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MOOCS @ UCTJANET SMALL
MOOC IMPLEMENTATION TEAM
CENTRE FOR INNOVATION IN LEARNING & TEACHING
UNIVERSITY OF CAPE TOWN
May 2015
Introduction & definitions
MOOCs in relation to the Higher Education
course landscape
Global MOOC platforms
UCT MOOCs
Social learning on a large scale
Nuts and bolts
Challenges… and opportunities
Massive
• Have many thousands participanting
Open
• Open enrollment
Online
• Everything is online
Course
• Courses with a structured learning pathway
M O O C
Continuum of online learning
a continuum
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
2000 - 2007 2008 2009 2010 2011 2012 2013 2014
Open
education
Online
distance
learning
Open
education
resources
Open
conten
t
Connectivist
MOOC
(cMOOCs)
iTunes U,
Khan
Academy
Open source
software
Learning
management
systems
MIT – Open
Courseware
Consortium
Open
University -
OpenLearn
Stanford
xMOOCs
Udacity
Coursera
MITx edX
FutureLearn
NovoEd
OpenUp
Ed
Open to Study
Open
Universities
Australia
Directly related An influence
Learnin
g
objectsOpen Textbooks
Adapted by Hodgkinson-Williams 2014 from UNESCO
2013
Cape Town OE
Declaration
Paris OER
Declaration
conventional flexible
FORMAL
SEMI-FORMAL
NON-FORMAL
Lectures &
tutorials
Short courses
Summer school
Blended courses Online courses
Professional development
courses
MOOC related
variants
The post-traditional teaching and learning landscape
Online Course MOOC
Numbers: Participant numbers capped
by facilitation and assessment
resourcing
MOOCs have attracted 10 000s by having
almost no individual support
Motivation: Participants earn a
qualification
Participants selectively take what interests
them from a MOOC
Participants: Often have similar
backgrounds
Often very diverse backgrounds
Assessment: Meets accreditation
standards
Assessment standards less rigorous and
not accredited
Cost: Pay to join course Participants access the course for free,
paying for internet connection and
optionally certificates
Lecturer: Responsible for teaching a
curriculum aligned to a qualification,
asssessing learning and providing
support
Lecturer’s role prominent in course design
but limited during course running, and
excludes individual support
Teaching & learning interaction
Assessment & certification
Content
Traditionally: a single package
Time Space
Phenomenal growth
http://edutechnica.com/moocmap
Showing the growth of university providers of
MOOCs from 2012 – 2013 through global
MOOC platforms…but little from developing
countries.
Goals of UCT MOOCs project
To showcase the teaching and research excellence
of UCT
To give exposure to African content and knowledge
To profile key postgraduate programmes and
research areas aligned with the university’s strategic
goals
To support students in academic transitions
To make UCT’s knowledge resources globally
accessible
To develop models and expertise in online learning
that could be deployed in mainstream degree
programmes
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 and qualifications
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 and qualifications
What is a Mind?
Medicine & the
Arts
Conducting
Healthcare
Research
Applied Statistical
Modelling
Mitigating Climate
Change
Inclusive Education
in low income
countries
Social Innovation
shaping Africa
Medicine and the Arts
6 weeks and 77 steps
17 presenters
Over 8 000 signed up
98 countries
26% African countries (21% South African)
Rerunning later this year
Just
finished
What is a Mind?
6 weeks
62 steps with videos, readings and
discussions
1 presenter and 4 mentors
Over 12 000 signed up (and counting)
94 countries
16% African countries (14% South African)
Just
started
Medicine and the Arts: HumanisingHealthcare
Explore the field of medical humanities - the intersection of
the arts, humanities and healthcare - with this free online
course.
Africa26%
Asia5%
Australia5%
Europe52%
North America
10%
South America2%
Medicine and the Arts:
Continents
21% SA
6% US
38% UK
What is A Mind?: Continents
Africa16%
Asia5%
Australia3%
Europe53%
North America
19%
South America4%
14% SA
15% US
36% UK
Process & roll-out
Identifying an academic or team of academics willing to devote the necessary time to the project
Constituting a course development team (online learning designers, academics & student assistants from department who will be offering course)
Initiate course design
Course production schedule
Test materials
Launch course
Running/supporting/monitoring
Evaluation
Who takes MOOCs…
“… the people most likely to stay the course and
gain a free qualification are well-educated men
in their 30s working in professional jobs.
Research by MOOC provider Coursera shows
that 85% of MOOC participants already have
university degrees.
So the problem MOOCs succeed in solving is: to
provide free university teaching for highly
qualified professionals. (Diana Laurrilard)”
http://ioelondonblog.wordpress.com/2014/05/14/what-is-the-problem-for-which-moocs-are-the-solution/
Why many don’t…
Infrastructure. People don’t live within range of sufficient physical infrastructure that would allow it.
Affordability. People cannot afford the cost of access.
Relevance. People are not aware of the internet or there is insufficient content available in their primary language.
P. 4, Executive Summary in the ‘State of Connectivity: 2014’, A report on global internet access. Internet.org (www.internet.org)
Perspectives on 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 MOOCs? Why are MOOCs useful?
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.
Acknowledgements
Laura Czerniewicz
Andrew Deacon
Mary-Ann Fife
Sukaina Walji
CILT
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.
• www.cilt.uct.ac.
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