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MOOC pedagogy: the challenges of developing for Coursera

MOOC pedagogy: the challenges of developing for Coursera. Jeremy Knox The University of Edinburgh @j_k_knox jeremyknox.net. Types of MOOC?. cMOOCs and xMOOCs … ?. ‘connectivist’. Udacity Coursera edX. What is a MOOC?. M assive - enrolment numbers O pen - no mandatory qualifications

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MOOC pedagogy: the challenges of developing for Coursera

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  1. MOOC pedagogy: the challenges of developing for Coursera Jeremy Knox The University of Edinburgh @j_k_knox jeremyknox.net

  2. Types of MOOC? cMOOCs and xMOOCs …? ‘connectivist’ • Udacity • Coursera • edX

  3. What is a MOOC? Massive - enrolment numbers Open - no mandatory qualifications Online - fully Course - structured, temporal • Tutoring & support is ‘light touch’ • Low study hours per week - modules not degree programmes • Certificates of completion rather than credit… some learners are not students of universities

  4. For profit, independent of any institution For profit, partnered with 33 institutions Non-profit, currently six partnered institutions

  5. Edinburgh • Reputation – early adopter of educational technology • Exploration of a new pedagogical ‘space’ to inform practice • Wish to reach as widely as we can with our courses • Sharing experiences with peer universities • Not a replacement for on-campus taught degrees, but also not in conflict or competition with them. • A different educational space – open education

  6. Developing for Coursera • Choosing courses/professors • Deciding on duration/study hours/degree cycle-stage/ • Deciding on the ‘legals’ – agree & sign contract, setting fee levels & share, setting course lifespans, agreeing certificate text….. • Make sure the University Court approves! • Creating publicity materials for the University website • Dealing with media interest • Designing & testing courses • Providing video/audio recording/editing facilities • Organising Quality Assessment based on normal processes • Providing ‘teaching assistants’ • Commitment to delivering the course three times

  7. ‘E-learning and Digital Cultures’ • Teaching and the teacher • The MOOC ‘platform’ • MOOC futures

  8. Teaching and the teacher

  9. ‘One big difference between a MOOC and a traditional course is that a MOOC is completely voluntary. You decide that you want to participate, you decide how to participate, then you participate. If you're not motivated, then you're not in the MOOC.’ Downes, S. (2011). What a MOOC Does http://halfanhour.blogspot.com/2012/03/what-mooc-does-change11.html

  10. Manifesto for Teaching Online http://onlineteachingmanifesto.wordpress.com/

  11. The MOOC platform • Live webcasts or Hangouts • Twitter

  12. ‘E-learning and Digital Cultures’ • No video lectures • Public domain content • Distributed, aggregated and social

  13. Content • Interaction and communication • Assessment • Learning?

  14. MOOC Futures • Open education or universal education? • Two-tier education system?

  15. MOOC Futures • Learning analytics • What kind if data is collected? • How is that data contextualised, interpreted, and represented back to the learner?

  16. MOOC research • What are the demographics of learners in different MOOCs? • Why are they taking them? • What do they do with the learning? • What helps them stay the course? • Can MOOCs like these be made economically sustainable, esp in the longer term? • Will services spring up around them (tutoring, sales of books, credentialisation etc)? And will we be ‘happy’ with these?

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