"A hostage to fortune?" - Validating Massive Open Online Courses (MOOCs) for University Credit

67 %
33 %
Information about "A hostage to fortune?" - Validating Massive Open Online Courses (MOOCs)...

Published on February 24, 2014

Author: palston1

Source: slideshare.net


Over the last few years, the intense interest in Massive Open Online Courses (MOOCs) has opened up a range of possibilities and pitfalls for Higher Education Institutions (HEIs). Many universities have seen the opportunities that MOOCs present and working with education companies, now offer learners the opportunity to earn university credit. Using a case study approach, this paper examines the experience of validating and delivering the UK’s first undergraduate MOOC for credit. Focusing on the validation process, including issues of teaching and assessment, student engagement and the delivery platform, it explores the impact of accreditation and quality assurance on existing MOOC pedagogies. In so doing, the paper reveals the ‘disruptive’ potential of this ‘one of a kind’ module, while highlighting how the regulatory framework that assures quality can transform our understanding of MOOCs.

This is a copy slides used in a presentation by me and Dr Ben Brabon (Edge Hill University) at eMOOCS 2014 (http://emoocs2014.eu), hosted at EPFL, Lausanne, Switzerland on February 10th, 2014.

“A hostage to fortune?” Validating MOOCs for University Credit Peter Alston peter.alston@liverpool.ac.uk Ben Brabon brabonb@edgehill.ac.uk 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?

Add a comment

Related presentations

Related pages

A hostage to fortune? Massive Open Online Courses for ...

A hostage to fortune? Massive Open Online Courses ... Massive Open Online Courses for University Credit. ... MOOCs in the Humanities, Edge Hill University.
Read more

Publications - Peter Alston - School of Life Sciences ...

... Validating Massive Open Online Courses (MOOCs) ... Online Courses (MOOCs) for University Credit ... A hostage to fortune? Massive Open Online ...
Read more

Massive Open Online Course – Wikipedia

Massive Open Online Course ... MOOC-Angebot der Stanford University (Open Source) ... MOOCs – Massive Open Online Courses.
Read more

MOOC List | A complete list of Massive Open Online Courses ...

MOOC stands for a Massive Open Online Course. ... but do not tend to offer academic credit. ... supported by top universities and colleges offer MOOCs in a ...
Read more

Programme | EMOOCs 2014 Conference

EMOOCs 2014 will also offer a series of workshops, meetings and the tutorial All you need to know about MOOCs, ... Draft Programme EMOOCs 2014 by EMOOCS2014
Read more

Welcome to MOOC.CA ~ MOOC

Subscribe to the MOOC Newsletter to keep up on the MOOC community's theory of MOOCs, new MOOC ... Massive Open Online Course? ... University of Missouri ...
Read more

ACE to Forge New Ground in MOOC Evaluation and Research Effort

... to evaluate massive open online courses (MOOCs) ... to be successful in university-level courses, ... the stand-alone MOOCs. Credit evaluation.
Read more

What is a Massive Open Online Course (MOOC)? - Definition ...

Massive Open Online Course ... MOOCs do not charge tuition fees or provide academic credit. Techopedia explains Massive Open Online Course (MOOC) MOOCs are ...
Read more

Massive open online course - Wikipedia, the free encyclopedia

A massive open online course (MOOC / m u ...
Read more

Educational research - School of Life Sciences ...

... 'A hostage to fortune?' – Validating Massive Open Online Courses (MOOCs) for ... 13th University of ... Continous online assessment in ...
Read more