to mooc or not to mooc - that is the question

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TO MOOC OR NOT TO MOOC - THAT IS THE QUESTION MARCH 2014 Cheryl Brown, Andrew Deacon, Janet Small & Sukaina Walji

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CEG Presentations, 18 March 2014

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Page 1: To MOOC or not to MOOC - That is the question

TO MOOC OR NOT TO MOOC - THAT IS THE QUESTION MARCH 2014

Cheryl Brown, Andrew Deacon, Janet Small & Sukaina Walji

Page 2: To MOOC or not to MOOC - That is the question

UNDERSTANDING MOOCS

Section 1

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What is a ‘MOOC’?

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High profile MOOCs

https://wikipedia.org

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Sebastian Thrun

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Media hype

He’s thinking big now. He imagines that in 10 years, job applicants will tout their Udacity degrees. In 50 years, he says, there will be only 10 institutions in the world delivering higher education and Udacity has a shot at being one of them.Thrun quoted in 2012 online report: http://www.wired.com/wiredscience/2012/03/ff_aiclass/all/

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MOOCs didn’t just appear

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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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Completion Rates

http://www.katyjordan.com/MOOCproject.html

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6 million students / 54 staff

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● content is NOT free● students can NOT

support each other● MOOCs can NOT solve

the problem of educational scarcity in emerging economies

● Education is NOT a mass customer industry

MOOC myths

● It's NOT all about money

● will NOT create a two-tier educational system

● MOOCs are NOT inherently inferior

● We've have NOT seen how this plays out

Against (from Laurillard) For (from Educause)

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COURSE LANDSCAPE

Section 2

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Landscape of Higher EducationCurriculum integration

Conventional Flexible

Formal (credit)

Lectures Blockrelease

Online courses

Semi-formal(certificate)

Short courses

Professional development courses

Non-formal(no credit)

Summer school

MOOCs

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Landscape at UCT

Curriculum integration

Conventional Flexible

Formal (credit)

LecturesBlock

releasee.g., HS

Online courses

e.g., BUS1Semi-formal(certificate)

Short courses

Professional development

e.g., Write Science

e.g., Getsmarter courses

MOOCs

Non-formal(no credit)

Summer school

e.g., Astronomy online

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WHAT COULD MOOCS LOOK LIKE AT UCT?

Section 3

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MOOC categoriesC1

Teaching Showcase

C2 Gateway

Skills

C3 Graduate literacies

C4 Professio

nal Showcase

C5 Research showcase

High-profile ‘rockstar’ MOOCs on general interest topics. Typically showcasing undergraduate teaching

Help prepare students for undergraduate study and introduce skills required.

Help prepare students for postgraduate study and develop general skills and expectations.

Support continuing education and showcasing professional careers and qualifications.

Showcase research and special interest topics that may attract postgraduate students

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A general interest high profile course that showcases the institution by means of an engaging subject or personality led. Likely to be of global interest and matches a popular understanding of high profile MOOCs

Category 1 Teaching Showcase

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Provide foundational or enhancement skills, which students could take these prior to applying or attending an institution but could also replace some campus-based teaching for 'bottleneck courses' or non-core. Likely to be of local interest, either within the institution or at a country-wide setting.

Category 2 Gateway Skills

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Post-graduate level courses to support application or programmes of study focussed on building postgraduate literacies. Likely to be of local or national interest.

Category 3 Graduate Literacies

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Geared towards vocational skills development, re-tooling and professional development; they could be offered in conjunction with other organisations or professional bodies. Likely to be of local interest, although some specialised topics may be globally relevant. .

Category 4 Professional showcase/development

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Specialised and targeted than category one courses as they assumes some existing background in the topic, but are still geared towards general or leisure learning. Likely to have global appeal.

Category 5 Showcase research/specialisms

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MOOC categories summary

MOOC Category

Institutional purpose and examples

1 – Teaching showcase

Showcase teaching and showcase faculty; general interest topics at an undergraduate level.

2 – Gateway skills

Prepare students; assist with bottleneck courses or provide supplementary assistance

3 – Graduate literacies

Help prepare students for postgraduate study and develop general skills and expectations.

4 – Professional showcase

Support continuing education and showcasing professional careers and qualifications.

5 – Research showcase

Showcase research and special interest topics that may attract postgraduate level of interest.

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Landscape with MOOCs

Curriculum integration

Conventional Flexible

Formal (credit)

Lectures Blockrelease

Online courses

Semi-formal(certificate)

C4

Short courses

Professional development

C3C2

Non-formal(no credit)

Summer school

C5C1

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Emerging models from MOOCs Open Boundary

Courses – e.g DS106 SPOCs (small private

online courses) - Harvard MOCs (Massive Online

Courses) – Unisa Wrapping – e.g.,

postgrad literacies

A ‘freemium’ model is where additional support is charged.

Movement between formal, semi-formal and non-formal domains allows for experimentation of course offering.

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Where to from here? CILT position paper - under review for journal 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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TO MOOC OR NOT TO MOOC – NOW WHAT IS THE QUESTION?