1. Designing a framework for
making use of MOOCs
OE Global 2017, Action Lab 9 March
http://conference.oeconsortium.org/2017/presentation/
designing-a-framework-for-making-use-of-moocs/
Jim Sher
Andrew Deacon, Janet Small, Sukaina Walji
University of Cape Town
2. Action Lab - Introduction
• What are MOOCs?
• UCT MOOCs Project as conceived
• Course landscape in higher education
• Goals for use
• UCT MOOCs Project experiences
• UCT MOOCs portfolio
• Use MOOCs
• Why design a framework for use?
3. What are your experiences?
• What do your mean when you refer to a MOOC?
• How many MOOCs have you enrolled for?
• Have you taken a MOOC that openly licences material?
URL: menti.com
Code: 38 65 10
4. What are MOOCs?
Massive Open Online Courses are a prominent form of free or low cost course
offerings, but not necessarily realizing the traditional vision for open education
6. MOOCs occupy ‘in between’ 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, …
Expect high
engagement, but
small numbers
reached
Lower engagement,
with large numbers
reached
https://philosopher1978.wordpress.com/2014/09/02/liveblog-catherine-cronin-keynote-at-altc-altc2014/
7. UCT MOOCs Project as conceived
Understanding the higher education landscape.
Intentions and goals for supporting open education and reuse.
8. UCT MOOCs Project
• To develop 12 MOOCs
• To research educators’ open educational practices
9. e.g. Short courses
Global Citizenship
Write Science courses
e.g. most degree programmes
e.g. flip class
10. 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
Inwardly focused
gateway and
transition courses
Outwardly focused
showcase courses
Within the Higher
Education Landscape
11. MOOC platforms & university partners
2 1
UCT - Coursera &
FutureLearn
Wits – edX
Stellenbosch –
FutureLearn
Around 250
universities have
partnered with these
three MOOC platform
12. Goals of UCT’s MOOC 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
13. What are your experiences?
• Have you been part of a MOOC course creation team?
• How was the material licenced?
• Have you been part of a formal online course creation team?
• How was the material licenced?
14. UCT MOOCs Project experiences
Understanding the higher education landscape.
Intentions and goals for supporting open education and reuse.
15. Becoming a
changemaker:
Introduction to 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
16. UCT MOOC learners
• Coverage
• Geographical reach
• Education level
• Employment and sector
• Gender and age profile
• Participation
• Discussion comments
• Achievement
• Quality
19. What are your experiences?
Have you made use of MOOC materials in your teaching?
Relationship between MOOCs and OER?
20. Why design a framework for use?
Anticipating and encouraging reused is central to open education
21. Educators’ open educational practices
• A subproject of the Research on Open Educational Resources for
Development (ROER4D) Impact Studies call
• Research question:
How does MOOC making with OER adoption
influence educators’ OEP?
• Rationale:
• In a MOOC context, what can ‘open’ mean and how can it be valued?
• What are the implications for institutions in promoting openness?
• What does a MOOC format contribute?
22. Perspectives on MOOC use
Participants
Support staffEducators
What MOOCs exist
and why might I want
to do a MOOC?
What is there to
learn from MOOCs?
How can I use and
develop MOOCs?
Why are MOOCs
useful?
23. Why do we need a framework
• MOOCs as an opportunity in informal – formal teaching & learning
space
• Leverage considerable investments made and spread risk
• MOOCs as resources for re-use and re-contextualisation
• Understanding models of re-use helpful
Our perspective is of educators and learning designers wanting to
understand MOOCs and MOOC use ecosystem – there may be other
perspectives!!
24. MOOC use framework
Re-use/Adaption model:
WHOLE/PART MOOC RE-USE
Re-use/Adaptation model:
MOOC MATERIALS RE-USE
creating new course modes
Five Categories
• Teaching showcase
• Gateway skills
• Graduate literacies
• Professional development
• Research showcase
UCT 5 MOOC categories
providing new materials
‘ADD IN’:
• use MOOC as source of to
create own course
• use materials as is
• adapt materials/localise
‘ADD ON’:
• use MOOC OER to
supplement/add on to own
course materials
• use materials as is
supporting new pedagogical
strategies
• Authentic learning with
diverse audiences
• Promote interdisciplinarity
• Active learning through
FLIPPING CLASSROOM
• Support students in
transition through BRIDGING
MOOCs
• Opportunity for alternative
ASSESSMENT/CREDIT
Creation model:
CREATE A MOOC
Making use of MOOCs: opportunities
26. Making use of MOOCs: educator pedagogical intentions
Creation model:
CREATE A MOOC
PROCESS
1. Create/build a MOOC
2. Monitor MOOC and make
changes
3. Employ/use mentors or
facilitators in MOOC to help
teach students
4. Monitor and evaluate
Ongoing commitment!!
PURPOSE
Educators' purposes fall
into 5 categories/purposes
of why they might offer a
MOOC:
Teaching showcase
Gateway skills
Graduate literacies
Professional development
Research showcase
Maximises educator’s
ability to integrate into
other teaching and to
reuse
ENABLERS
Full control over pedagogical design,
scheduling and selection of content
Institutional IP policy informs MOOC licensing
Plan for re-use from beginning
CONSTRAINTS
Costly endeavour – time and resources
Content may not be suitable for other contexts
Time taken to adapt and create assessments
that align and tailor to MOOC content
Self-study likely to lead to non-completion
28. MOOC use framework
Re-use/Adaption model:
WHOLE/PART MOOC RE-USE
Re-use/Adaptation model:
MOOC MATERIALS RE-USE
creating new course modes
Five Categories
• Teaching showcase
• Gateway skills
• Graduate literacies
• Professional development
• Research showcase
UCT 5 MOOC categories
providing new materials
‘ADD IN’:
• use MOOC as source of to
create own course
• use materials as is
• adapt materials/localise
‘ADD ON’:
• use MOOC OER to
supplement/add on to own
course materials
• use materials as is
supporting new pedagogical
strategies
• Authentic learning with
diverse audiences
• Promote interdisciplinarity
• Active learning through
FLIPPING CLASSROOM
• Support students in
transition through BRIDGING
MOOCs
• Opportunity for alternative
ASSESSMENT/CREDIT
Creation model:
CREATE A MOOC
Making use of MOOCs: opportunities
`
29. Making use of MOOCs: educator pedagogical intentionsRe-use/Adaptation model:
MATERIALS RE-USE
Enablers
Creative Commons licences enable re-use
Access to huge range of materials in multiple
formats
Technical affordances of MOOC platform enable
downloading
Inspiration from seeing how materials are used in
context
Constraints
Pedagogical intentions of materials not known so out
of context
Materials take time to find localise and adapt
Not all MOOC materials are CC licenced so may need
to ask for permissions
MOOC platfoms may impose licensing and re-use
restrictions
PURPOSE
MOOCs provide OER
materials
‘ADD IN’:
• use MOOC as source of
to create own course
• use materials as is
• adapt materials/
localise
‘ADD ON’:
• use MOOC OER to
supplement/add on to
own course materials
• use materials as is
PROCESS
Select materials
Download materials
Apply and adhere
to Creative
Commons licensing
conditions
Localise and re-
license if necessary
31. Yes
No
How prevalent is materials re-use in MOOCs?
Have you imagined re-using material
from this course in your own context?
Yes
No
I didn't know about that
Did the open licensing enable you to
make use of the course material?
Source: post-course survey in Climate Change Mitigation in Developing Countries
32. If you have made use of the course materials
please specify how…
Options Percent Count
For inspiration for teaching the topic in my own context 40% 15
By downloading and using videos or other resources for an
informal or supplementary learning experience 37% 14
By downloading and using videos or other resources for a formal
learning program 11% 4
By prescribing the course or parts of the course as part of a
learning experience for students or colleagues 16% 6
By setting up a study group/ facilitated group to work through the
course or some of the materials collaboratively 11% 4
By making use of links or readings which were suggested on the
course 55% 21
Source: post-course survey in Climate Change Mitigation in Developing Countries
34. MOOC use framework
Re-use/Adaption model:
WHOLE/PART MOOC RE-USE
Re-use/Adaptation model:
MOOC MATERIALS RE-USE
creating new course modes
Five Categories
• Teaching showcase
• Gateway skills
• Graduate literacies
• Professional development
• Research showcase
UCT 5 MOOC categories
providing new materials
‘ADD IN’:
• use MOOC as source of to
create own course
• use materials as is
• adapt materials/localise
‘ADD ON’:
• use MOOC OER to
supplement/add on to own
course materials
• use materials as is
supporting new pedagogical
strategies
• Authentic learning with
diverse audiences
• Promote interdisciplinarity
• Active learning through
FLIPPING CLASSROOM
• Support students in
transition through BRIDGING
MOOCs
• Opportunity for alternative
ASSESSMENT/CREDIT
Creation model:
CREATE A MOOC
Making use of MOOCs: opportunities
35. Making use of MOOCs: educator pedagogical intentionsRe-use/Adaption model:
WHOLE/PART COURSE RE-USE
Enablers
Whole/part course re-use enables pedagogical
wrapping/teaching/support/scaffolding
MOOC platform design encourages keeping on
track
Massive and diverse community can be a
learning experience - "learning with the world”
Constraints
Time taken to find & recommend appropriate
MOOCs
Content may not be suitable for local contexts
Time taken to adapt and create assessments
that align and tailor to MOOC content
Self-study likely to lead to variable completion
PURPOSE
MOOCs as supporting various
pedagogical strategies:
• Support authentic
learning through diverse
audience
• Promote interdisciplinarity
and exposure to
community
• Active learning through
FLIPPING CLASSROOM
• Plug gaps or support
students to transition
through BRIDGING
MOOCs
• Provide opportunity for
additional/customised
assessment or credit
PROCESS
PRESCRIBE for self-study -
students study in own
time or as part of course
but flexibly
WRAPPING: set up
facilitated study groups -
students are supported
by physical space, time to
meet and with a
facilitator
AFFILIATE/PARTNERSHIP
models - set up of a
parallel course with
localised content and
localised assessment
36. If you have made use of the course materials
please specify how…
Options Percent Count
For inspiration for teaching the topic in my own context 40% 15
By downloading and using videos or other resources for an
informal or supplementary learning experience 37% 14
By downloading and using videos or other resources for a formal
learning program 11% 4
By prescribing the course or parts of the course as part of a
learning experience for students or colleagues 16% 6
By setting up a study group/ facilitated group to work through the
course or some of the materials collaboratively 11% 4
By making use of links or readings which were suggested on the
course 55% 21
Source: post-course survey in Climate Change Mitigation in Developing Countries
37. Applying the MOOC use framework
Some example to illustrate the MOOC use framework
44. What is a mind?
Prescribed by a South Korean university for
its own students for credit where educator
marked student essays
Offered as a formal on-campus course at
UCT and taught by other staff members to
Semester Abroad students using a private
version of course on FL platform
45. Becoming a changemaker: Intro to social innovation
Wrapped as a facilitated class
by an indivdiual funded by
NGO for local students
Students offered In-person
environment to study the
MOOC in an IT enabled facility
with on-hand facilitators
46. Activity #1
• Review framework and add any examples from any of the categories
• Collect examples
47. Activity #2 Group activity
Think of how you might use a MOOC for your own teaching or learning
Use the framework as a guideline:
• What would you need to consider?
• What would need to be in place?
• How important is licensing?
48. Examples of materials re-use
• Education for All: Staff at a hospital downloaded videos and showed
them in a group meeting where to stimulate discussions on disabilities In
their context
• What is a mind?: other educators requested to use videos in their own
courses;
• Intro to social innovations: use of video materials to run workshops for
schools
But nature of materials re-use is that we don’t know what is being re-used as
materials can be downloaded by individual learners
49. Examples of whole/part MOOC use
• What is a Mind? - Another university required its students to take this MOOC and then write an
additional essay for which they would be awarded credit.
• What is a Mind? – taught as a formal course for UCT Semester Abroad students
• Understanding Clinical Research which is recommended to MMEd students enabling them to start
with their research projects
• Medicine & the Arts course run as a flipped classroom by educators
• Postgraduate Office at UCT offers facilitated MOOCs for personal, professional and skills development
• Climate Change Mitigation in Developing countries: where educators are directing applicant to
Master’s so as to help decision making about suitability for Master’s study
• Social Innovations: wrapped by a study group in Egypt as part of a
• Social Innovations: run as a blended course in a Rlabs educational facility in resource deprived
community
• CopyrightX affiliate version at UCT where UCT students study localised version of HarvardX.
Certification is available to these students
50. Project References
• 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. (in press). 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, 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.
Editor's Notes
The exploration of new forms of open online learning are taking place under the amorphous term of Massive Open Online Courses (MOOCs) and are a growing part of the publically visible higher education landscape worldwide. While the intention of opening access to educational resources and pedagogy may be recognisable in MOOCs, other aspects such as business models, pedagogy, assessment and access constraints are less clear to potential reusers. This complex space compels us to draw on practical experience rather than expecting clear guidelines and standards for reuse. This Action Lab is premised on the assumption that if MOOCs are to be used for more than stand-alone courses then one needs to explore the range of opportunities are becoming available.
Drawing on our local experience as the MOOC design team based at the University of Cape Town, we will seek to engage with the experiences of others in our Action Lab to characterise what has worked for use and re-use of MOOCs and MOOC material. Such exercises in actively identifying the purpose and value of resources is essential for any reuse and adoption strategy.
We will expose participants to a number of case studies about the creative use of MOOCs in various educational contexts from mainstream on-campus teaching to continuing professional development and consider the opportunities available when MOOC materials are also made available as OER. We guide participants through a process of thinking about how educators and learning designers could use MOOCs to develop open pedagogical strategies in their own teaching contexts.
Through analysing the cases the team has developed a Framework for MOOC Reuse and will invite participants to interrogate the framework and participate in developing a more robust and applicable set of models for the use and reuse of open online courses, and their openly licenced materials.
AD
It is this “in-between” space that MOOCs are helping explore whereby large numbers of people can become engaged through forms of social interaction.
Adopting measures used with formal online courses to assess the outcomes of MOOCs is often not informative because the context and objectives are typically very different. Suggesting “successful learning” in MOOC should be measured as completion means all MOOCs perform poorly, which is not necessarily the case. MOOC designers and educators have sought other indicators and measures for what might constitute a successful MOOC. Book publishers, television producers and public lecture presenters would use sales, views and attendees in much the same way MOOCs used enrolment as a show of interest or engagement. Such indicators capture many possible motivations
Overall creating MOOCs has been very positive. They are a project of a manageable size. We did though struggle a little to attract interest in supporting students in transitions. Eventually we did get a few courses directing focusing this goal.
http://www.cilt.uct.ac.za/cilt/moocs-uct
https://www.slideshare.net/ROER4D/oer-in-and-as-moocs-impact-on-educators-practices-in-africandeveloped-higher-education-courses
One of the inspirations for looking at use and re-use is a research project that has surfaced a number of open practices
One thing to be aware of is about the position of the subject and in looking at this framework, we are conscious of point of view. Who is saying what and who is doing what.
We have three elements who might or in fact to have a view on MOOC use. We do hold this and ask at every stage, who is using, by whom, for whom and with whom.
That’s just something to bear in mind - our own positionality.
Why do we need a framework at all?
Very simply – we are learning about MOOCs by developing and running MOOCs and we have had to respond to requests, questions, queries and requests.
Some of it is pragmatic, some of it is strategic and some of it is around what we believe about why we’d like
It’s developed from the ground up in the sense that we have been cataloguing the various uses and re-uses we have seen so it is based on our experience of the 7 MOOCs we have running and all the interactions and ecoystem in which we operate.
Hence this is an Action Lab please ask and interrogate it. We are not wedded to it!
OK so let’s introduce the framework
We want to ask you if this FW is useful hence we wanted to
There are three elements of the framework and it’s from the educators’ perspective and it’s simplified in order to locate a use practice
You can actually just appreciate the model at this level as a shorthand for seeing what is happing and how an educator might use a MOOC
So if you are in a fortunate position to be able to create your own MOOC you probably have a purpose for it and then you can re-use it.
If you don’t make your own MOOCs then there are ways in which you might be able to re-use all the MOOCs that are out themere and we have categorised two broad ways
-Materials re-use
-Whole/part use
I’ll briefly unpack each model
Materials or OER re-use
This treats MOOC as a form of an OER repository
And we consider that people might want to use individual materials to Add in
-so they might use MOOC materials to create their own course or a textbook or a learning object or as a basis for a workshop of f2f. The point is that they take the materials and re-use to create another learning pathway
Add on
Is that MOOC OER might be to supplement an existing program
The whole or part MOOC re-use is v interesting as it is enabled by the particular affordances of MOOCs as open courses.
Overall by Whole/Part MOOC re-use is that using MOOCs for a particular pedagogical strategy.
This has been the most interesting part for us
JS -- Hand out the frameworks for people to look at while we give examples
Each of us to refer to the relevant page to demonstrate how to use them
Whole course reuse - AD
http://conference.uct.ac.za/pgstudies#!/month/2016/04
Whole course - transitional - AD
Whole course reuse – flipping
Materials/ OER reuse
Whole course reuse – prescribed and taught on campus
Whole course reuse - wrapping
Plenary discussion
Depending on size – into groups or working on your own -- use the blank templates to attempt innovative application – 10 -15 mins