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![‘Writing Your World’ MOOC launch
Max Price, 18 September 2017
… resources [need to be] accessible to a much
wider audience of people who will never be able to
come to UCT … or to university or to be able to give
up the time to study full-time - we need to be
exploring alternatives if we're going to create that
access and if we're going to ensure that many
more people benefit from higher education. …](https://image.slidesharecdn.com/heltasa2017-wrappedmoocs-presentation-171126082559/75/Wrapped-MOOCs-What-is-being-valued-and-reused-4-2048.jpg)
Uploaded byAndrew Deacon
Wrapped MOOCs: What is being valued and reused?
The document discusses the integration and value of MOOCs (Massive Open Online Courses) at the University of Cape Town, highlighting their role in blending formal and informal learning environments. It outlines the goals of UCT's MOOC project, such as increasing global accessibility to educational resources and showcasing African knowledge. Additionally, it explores the potential for reusing MOOCs in blended learning contexts and their impact on teaching practices and student engagement.
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Wrapped MOOCs: What is being valued and reused?
- 1. Wrapped MOOCs: What isbeing valued and reused? Andrew Deacon, Tasneem Jaffer, Jeff Jawitz, Janet Small and Sukaina Walji Centre for Innovation in Learning and Teaching University of Cape Town Presented at HELTASA 2017, 21-24 November, Durban, South Africa
- 2. Outline • MOOCs ata residential university • Wrapping MOOCs • On-campus cases • Off-campus cases • Researching online moves
- 3. MOOCs occupy “inbetween” spaces ‘third spaces’ which are neither formal nor informal but draw on both the skills of formal learning and the informal identities that have a kind of authenticity (Farrow, 2014) Traditional formal courses MOOCs Informal learning from books, web, … High engagement, but only reaching small numbers Lower engagement, but reaching large numbers https://philosopher1978.wordpress.com/2014/09/02/liveblog-catherine-cronin-keynote-at-altc-altc2014/
- 4. ‘Writing Your World’MOOC launch Max Price, 18 September 2017 … resources [need to be] accessible to a much wider audience of people who will never be able to come to UCT … or to university or to be able to give up the time to study full-time - we need to be exploring alternatives if we're going to create that access and if we're going to ensure that many more people benefit from higher education. …
- 5. Becoming a changemaker: Introductionto Social Innovation Climate Change Mitigation in Developing Countries Julia Scientific Programming Understanding Clinical Research: Behind the Statistics Education for All: Disability, Diversity and Inclusion Medicine and the Arts: Humanising Healthcare What is a Mind? Extinctions: Past and Present Writing your world Organ Donation: From Death to Life On FutureLearn On Coursera
- 6. e.g. most degreeprogrammes e.g. flip class Wrapped Wrapped Wrapped Off-campus Wrapped
- 7. Goals of UCT’sMOOC 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
- 8. Highlights • 170,000 peoplehave enrolled • Average 16.4% of enrolments from Africa (5% platform avg) • Largest enrolment to date is ‘What is a Mind?’ - over 46,000 people • Highest certificates achieved is ‘Understanding Clinical Research’, with over 1,500 • Coursera’s Learn-Act-Impact campaign features two UCT courses – ‘Introduction to Social Innovation’ and ‘Mitigating Climate Change’ • Continuous Professional Development (CPD) points for healthcare practitioners taking ‘Organ Donation: From Death to Life’
- 9. UCT courses on‘Top 50’ list: • Understanding Clinical Research • What is a Mind? • Extinctions: Past and Present Perceived value https://www.class-central.com
- 10. Wrapping MOOCs A formof reused in blended learning
- 11. Wrapping and blendedlearning • Pedagogically wrapping MOOCs with some form of facilitation • Example: As preparation for a seminar • Example: As study group meetup • Using a MOOC in a blended learning context • Examples: Changing role of lectures, seminars or assessments • An indicator of a MOOC’s value • Example: Opportunity to reuse and repurpose
- 12. On-campus wrapping Own wrappingOthers wrapping On-campus • flipped classroom • replace teaching • textbook-like resource • prerequisite • textbook resource in course • required for essay assignment UCT MOOC examples • Example 1: ‘Medicine and the Arts’, ‘Writing your World’ • Example 2: ‘What is a Mind?’ • Example 3: ‘Organ Donation’ • Example 1: ‘Understanding Clinical Research’ • Example 2: ‘Education for All’ • Example 3: ‘What is a Mind?’
- 13. Origins: Developed outof an existing taught Masters course Wrapped: Used in a flipped classroom mode in Masters course
- 14. Flipped classroom model Flippedclassroom model
- 15. On-campus wrapping • asa prerequisite for a course • in a flipped classroom • to replace teaching while facilitating tutorials or assessments • to serve as a textbook-like resource for a taught course • to provide tutorials or assessments for a taught course • to replace a course while facilitating with online meetups • …
- 16. Off-campus wrapping Own wrappingOthers wrapping Off-campus • facilitated wrapped class • Facilitated support groups • Part of a course • Within a campaign UCT MOOC examples • Example 1: ‘Becoming a changemaker‘ in a community development programme • Example 1: ‘Becoming a changemaker‘ • Example 2: ‘What is a Mind?’, ‘Becoming a changemaker‘ • Example 3: ‘Climate Change Mitigation’, ‘Becoming a changemaker‘
- 18. Becoming a changemaker:Introduction to social innovation Wrapped with facilitators classes - providing access, digital skills and support to complete MOOC
- 19. Wrapped courses inlibrary, Cape Town Facilitated MOOCs “entrepreneurship in developing economies”
- 20. Coursera’s social impactcampaigns Coursera identified courses addressing the social issues that threaten stability #LearnActImpact “Becoming a Changemaker” joined the Education for Social Impact Campaign growing awareness of the UN Sustainable Development Goals (Leiden University)
- 21. Off-campus wrapping • Facilitationor a meetup • Introducing other topics with facilitation • Part of advocacy campaigns with networks • …
- 22. Survey: Awareness aboutopen licencing Yes 60% No 40% Did the open licencing assist you to make use of the course material? (N=48) Not always clear from survey what people reused
- 23. Researching online moves Lookingat multiple perspectives
- 24. Researching changes withteaching online • Residential universities are innovating online • Points of view • MOOC-takers – the learners • MOOC-makers – the educators • MOOC-wrappers – the reusers • MOOC-produces – the developers • MOOC-stakeholders – the university management • Data • Surveys and interviews being conducted
- 25. • Develop 12MOOCs (2015-2017) • Research educators’ open educational practices (2015-2016) • Research what MOOC-takers value in UCT MOOCs (2017-2019) Researching the UCT MOOCs Project
- 26. Stage 2 Deliver Stage 3 Evaluate Stage1 Develop Via materials perspective Legal openness Pedagogical openness Financial openness Open Educational Practices MOOC design tools MOOC educator trajectory MOOC making cycle Via learner perspective Via institutional perspective OER adoption’s influence on educators’ OEP?
- 27. Conclusions • Practices ofwrapping MOOCs • On-campus – innovation in pedagogy and designing flexible learning opportunities • Off-campus – a place to start and develop new learning opportunities • What is valued and reused • Opens up opportunities for educators • Well designed learning materials with comparatively simple access • Way to openly share knowledge and showcase teaching • Residential universities are seeking to innovate online • Research is lacking to inform changes in modes of teaching
- 28. Project research • Deacon,A., Jawitz, J., Small, J., Walji, S. (2017) MOOCs and Transitions: Pathways in and out of learning and work. Proceedings of the Fourth Biennial Conference of the South African Society for Engineering Education. • Czerniewicz, L, Deacon, A, Glover, M, Walji, S. (2017) MOOC-making and open educational practices, Journal of Computing in Higher Education. • Czerniewicz, L., Deacon, A., Walji, S. & Glover, M. (2017). OER in and as MOOCs. In C. A. Hodgkinson-Williams & P. B. Arinto (Eds) Adoption and Impact of OER in the Global South. • Czerniewicz, L. Deacon, A., Walji, S. & Glover, M. (2017b). Chapter 10: OER in and as MOOCs. In: C. Hodgkinson- Williams & P. B. Arinto (Eds.), Adoption and Impact of OER in the Global South. • Czerniewicz, L, Glover, M, Deacon, A, Walji, S. (2016) MOOCs, openness and changing educator practices: an Activity Theory case study. Proceedings of the 10th International Conference on Networked Learning. • Walji, S, Deacon, A, Small, J, Czerniewicz, L. (2016) Learning through engagement: MOOCs as an emergent form of provision. Distance Education, 37(2):208-223. • Chapman, SA, Goodman, S, Jawitz, J, Deacon, A. (2016) A strategy for monitoring and evaluating massive open online courses. Evaluation and Program Planning, 57(August):55–63. • Czerniewicz, L, Deacon, A, Small, J, Walji, S. (2014) Developing world MOOCs: A curriculum view of the MOOC landscape. Journal of Global Literacies, Technologies, and Emerging Pedagogies, 2(3):122-139.