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I’ve called this talk “Surviving the Day of the MOOC” because the sudden interest in MOOCs from outside higher education often feels like an alien invasion
Talk is like an inverted funnel – starts with my personal experience of running a MOOC, then look at some of the broader design issues it raises and finally looking at the bigger issues for higher education
MOOCs were even on Newsnight last night, and you can’t go a week without reading a “MOOCs are the future” type article, so I often feel like this
So I ran an open course, part of our Masters. Subject was open ed, so made sense to run as a MOOC.Ran in our openlearn platform, issues 3 badges,
Mixture of technologyStudents could use own blogging platformEmail turned out to be very important
MOOCs often divided into cMOOCs and xMOOCs but mine had elements of both
H817Open - An open course
in Open Education • 7 weeks • Informal and formal learners • Running in OpenLearn • Badges • 2 ALS moderating forums • Blog aggregator (h817open.net • Collaboration-lite activity based model • Started March 16th • Also an OER
What worked • Mixing informal
and formal learners • Blog aggregator • Weekly email • Allowing flexibility • Activity based approach • Badges • Live sessions
What I’d do differently next
year • Platform • Initial community/twitter activity • Advice on reciprocity/engaging • More live sessions • Limit blog options • Update content but largely the same • More multimedia solutions?
Support • Peer 2 peer
• Community champions • Paid moderators • Platform based • Encourage self-help • Hashtag it
Scale • <1000 you can
create community • >1000 shared content becomes overwhelming • How do people find each other? • How do they cope with info overload? http://www.flickr.com/photos/holster/2479746349/
Motivation • Learners with diff
motivations • Key achievements along the way • Highlight vital activities • Allow catch-up • Encouraging messages • Assessment + recognition http://www.flickr.com/photos/jenny-pics/4266714722/
Identity • Is the community
the identity? • Is it the academic? • Does it go beyond the MOOC? • Is it explicitly experimental? • How would you craft an opening email? http://www.flickr.com/photos/thewidewideworld/2203253497/
MOOCs didn’t come from nowhere
University set up OpenLearn in 2006, representing an ongoing development of the open education movement. Influ the early development of MOOCs, various open learning platforms have been set up by elite institutions; examples 2012 include MIT edX and OU‟s Futurelearn. A key message that emerges is that the evolution of MOOCs is leadi more players in the market as HEI and private organisations seek to take advantage of these innovations in online Figure 1: MOOCs and Open Education Timeline “MOOCs and Open Education: Implications for Higher Education” Li Yuan (CETIS), Stephen Powell (CETIS) March 2013 http://publications.cetis.ac.uk/2013/667
The battle for Open •
Open is not same as free • Coursera to become elearning provider • MOOCs as solution to ‘broken higher ed’ • Historical narrative excludes higher ed
What’s interesting about MOOCs… How
can our curriculum be more flexible? Can we build more automatic support to help students? How can we bridge informal to formal learning? What is my stance on openness? People are interested in elearning Are there smaller achievements we can use for motivation? What technologies can I use?
MOOCs & HE MOOCs are
our friends if we… – can answer these questions – don’t ignore them – don’t panic – make supported learning worthwhile – Understand this is a crucial time http://www.flickr.com/photos/myeye/2181264107/
Closing thoughts Image – Giulia
Forsythe MOOCs are the frontline in the battle for openness The battle for openness is a proxy for the battle for the future of education The worst thing we can do is ignore it