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Wrapping of a
Social Innovation MOOC
Andrew Deacon, Tasneem Jaffer, Jeff Jawitz, Janet Small and Sukaina Walji
Centre for Innovation in Learning and Teaching
University of Cape Town
ICEL 2018
5-6 July
Cape Town
Outline
The case:
Becoming a
changemaker
Wrapped
MOOCs
(lit)
Interviews:
on-campus
Interviews:
off-campus
Uses and
purposes of
wrapping
Wrapping of a Social Innovation MOOC
Wrapping of a Social Innovation MOOC
Wrapping of a Social Innovation MOOC
11,300 enrolled learners
Learners who enrolled in the course
400 course completers
Learners who passed the course and earned a certificate
6,400 active learners
Learners who viewed content on the course
57% of enrolled
learners
6% of active
learners
Enrollments per year
25%
4%
21%
3%
26%
21%
Reach by continent
Overall
Coursera has
5% of learners
from Africa
Wrapping MOOCs
The terms wrapping and blending learning used in the literature
UCT MOOCs portfolio
Education for All:
Disability, Diversity and
Inclusion
Medicine and the
Arts: Humanising
Healthcare
What is a Mind? Extinctions: Past
and Present
Becoming a changemaker:
Introduction to Social
Innovation
Climate Change
Mitigation in
Developing Countries
Understanding
Clinical Research:
Behind the Statistics
Organ Donation:
From Death to Life
Large Marine
Ecosystems: Assessment
and Management
Innovative Finance:
Hacking finance to
change the world
Julia Scientific
Programming
Writing your World
e.g. most degree programmes
e.g. flip class
Wrapped
Wrapped
for CPD
Wrapped
off-campus
Wrapped
Wrapping MOOCs and blended learning
How a MOOC, along with additional facilitation, localisation
and content, can be used to create or support a course
•With facilitation and localisation
• Example: MOOC as preparation for seminars
• Example: study group meetup for MOOC takers
•As content for blended learning
• Example: MOOC providing online learning materials
On-campus wrapping
• as a prerequisite for a course
• in a flipped classroom while facilitating class discussion
• to replace teaching while facilitating tutorials or assessments
• as a textbook-like resource for a course
• to provide tutorials or assessments for a course
• to replace a course while facilitating online meetups
• ...
Kloos et al. (2015)
Off-campus wrapping
Add-On Add-In
+ +
MOOC Existing course
MOOCFacilitation/
study groups
e.g. Laurillard & Kennedy (2017)
Interviewing wrappers
Analysing interviews with five educators who wrapped the Changemaker MOOC
Research question:
How can we characterize the different
uses and purposes of wrapping?
MOOC educator wrapping
Who is wrapping? How wrapped?
1 - On-campus MOOC educators Blended class replacing some
teaching (part reuse)
2 - Philippi
Village
MOOC mentors Add-on facilitated
(full reuse)
1 - On campus - educators wrapping
2 - Philippi Village – mentors wrapping (Add-on)
Wrapped with facilitated classes -
providing access, digital skills and
support to complete MOOC
Independent educator wrapping
Who is wrapping? How wrapped?
3 - Public library
(South Africa)
Social entrepreneur /
Educator
Add-in
(part reuse)
4 - Secondary
School (USA)
Social entrepreneur /
Educator
Add-on
(full reuse)
5 - Study group
(Egypt)
Incubator team / Facilitators Add-on
(full reuse)
3 - Public library (South Africa) – Add-in
Facilitated MOOCs
“entrepreneurship in
developing economies”
4 - Secondary school (USA) – Add-on
5 - Study group (Egypt) – Add-on
Reasons for wrapping
Reflecting on how wrapping was used and characterising the different purposes
Uses to support learning through wrapping
Across cases we saw examples of
• Facilitation – enables a meaningful learning experience
• Localisation – translating and making MOOC locally relevant
• Selection – identifying relevant parts of MOOC
• Adaptation – reframing parts of MOOC
• Support – providing technical support
• Access – venue and internet access
e.g., Jaffer, Govender & Brown (2017)
Conclusions and purposes for wrapping
Reasons for wrapping MOOCs
• On-campus – flexible course design and additional learning opportunities
• Off-campus – good place to start to develop new learning opportunities
How are MOOCs valued and reused
• Enabling blended learning forms of wrapping in formal courses
• Adding facilitation with add-on wrapping
• Extending a course with drop-in wrapping
What does a residential university gain
• External: To showcase teaching and openly share knowledge
• Internal: To flexibly reuse teaching materials in own courses
Questions?
That’s a
wrap!

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Wrapping of a Social Innovation MOOC

  • 1. Wrapping of a Social Innovation MOOC Andrew Deacon, Tasneem Jaffer, Jeff Jawitz, Janet Small and Sukaina Walji Centre for Innovation in Learning and Teaching University of Cape Town ICEL 2018 5-6 July Cape Town
  • 6. 11,300 enrolled learners Learners who enrolled in the course 400 course completers Learners who passed the course and earned a certificate 6,400 active learners Learners who viewed content on the course 57% of enrolled learners 6% of active learners Enrollments per year
  • 8. Wrapping MOOCs The terms wrapping and blending learning used in the literature
  • 9. UCT MOOCs portfolio Education for All: Disability, Diversity and Inclusion Medicine and the Arts: Humanising Healthcare What is a Mind? Extinctions: Past and Present Becoming a changemaker: Introduction to Social Innovation Climate Change Mitigation in Developing Countries Understanding Clinical Research: Behind the Statistics Organ Donation: From Death to Life Large Marine Ecosystems: Assessment and Management Innovative Finance: Hacking finance to change the world Julia Scientific Programming Writing your World
  • 10. e.g. most degree programmes e.g. flip class Wrapped Wrapped for CPD Wrapped off-campus Wrapped
  • 11. Wrapping MOOCs and blended learning How a MOOC, along with additional facilitation, localisation and content, can be used to create or support a course •With facilitation and localisation • Example: MOOC as preparation for seminars • Example: study group meetup for MOOC takers •As content for blended learning • Example: MOOC providing online learning materials
  • 12. On-campus wrapping • as a prerequisite for a course • in a flipped classroom while facilitating class discussion • to replace teaching while facilitating tutorials or assessments • as a textbook-like resource for a course • to provide tutorials or assessments for a course • to replace a course while facilitating online meetups • ... Kloos et al. (2015)
  • 13. Off-campus wrapping Add-On Add-In + + MOOC Existing course MOOCFacilitation/ study groups e.g. Laurillard & Kennedy (2017)
  • 14. Interviewing wrappers Analysing interviews with five educators who wrapped the Changemaker MOOC
  • 15. Research question: How can we characterize the different uses and purposes of wrapping?
  • 16. MOOC educator wrapping Who is wrapping? How wrapped? 1 - On-campus MOOC educators Blended class replacing some teaching (part reuse) 2 - Philippi Village MOOC mentors Add-on facilitated (full reuse)
  • 17. 1 - On campus - educators wrapping
  • 18. 2 - Philippi Village – mentors wrapping (Add-on) Wrapped with facilitated classes - providing access, digital skills and support to complete MOOC
  • 19. Independent educator wrapping Who is wrapping? How wrapped? 3 - Public library (South Africa) Social entrepreneur / Educator Add-in (part reuse) 4 - Secondary School (USA) Social entrepreneur / Educator Add-on (full reuse) 5 - Study group (Egypt) Incubator team / Facilitators Add-on (full reuse)
  • 20. 3 - Public library (South Africa) – Add-in Facilitated MOOCs “entrepreneurship in developing economies”
  • 21. 4 - Secondary school (USA) – Add-on
  • 22. 5 - Study group (Egypt) – Add-on
  • 23. Reasons for wrapping Reflecting on how wrapping was used and characterising the different purposes
  • 24. Uses to support learning through wrapping Across cases we saw examples of • Facilitation – enables a meaningful learning experience • Localisation – translating and making MOOC locally relevant • Selection – identifying relevant parts of MOOC • Adaptation – reframing parts of MOOC • Support – providing technical support • Access – venue and internet access e.g., Jaffer, Govender & Brown (2017)
  • 25. Conclusions and purposes for wrapping Reasons for wrapping MOOCs • On-campus – flexible course design and additional learning opportunities • Off-campus – good place to start to develop new learning opportunities How are MOOCs valued and reused • Enabling blended learning forms of wrapping in formal courses • Adding facilitation with add-on wrapping • Extending a course with drop-in wrapping What does a residential university gain • External: To showcase teaching and openly share knowledge • Internal: To flexibly reuse teaching materials in own courses