Rich, Flexible and Supportive Blended Learning Communities Lessons from our MOOCs for

1. Rich, Flexible and Supportive Blended Learning Communities Lessons from our MOOCs for On-campus Learning Environments • Use of quality online materials to improve access and flexibility • Reusable across time spectrum for pre-university prep, on-campus flexibility, paid distance education, post-university continuation, PEVE short courses, etc. • Plan for the future – value of open standards • Creating a vibrant learning community – value of social platform • Outreach to potential students and cooperation with alumni

2. AIPLAN MOOC Video Page

3. Use Across the Time Spectrum • Pre-University • Schools engagement • Public engagement • Bring potential students up to University entry standards • Fix issues for specific country gaps in prerequisites • Immediately Prior to University • Cover required technical skills in advance for committed learners • E.g. Programming languages and modelling techniques, Statistics • Practice with proposal writing and presentation skills • University Online Course Materials and Resources • Blended Learning and Flipped Classrooms • Allowing for much greater levels of student engagement versus lecturing • Allowing for collaborative course development and presentation across institutions • Much wider subject-based community of learners • Use of community social platform for improved student interaction and feedback • Post-University • Lifelong learning opportunities • Engage continuation students with current courses as tutors, project advisors and subject matter experts • Reuse on campus online course materials for Distance Education and PEVE

4. Moodle

5. Blended Learning and its Potential http://en.wikipedia.org/wiki/Blended_learning http://www.aiai.ed.ac.uk/~ai/resources/2013-06-05-Senate/ • Use of quality online materials to improve access, flexibility and comprehensibility . • Reusable materials for pre-University prep, on campus flexibility, paid distance education, post university continuation, PEVE short courses, etc. • Plan for the future (technical standards for high quality, long-lived origination material, and current delivery formats separated) and use open standards (quality, target platforms, negative lesson of proprietary formats, RealMedia and Flash). • Rich on-line material and resources, not just video lectures. Build and curate ODL resources properly in future. Stable access routes. Move from personal web and file space to institutional support and management. • Creating a vibrant learning community – value of social platform. • Peer-to-peer support in the learning community. • Pre-University engagement, trial courses, preparatory modules, see before you buy modules, etc. • Outreach to alumni, wider staff, technical community, businesses. • Continuing contacts and learning afterwards – lifelong learning opportunities.

7. On-line Learning Environmentsfor Taught Courses at Edinburgh • On-line Course Support – Virtual Learning Environments • Virtual Learning Environment: Blackboard Learn 9 • Open Virtual Learning Environment: Moodle 2.x • School or Programme Hubs: WordPress • Online Meeting Spaces – Virtual Classrooms • Blackboard Collaborate in Learn 9, Moodle and Standalone Vue – Virtual University of Edinburgh in Second Life and OpenSim • Student Support & Social Platform • Announcements, Discussion Forums, Personal Blogs (WordPress), Wikis • Synchronous Text Chat, Video/Audio/Media Sharing, Asynchronous IM • PebblePad – ePortfolio and Student Feedback

8. MOOC Student Access Patterns