The Emergence of MOOCs: Opportunities for Reaching Out
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Transcript of The Emergence of MOOCs: Opportunities for Reaching Out
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The Emergence of MOOCs OPPORTUNITIES FOR REACHING OUT
DISCUSSION WITH DIVISION OF HUMAN GENETICS ANDREW DEACON, MARY-ANN FIFE, JANET SMALL, SUKAINA WALJICENTRE FOR INNOVATION IN LEARNING AND TEACHING
12 August 2014
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Emergence globally
Introduction
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Massive
• Have many thousands participanting
Open
• Open to anyone with an internet connection
Online
• Everything is online
Course
• Courses structured with start and finish dates
M O O C
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MOOCs didn’t just appear….
Image – Giulia Forsythe
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MOOCs - open & online
MOOCs Online courses
Open content
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Traditional Online Courses
MOOCs
Participation
Capped by facilitation and assessment resourcing
Accommodates thousands by having almost no individual support
Motivation Earn a qualification Take what is of interests
Backgrounds
Generally have similar academic backgrounds
Often extremely diverse academic backgrounds
Assessment Meets accreditation standards
Not formally accredited
Cost Pay to register for courses Free and optionally paying for certificates
Lecturer Responsible for teaching a curriculum aligned to a qualification and providing support
Engages people interested in the topic, with no responsibility for curriculum alignment
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April 2012http://edutechnica.com/moocmap
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October 2012http://edutechnica.com/moocmap
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April 2013http://edutechnica.com/moocmap
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October 2013http://edutechnica.com/moocmap
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Participants
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Completion Rates
http://www.katyjordan.com/MOOCproject.html
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Reasons for doing MOOCs are of interest but not completing does not mean failing
http://www.edcentral.org
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Mapping the landscape
An institutional perspective
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e.g. Short courses Global Citizenship Write Science courses
e.g. most degree programmes
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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, professional development and qualifications
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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
n
High production costs | high enrollment | loose curriculum ties
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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
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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
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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 | Potential pathway to formal courses
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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
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https://www.class-central.com
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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.
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Wrapped MOOCs at UCT
Meet-up TopicMeets every Monday for 5 weeks
Critical Thinking in Global Challengeshttps://www.coursera.org/course/criticalthinking
Meets every Thursday for 5 weeks
Principles of Written Englishhttps://www.edx.org/course/uc-berkeleyx/uc-berkeleyx-colwri2-2x-principles-1348 Meets every Monday
for 6 weeksUnderstanding Research: An Overview for Health Professionalshttps://www.coursera.org/course/researchforhealth
Meets every second Wednesday for 5 weeks
Model Thinkinghttps://www.coursera.org/course/modelthinking
Meets every Monday for 6 weeks
Design and Interpretation of Clinical Trialshttps://www.coursera.org/course/clintrials
Meets every Wednesday for 10 weeks
Data Analysis and Statistical Inferencehttps://www.coursera.org/course/statistics
Meets every Thursday for 6 weeks
University Teaching 101https://www.coursera.org/course/univteaching101
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Local initiatives
MOOCs at UCT
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Making the most of MOOCs
Participants
Institutional researchers
Educators
What MOOCs exist and why might I want to do a MOOC?
What is there to learn from
MOOCs?
How can I use and develop MOOCs? When are MOOCs useful?
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Participants: Why take a MOOC? Learn new skills
e.g., stats for research Learn for enrichment
e.g., understanding climate change Explore a degree option
i.e., before paying Experience online learning
i.e., learning about teaching online
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What kinds of learning?
Participant may choose to: Have a look (like paging through a book) Start but decide when is enough (like
dipping into a book) Explore only some parts (like a reference
book) Go along for the ride (like a quick read) Engage fully with the intention of doing
more than expected (like studying a textbook)
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Educators: Using existing MOOCs Flipping courses with MOOCs Blending MOOCs with face-to-face
classroom sessions Use MOOCs as Learning Resources Use for Professional Development Wrapping a MOOC to supplementary
skills for students
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Research: Learning from MOOCs
The massiveness of MOOCs, their accessibility, and the wide range of questions they raise make the topic a very fertile area for research, and this is likely to generate new methods of research and analysis in the educational field
Bates. Tony. (2014) MOOCs: getting to know you better,
Distance Education
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If you’re interested in MOOCs
Enroll for a MOOC - check www.class-central.com/
Draw MOOCs into classroom - ask your students about their experiences?
Set up a study group - or join the CILT unstudy group
Scoop-it curated links http://www.scoop.it/t/moocswatch
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Contacts
[email protected] [email protected] [email protected] [email protected]
This work is licensed under the Creative Commons Attribution-Share Alike 2.5 South Africa License. To view a copy of this license, visit
http://creativecommons.org/licenses/by-sa/2.5/za/ or send a letter to Creative Commons, 171 Second Street, Suite 300, San Francisco,
California, 94105, USA.
Twitter: #UCT_MOOCs