Impact of our MOOCs on student learning - University of Leeds
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Neil Morris Director of Digital Learning Professor of Educational Technology, Innovation and Change University of Leeds National Teaching Fellow Image © University of Leeds Email: [email protected] Twitter: @neilmorrisleeds, @unileedsonline Using Futurelearn to establish a MOOC portfolio
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Slides from a talk at Inside Government event on MOOCs (http://www.insidegovernment.co.uk/event-details/moocs/325/#agenda)
Transcript of Impact of our MOOCs on student learning - University of Leeds
Neil MorrisDirector of Digital Learning
Professor of Educational Technology, Innovation and Change
University of LeedsNational Teaching Fellow
Image © University of Leeds
Email: [email protected] Twitter: @neilmorrisleeds, @unileedsonline
Using Futurelearn to establish a MOOC portfolio
Digital strategy for Student Education
Blended Learning Strategy
Policy on Audio and Video Recordings for Educational Purposes
MOOC vision and strategy
Open Educational Resources policy
University strategies for Digital Learning
Digital learning channel portfolio
Only available to Registered Students Available to all learners
Online Courses
Individual Learning Objects
Learning Objects complementing face-to-face provision (Blended Learning)
Staff perspectives on blended learning and MOOCs. N=267 responses, Summer 2013, © University of Leeds)
82% agreed that
MOOCs offer opportunities for flexible learning
69% agreed that MOOCs increase access to Higher Education
140 academics would like to develop a MOOC in next 1-2 years
64% agreed that developing a MOOC would enhance their digital literacy skills
57% agreed that face-to-face learning in combination with MOOCs was an effective learning model
70% agreed they would recommend MOOCs to their students
Social constructivist Participatory Active
learning
Research-based
Teacher- and participant-
focused
Digital literacy support
Multi-format content
Accessible content Social
Our MOOC pedagogy
SEC3 2014 Engaging LeedsGuidance on OERsMOOC portfolio
Delivered:
Confirmed for 2014:
second is is
Images © University of Leeds
second is is
Images © University of Leeds
12% engaged with
peer assessment exerciseAverage of 269 words submitted for assignment
1.5 reviews per assignment submitted
1 3 5 7 9 11 13 15 17 19 21 23 25 270
20
40
60
80
100
120
140
No assignment
Assignment completed
Videos watched
Num
ber o
f par
ticip
ants
Active, social learners most likely to do peer learning activities
0 5 10 15 20 25 300
10
20
30
40
50
60
70
80
90
100
WWC1
NUMBER OF VIDEOS WATCHED
% Q
UIZ
SCO
RE
© Dolgova, E. (2014)
57% not done an online course before
22% 18-25 years old (largest group) 73% female
25% in full time education
50% in health and social care sector
40% degree, 33% high school
Key MOOC metricsWhen Worlds Collide: Fairness
and NatureExploring Anatomy: the human
abdomenAn introduction to physical
actor training
Overall experience 90% 97% 93%
Recommend to a friend
97% 98% 100%
Enrolments 5,544 8,573 3,447
Fully participating learners
28% 16% 11%
Social learners 37% 21% 35%
Gender Female (59%)Male 40%)
Female (73%)Male (27%)
Female (71%)Male (29%)
Age group
26-35 (24%)18-25 (17%)56-65 (17%)
18-25 (22%)46-55 (17%)26-35 (17%)
26-35 (26%)46-55 (19%)18-25 (18%)
Country of residence
UK (67%)China (2%)India (2%)
UK (75%)USA (4%)India (2%)
UK (46%)
USA (10%)Australia (5%)
Taken an online course before?
Yes (40%)No (60%)
Yes (42%)No (57%)
Yes (47%)No (53%)
Post course survey data for first three MOOCs (n= When Worlds Collide: Fairness and Nature (n=241); Exploring Anatomy: the human abdomen (n=424); Introduction to Physical Actor Training (n=83); Photo: Kabsik Park under a CC licence (flickr)
90-97% satisfied with video as a
learning tool
37-53% satisfied with
discussion as a learning tool48-65% thought course length
was appropriate
72% spend between 30 mins and 2
hours online per visit.
78-84% thought level of
course was appropriate
77-81% thought the study time
needed for the course was appropriate
MOOC participants views on courses
86-92% satisfied with
quizzes as a learning tool
94-99% thought the educator was
engaging
Participant qualifications
Private
Non-credit bearing
Open
AccreditedFree to learner (cost to HEI)
Paid by learner
Paid by employer
When Worlds CollideExploring Anatomy
Actor TrainingStarting a business
Innovation
Online courses / training for business
Accredited Continuing Professional
Development courses
Hybrid coursesBlended learning
courses
Thank you
Morris, N.P. (2014) © University of Leeds 2013. This work (excluding where noted and all logos and MOOC adverts) is made available for reuse under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 Unported License.
More information:See the Digital Learning Team website: www.digitallearning.leeds.ac.uk
