasis spreads to his family; for this I am incredibly grateful’. 14
- 15. But most of all the course “Inside Cancer” is the best on this subject I have done …… As a doctor with breast cancer I relished the extra reading and it has led me on to further fruitful research. Further at the end of each week Dr Momna would answer all questions which arose through the course. As such this course was a great learning platform which would suit not just doctors working in the field of cancer and GPs caring for cancer patients but also helpful for any person looking for the hope required to help one live with any cancer advanced or not! I have, as a consequence of this course, had my breast cancer sequenced and a specific mutation has been found which can be targeted if and when my current treatment stops working. (Email from JB – a doctor diagnosed with advanced metastatic breast cancer) 15
- 16. Inside Cancer Academic Perspectives 1 2 3 This talk Where next?MOOCs as disruptive innovation in education 16
- 17. Online education disruptive innovation that can bring positive changes to education Disruptive innovation in Education Clayton Christensen et al (2015) Harvard Business Review, 93(12): 44-53 17
- 18. Traditional model of HE school University work school work Unbundled education F2F / online Disaggregation of learning into smaller parts which can offer opportunities to separate traditionally integrated components (Yuan et al 2013) 18
- 19. Employer StudentUniversity online education is not new…… ……but investment by the employer is 19
- 20. The evolution of MOOCs - from education to qualification North America MOOCs for credit micro-credentials MicroMasters – EdX or Nanodegrees – Udacity UK Learning packages opportunity to separate and reimagine course content (Yuan 2013) 20
- 21. Inside Cancer Academic Perspectives 1 2 3 This talk Where next?MOOCs as disruptive innovation in education 21
- 22. Open online education – INDIA More than 1.3 billion population More than 65% of the people under the age of 35 Internet users to grow from 409 Mn to 735 Mn by 2021 9.6 million users, with reskilling and online certification areas growth areas Almost 4 million students at any one time Participation rates on MOOCs close to 50% 22
- 23. India Challenges for the future Accreditation Teachers take-up Life-long Skills training for the jobs of the future 23
- 24. 24 Thank you for listening and time for questions
Editor's Notes
- Despite the fact that our learners presented with a diverse range of motivations to learn and had never met each other, the course developed a powerful community of mutually supporting learners.
- Despite the fact that our learners presented with a diverse range of motivations to learn and had never met each other, the course developed a powerful community of mutually supporting learners.
- Despite the fact that our learners presented with a diverse range of motivations to learn and had never met each other, the course developed a powerful community of mutually supporting learners.
- Despite the fact that our learners presented with a diverse range of motivations to learn and had never met each other, the course developed a powerful community of mutually supporting learners.
- Despite the fact that our learners presented with a diverse range of motivations to learn and had never met each other, the course developed a powerful community of mutually supporting learners.
- Despite the fact that our learners presented with a diverse range of motivations to learn and had never met each other, the course developed a collaborative community of mutually supporting learners.
- He noted that one of the most consistent patterns in business is the failure of leading companies to stay at the top of their industries when technologies or markets change. Sears – Walmart Disruptive Innovations are NOT breakthrough technologies that make good products better; rather they are innovations that make products and services more accessible and affordable, thereby making them available to a larger population. a process whereby a smaller company with fewer resources is able to successfully challenge established incumbent businesses. Specifically, as incumbents focus on improving their products and services for their most demanding (and usually most profitable) customers, they exceed the needs of some segments and ignore the needs of others. Entrants that prove disruptive begin by successfully targeting those overlooked segments, gaining a foothold by delivering more-suitable functionality—frequently at a lower price. Incumbents, chasing higher profitability in more-demanding segments, tend not to respond vigorously. Entrants then move upmarket, delivering the performance that incumbents’ mainstream customers require, while preserving the advantages that drove their early success. When mainstream customers start adopting the entrants’ offerings in volume, disruption has occurred.
- Evidence of unbundling in HE
- Evidence of unbundling in HE
- Evidence of unbundling in HE