Published on February 24, 2014
“A hostage to fortune?” Validating MOOCs for University Credit Peter Alston firstname.lastname@example.org Ben Brabon email@example.com eMOOCs 2014: Lausanne, Switzerland - February 2014
Overview ● The MOOC ● Institutional Context ● Pedagogical Context ● Accreditation ● Recommendations
The MOOC ● First undergraduate credit-bearing MOOC in the UK o FHEQ Level 4 20-credit module - MOC1001 Vampire Fictions ● Development Context o o o Ben’s research interests in Gothic literature UK HEA Grant - e-Gothicist Existing FHEQ Level 5 20-credit module - LIT2035 Vampire Fictions Defined by a strong blended approach - webinar & critical blog Close link between formative & summative assessment Improved student results - Over 70% of students achieved at least a 2.1
The MOOC ● Genesis of MOOC a negotiation of ‘openness’ and ‘control’ ● Desire to promote a ‘connectivist’ pedagogy o o o Podcast & Blog assignments A ‘disruptive’ model - no direct prerequisites/prior learning ‘Latent’ prerequisites embedded into assessment strategy ● Mindful of … o o o o o UK’s Quality Code Subject benchmark statement Levelness Learning Outcomes Institutional context
Institutional Context ● The Validation/Accreditation Process ● Focus of discussion o o o o Scalability of Teaching and Assessment Student Engagement Delivery Platform Capacity to Approve ● Tensions emerging around ‘pedagogical approach’
Pedagogical Context ● Tension between ‘cMOOC’ and ‘xMOOC’ pedagogies ○ Underpinned by process of validation Containment Benchmark statements Learning Outcomes The ‘teacher’ persists ● A very cautious approach to quality assurance and delivery can inhibit ‘social constructivism’ and ‘connectivism’ o o The result of being a pioneer To date, MOOCs do not exist within the UK Quality Code for HE
How does ‘credit’ transform the MOOC experience? ● Traditional pedagogical structures resurface ● Quality assurance processes transform the learning dynamic ● Prior knowledge of higher level skills/education needed
Recommendations for accrediting MOOCs ● Reflect upon student motivations for engaging with MOOCs ● Reconsider issues of ‘levelness’ in MOOCs ● Take into account the needs of learners through Individual Learning Plans (ILPs)
Thanks for listening … ● Questions o o o o The MOOC? Validation Process? xMOOC vs. cMOOC? Impact of credit?
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