Bringing MOOCs into the classroom
Download as PPTX, PDF1 like1,071 views
The document discusses the integration of MOOCs into traditional classroom settings at the University of Southampton, highlighting enrollment figures and course developments across various subjects. It emphasizes the benefits of MOOCs for both students and faculty, including expanded access, flexible learning, and increased engagement. Additionally, it outlines future ambitions for course offerings and continued collaboration with external partners.
Bringing MOOCs into the classroom
- 1. Bringing MOOCs into the classroom By Kate Dickens, Lisa Harris, Kate Borthwick and Les Carr @ILIaDsoton @sotonWSI
- 3. 2013 – Web Science 2014 – Oceans; Archaeology of Portus; Research Project; Shipwrecks; Digital Marketing; Understanding Language 2015 – Contract Management; Wellington 1815; Agincourt 1415
- 4. 2 years … 10 courses 25 course runs 355,896 joiners 162,368 learners 68,431 new joiners in the last eight weeks alone …
- 5. Strategy: pre-university & global outreach Developing Your Research Project This course is aimed at 16-18 year olds undertaking an Extended Project Qualification or International Baccalaureate extended essay. Total 42,120/22,814 over all 4 runs. Student recruitment figures 2015 at Southampton are the highest ever.
- 6. Web Science MOOC #FLwebsci • Re-structured into a “collection” of mini-MOOCs: • Intro • Understanding Social Networks • Digital Capabilities • Understanding Social Networks mini-MOOC (Dave Millard and Lisa Harris) will be integrated with Curriculum Innovation module UOSM2012 in April 2016 • Measuring clickthroughs to information about other Soton courses…
- 7. Digital Marketing MOOC #FLdigital • Integrating teaching and research – in terms of collecting data and demonstrating impact • Opportunity to try out blended content via Hangouts and Periscope • Showcases ground breaking work by PhD students, eg Rebecca Watkins and Reuben Binns • Demonstrates role of students as active learners, facilitators and co-creators • DM and MA MSc students (70) were asked to post 30 times in the platform (10 per week) and write blogposts reflecting on the learning experience of 1) participating and 2) blogging
- 8. FT students & educators got involved…
- 9. Filming the weekly updates Digichamps and MOOC Facilitators Hannah Watts and Amanda Herron recording the weekly feedback for our YouTube Channel
- 10. Student feedback
- 11. Analysis of FT student reflections on #FLdigital • Only 12% of the FT group had any prior knowledge/experience of MOOCs • 15% initially disliked the idea, but came to like the MOOC by the end • 15% were neutral before/after studying the MOOC • 62% liked the MOOC from the start • 8% disliked the MOOC throughout
- 12. Reasons FOR and AGAINST the MOOC • flexibility of study timing • ability to repeat sections to aid understanding • accessibility on mobile device • Up to date content • Access to different cultures and examples • learned there was “no one right answer”. • Opportunities to network • Difficult to motivate to complete tasks due to lack of attendance deadlines/class time. • Disliked FL platform structure - hard to keep conversations going. • Why take a free online course when they had paid for F2F
- 13. Next time… • More integration between MOOC learners and FT students: • Invite questions from MOOC learners to be discussed in class. Film class. Post video online (idea from Mike Wald!) • Position MOOC as complementary to lectures, not replacing them • Group work to reflect on MOOC issues in class. Produce video, post online for feedback from learners • Ask the same student group at the end of their course about the value they obtained from the MOOC – same response or not?
- 14. Understanding Language MOOC - Collaboration with the British Council - 4-week course: ‘taste’ of key concepts in language learning and teaching - Three course runs - 145,044 joiners / 67,322 learners - Designed for native and non- native speaker language teachers - Promote online MA in ELT
- 15. Aims and objectives • MOOC used to launch worldwide a related, part-time, 2.5 year, paid-for programme, ‘Online MA: English Language Teaching (ELT)’, offered in partnership with British Council • This MA had been previously open only to a small number of British Council students in Mexico • Aim to raise awareness of the UoS ‘brand’ • c.7500 expressions of interest in the online MA (over two course runs) • Scholarship trial in conjunction with a FutureLearn pilot to attract students to particular courses
- 16. Promotional activities • MA ‘theme’ in the design of the course (in content; staff involved; nature of some activities) • Dedicated information steps in the course • Email campaign • Live chat with academics who teach on the online MA
- 17. Results and impact • 58k MOOC learners (first run) • 105 applications for online MA received (60 via the MOOC) • 45 offers made for Jan 2015, sem 2 intake (27 via the MOOC) • 17 students enrol (12 via MOOC) • 28 either withdrew their applications because their English wasn’t good enough or because they were not a scholarship winner • 40 confirmed starters for Sept 2015, half of whom are outside Mexico • Course now has an international cohort
- 18. …other impact • Youtube channel: 50, 700+ views • Facebook groups • Learners cascade knowledge to their own students • Part of British Council push for MOOCs • UoS staff: effect on F2F teaching; new means of communication; research impact; reaching new audiences
- 19. Disruption via MOOCs: a summary • Two way street – research informs education, education informs research • Opportunity to *add value* to our F2F courses, not just provide more bodies • “Skunkworks” to trial new educational and research methods • Bridging the gap between staff and students, academia and industry • Real time quality control – closing the feedback loop
- 20. Ambitions for 2016 • Continue re-runs of all courses • Continue creating the Web Science Collection: Web Science; Understanding Social Media Networks etc • Continue collaborating with external partners to create new courses • Create courses in new subject areas eg medicine / health sciences / engineering • Increase the size of the team …
- 21. Further information • For the latest information about our courses on the FutureLearn Platform • View the course trailers on the University of Southampton YouTube channel • Article in The Conversation by Manuel Leon and Lisa Harris • Or please contact: Kate Dickens, Project Lead: kate.dickens@soton.ac.uk