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MOOCs overview
The document provides an overview of MOOCs (Massive Open Online Courses) and their implementation at the University of Cape Town, outlining different categories of MOOCs based on their focus and production costs. It describes the benefits of MOOCs for both institutions and students, such as increased reach and flexible learning options. Additionally, the document emphasizes the evolving landscape of higher education, the role of online education in legitimizing distance learning, and the need for quality assurance in these courses.
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MOOCs overview
- 1. MOOCS: AN OVERVIEW SukainaWalji 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 Sukaina.walji@uct.ac.za
- 2. MOOCS – AFORM 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
- 3. conventional flexible FORMAL SEMI-FORMAL NON-FORMAL Lectures & tutorials Blockrelease Online courses Short courses Professional development courses Summer school COURSE LANDSCAPE OF HIGHER EDUCATION at UCT
- 4. conventional flexible FORMAL SEMI-FORMAL NON-FORMAL Lectures & tutorials Blockrelease Online courses Short courses Professional development courses Summer school COURSE LANDSCAPE OF HIGHER EDUCATION
- 5.
- 6. Massive • Have many thousands participating Open •Open enrollment Online • Everything is online Course • Courses structured with start and finish dates M O O C
- 7. Showcase teaching and introducetopics 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
- 8. CATEGORY 1 TEACHINGSHOWCASE 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
- 9. CATEGORY 2 GATEWAYSKILLS 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 |
- 10. CATEGORY 3 GRADUATELITERACIES 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
- 11. CATEGORY 4 PROFESSIONALSHOWCASE 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 funding High potential for pathway to credit or revenue generation
- 12. CATEGORY 5 RESEARCHSHOWCASE 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
- 14. A MOOC ISNOT A FORMAL ONLINE COURSE http://edulearning2.blogspot.com/2014/05/statistics- for-2014-coursera.html
- 15. Online course DIFFERENCEMOOC Fees Cost to user No fees Maybe certificates &/or support Yes, as per all formal courses Entrance requirements None Limited. Capped by resources available for support & assessment Scale Thousands Savings due to limited lecturer support Responsible for curriculum alignment, QA, support Lecturer role Flexible role re curriculum Limited individual support Largely proprietary, some open Copyright Content may be proprietary or open, user generated content often © MOOC provider Distance education providers Providers 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
- 16. LEARNING PLATFORMS Hill, P(6 Feb 2014) http://mfeldstein.com/resilient-higher-ed-lms-canvas/
- 17. Online course platformMOOC 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 and peer review); summative usually machine marking
- 21. MOOCS & ONLINEEDUCATION 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
- 22. 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
- 23. DIRECTIONS FOR MOOCS oEmerging models of new types of courses o Increasing range of flexible forms of learning
- 24. Course offered simultaneouslyas 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.
- 26.
Editor's Notes
- #2 .
- #13 The types of activities in these types of MOOCs may be more activity or project-based with peer review and assessments also forming an important part of the learning experience.
- #14 Landscape re-imagined with MOOCs and now in the picture.
- #17 The Resilient Higher Ed LMS: Canvas is the only fully-established recent market entry Posted on February 6, 2014 by Phil Hill http://mfeldstein.com/resilient-higher-ed-lms-canvas/ Hill, P (6 Feb 2014) http://mfeldstein.com/resilient-higher-ed-lms-canvas/
- #25 Movement between formal, semi-formal and non-formal domains allows for experimentation of course offering. Variant types of course offerings are emerging from MOOC experiments, either as a result of limitations of MOOCs or as a result of ideas emanating from MOOC pedagogy.
- #26 http://harvardx.harvard.edu/hls1x-copyrightx http://cacm.acm.org/magazines/2013/12/169931-from-moocs-to-spocs/fulltext