Wrapped MOOCs: What is being valued and reused?

Andrew Deacon, Tasneem Jaffer, Jeff Jawitz, Janet Small and Sukaina WaljiCentre for Innovation in Learning and Teaching

University of Cape TownPresented at HELTASA 2017, 21-24 November, Durban, South Africa

Outline

• MOOCs at a residential university• Wrapping MOOCs

• On-campus cases• Off-campus cases

• Researching online moves

MOOCs occupy “in between” 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/

‘Writing Your World’ MOOC launchMax 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. …

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

Writing your world

Organ Donation: From Death to Life

On FutureLearn On Coursera

e.g. most degree programmese.g. flip class

Wrapped

WrappedWrapped

Off-campus

Wrapped

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

Highlights

• 170,000 people have 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’

UCT courses on ‘Top 50’ list:• Understanding Clinical Research• What is a Mind?• Extinctions: Past and Present

Perceived valuehttps://www.class-central.com

Wrapping MOOCsA form of reused in blended learning

Wrapping and blended learning

• 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

On-campus wrapping

Own wrapping Others 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?’

Origins: Developed out of an existing taught Masters course

Wrapped: Used in a flipped classroom mode in Masters course

Flipped classroom modelFlipped classroom model

On-campus wrapping

• as a 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• …

Off-campus wrapping

Own wrapping Others 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‘

Becoming a changemaker: Introduction to social innovation

Wrapped with facilitators classes -providing access, digital skills and

support to complete MOOC

Wrapped courses in library, Cape Town

Facilitated MOOCs “entrepreneurship in developing economies”

Coursera’s social impact campaigns

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)

Off-campus wrapping

• Facilitation or a meetup • Introducing other topics with facilitation• Part of advocacy campaigns with networks• …

Survey: Awareness about open licencing

Yes60%

No40%

Did the open licencing assist you to make use of the course material? (N=48)

Not always clear from survey what people reused

Researching online movesLooking at multiple perspectives

Researching changes with teaching 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

• Develop 12 MOOCs (2015-2017)

• Research educators’ open educational practices (2015-2016)

• Research what MOOC-takers value in UCT MOOCs (2017-2019)

Researching the UCT MOOCs Project

Stage 2Deliver

Stage 3Evaluate

Stage 1Develop

Via materials perspective

Legal openness

Pedagogical openness

Financial openness

Open Educational Practices

MOOC design tools

MOOC educator trajectory

MOOCmaking

cycle

Via learner perspective

Via institutional perspective

OER adoption’s influence on educators’ OEP?

Conclusions

• Practices of wrapping 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

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.