THE MOOC MOVEMENTThe Early Adopters

• How Taylor’s University deployed its MOOC implementation campus-wide.

• Share the pedagogy framework contains a plan on developing a sustaining momentum of academic’s participation for MOOCs.

• Reflects on the content development process:• Training• Challenges• Best Practices• Way Forward

Developing a Pedagogy Framework for Institution-Wide Implementation of MOOC: A Case Study from a Malaysian Private UniversityICOED 2016 - Jakarta By: Enna Ayub1, Lim Chee Leong2

 1Lead e-Specialist Content Development, e-Learning Academy (eLA) @ Integrated Teaching and Lifelong Learning Center at Taylor’s (INTELLECT), Taylor’s University (TU), Malaysia2Associate Director eLA @ INTELLECT, TU, Malaysia

OBJECTIVES

• A shift in the way we teach our students• Through MOOCs, our students are:• Exposed to learners worldwide • Engaged and this in turn, enrich their learning experience• Creating opportunities for authentic relationship• Build network with like minded-people

• MOOC fits well with TU’s e-Learning mission –“by 2016, every student at Taylor's University will learn in a collaborative, self-directed and personalised manner, anytime and anywhere”.

USEFULNESS

• Can be access anytime, anywhere, as long there is connectivity• Lecturers may use MOOC as Flipped Classroom• Content can be set up quickly, may use existing content first• Learning can take place in an informal setting – Social Learning

Space• A chance to connect with people in different area of expertise• Enforce lifelong learning skills• A chance for instructor to share knowledge and get paid

THE EARLY ADOPTERS• Initial goal of using MOOC to promote TU’s presence online and designed to

attract high school leavers to choose TU to continue their higher education. • MOOCs were created as ‘mini courses’ to offer a taste of what school

leavers may experience in a university program. • Hence, in March 2014, TU launched 4 new pilot MOOCs which were:

• PASSION and the INTEREST in the subject matter and the students kept them going in facilitating their MOOCs.

LESSON LEARNED FROMTHE EARLY ADOPTERS

METHODPre-planning - for A Campus Wide MOOC Campaign

Set the Standard – Mad about MOOCs in March Festival

Hand Holding – MOOC Me WorkshopMOOC Promo Development

MOOC Content Development

Create a Buzz - Online MOOC course – “Into the Future with MOOCs”

Run Actual MOOC

TU’s MOOC Pedagogy Framework

Online Training in MOOC format

The BIG Campaign

It is important according to Marshall5 to select “early adopters and to plan an event which is fun and celebratory to raise Academics’ interest about the project”5.

Marshall, M. (2013). Write Now: A School-wide ebook Publishing Project. A Deployment Guide for Schools. Retrieved from https://itunes.apple.com/us/book/writenow-school-wide-ebook/id698571651?mt=11

The Training

‘MOOC ME’ WORKSHOP

Power Up Sessions – Blended Mode

GROWTH OF MOOCNumber of Students Number of MOOCs

Number of Students

Number of MOOCs

RESULTS

https://www.openlearning.com/taylorsuniversity

CHALLENGES

• Being forced to take up MOOC• No ulterior motivation given• May lose momentum- teaching overload• Change mind set • Not familiar with the platform • Dependence on eLA• Limited resources

BEST PRACTICES• Be a consumer before becoming a creator of MOOC• Use MOOC as a supplement to F2F practices • Apply MOOC as flipped classroom• Get to know your MOOC platform • Engage with your students • Add ‘Social Learning’ activity

• Form a team.

“The ones who intend to run the MOOC need to be clear on the type of pedagogy for their MOOC, even if it is just with their design team” - Simon Cross3, lecturer from the Institute of Educational Technology, The Open University,

Crucial Factors to Sustain Momentum

• Support from VC• Support from DVC• Support from Deans• Support from e-Content Development

Team• Have a System in Keeping Everyone

Informed• Keeping Morale Up - Support

It’s always better when it comes from colleagues than administrators, I have no interest in forcing faculty members who are not interested in online education to teach an online course” Paul Berman, Vice Provost for Online Education GWU

WAY FORWARD

As MOOC allows courses to be offered – unlimited to all, future commercialization of Taylor’s MOOCs are being planned, and these MOOCs may be in the form of private paid classes or credit bearing MOOC.

MQA Compulsory Subjects

AWARDS• Best Poster Presentation, Taylor’s

University, Taylor’s 8th Teaching and Learning Conference 2015• IIDEL, Bronze Medal 2015• Anugerah MOOC Terbaik, NUCEL 2014• NUCEL Best MOOC Award 2014• INNOVATION, INVENTION AND DESIGN IN

E-LEARNIG (IIDEL), Gold Medal 2014

CONCLUSION

• More than 5% of TU’s Academics went on board• This project allows Academics to explore other platform to

practice ‘Blended Learning’ on campus besides TIMeS. • If you have any questions about the MOOC project or ideas on

how to collaborate, please email me at ennaayub@taylors.edu.my . I would appreciate any comments and feedback.

REFERENCESArmellini, A., & Jones, S. (2008). Carpe Diem: seizing each day to foster change in e-learning design. Re flecting Education (Vol. 4, No.1 pp. 17-29). Retrieved from http://reflectingeducation.net Marshall, M. (2013). Write Now: A School-wide ebook publishing Project. A Deployment Guide for Schools. Retrieved from https://itunes.apple.com/us/book/writenow-school-wide-ebook/id698571651?mt=11MoocGuide - 2. Benefits and challenges of a MOOC. (n.d.). Retrieved from https://moocguide.wikispaces.com/2.+Benefits+and+challenges+of+a+MOOCWho’s Benefiting from MOOCs, and Why. (n.d.). Retrieved from https://hbr.org/2015/09/whos-benefiting-from-moocs-and-why?referral=00060