MOOCs overview
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Transcript of MOOCs overview
MOOCS: AN OVERVIEW
Sukaina Walji
With Andrew Deacon & Janet Small
MOOC Implementation Team
Centre for Innovation in Learning & Teaching, University of Cape Town
Presentation for students taking the UCT Postgraduate Diploma in
Educational Technology
19 March 2014
@sukainaw
MOOCS – A FORM OF ONLINE
LEARNING
Downloadable educational digital
content (ITunes, YouTube, digital
textbooks)
Informal teaching and courses
(MOOCs, open courses, self-study
courses, Lynda.com)
Fully structured online courses with
assessments and qualifications
conventional flexible
FORMAL
SEMI-FORMAL
NON-FORMAL
Lectures & tutorials
Block release Online courses
Short courses Professional developmentcourses
Summer school
COURSE LANDSCAPE OF HIGHER EDUCATION at UCT
conventional flexible
FORMAL
SEMI-FORMAL
NON-FORMAL
Lectures & tutorials
Block release Online courses
Short courses Professional developmentcourses
Summer school
COURSE LANDSCAPE OF HIGHER EDUCATION
Massive
• Have many thousands participating
Open
• Open enrollment
Online
• Everything is online
Course
• Courses structured with start and finish dates
M O O C
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 of interest to postgraduate level
Showcase professional careers for continuing education and qualifications
CATEGORY 1 TEACHING SHOWCASE
General interest high profile course
Showcases the institution by means of an engaging subject or personality led.
Global interest and matches a popular understanding of high profile MOOCs
o n
High production costs | high enrollment | loose curriculum ties May attract external funding
CATEGORY 2 GATEWAY SKILLS
Provides foundational, bridging or enhancement skills for pre HE entry or during undergraduate pathways towards specialisation.
Could replace teaching for 'bottleneck courses.’
Local interest, either within the institution or at a country-wide setting.
Moderate production costs | low enrollment | close curriculum ties May attract external funding |
CATEGORY 3 GRADUATE LITERACIES
Post-graduate level courses to support application or programmes of study
Focussed on building postgraduate literacies.
Likely to be of local or national interest.
Moderate production costs | low enrollment | close curriculum ties May attract external funding
CATEGORY 4 PROFESSIONAL SHOWCASE
Geared towards vocational skills development, re-tooling and professional development.
Could be offered in conjunction with professional bodies.
Likely to be of local interest, although some specialised topics may be globally relevant. .
Moderate to high production costs |medium to high enrollment Close curriculum ties |May attract organisational fundingHigh potential for pathway to credit or revenue generation
CATEGORY 5 RESEARCH SHOWCASE
Showcase research or more specialised topics of interest
Offered at postgraduate level and assume some background in the topicstill geared towards general or leisure learning.
Likely to have global appeal.
Moderate/high production costs | medium/high enrollment Loose curriculum ties
A MOOC IS NOT A FORMAL ONLINE
COURSE
http://edulearning2.blogspot.com/2014/05/statistics-
for-2014-coursera.html
Online course DIFFERENCE MOOC
Fees Cost to user No feesMaybe certificates &/or support
Yes, as per all formal courses Entrance requirements
None
Limited. Capped by resources available for support &
assessmentScale
ThousandsSavings due to limited lecturer support
Responsible for curriculumalignment, QA, support
Lecturer role Flexible role re curriculumLimited individual support
Largely proprietary, some openCopyright
Content may be proprietary or open, user generated content often © MOOC provider
Distance education providersProviders
Traditional residential research universities partnered with private companies
No, not usually Analytics Yes, one of the promises
Conventional Certification Non conventional
Aligned with the usual formal courses QA processes
Quality assurance As per non formal offerings
Online course platform MOOC platform
Institutionally supported and installed
Learning Management system
‘new generation’ located in the cloud
Full suite of tools incl wikis, blogs, discussion forums, resources allow
for social constructivist learning with teacher guided support.
Tool profile Peer assessment and social learning allow for scale and self-direction
Via university registration and student management systems
Enrollment Open enrollment via open web
Allow for small group work, discussion forums
Student interaction features
Allow for large scale discussions and peer learning
Readings, e-books, textbooks, lecture capture and access to
library
Content delivery Short video lectures, short readings, links to web sites, transcripts
Formative (quizzes, e-portfolios) and summative (quiz, tests, essays
and exams)
Assessment Formative, peer review (quiz andpeer review); summative usually machine marking
MOOCS & ONLINE EDUCATION
o MOOCs have put online education on the
map
o They have legitimised distance education
for traditional universities (and traditional
students)
o They have put the quality of teaching in all
universities under scrutiny
o Valuable insights into how students learn
online
WHY ONLINE LEARNING &
MOOCS…FOR THE INSTITUTION
o Expand reach beyond geography
o Attract increased numbers of students
o Flexible course provision
o Costs through scale and
disaggregation
DIRECTIONS FOR MOOCS
o Emerging models of new types of
courses
o Increasing range of flexible forms of
learning
Course offered simultaneously as a formal and as a open course.
Small private open course nested inside a MOOC
Massive Online Course: formal course inspired by MOOC pedagogy
Students in a course taking a MOOC with added local support and additional material
Massive Open Online Course
Formal course with lectures and support.