Practical considerations of running a MOOC (Patricia McKellar, Undergraduate Laws Programme)
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The document discusses the implementation and outcomes of a MOOC delivered by the University of London, highlighting its purpose to expand access to legal education and embrace innovative teaching methods. It provides data on student demographics, engagement rates, and feedback, noting a conversion rate of 35% and a completion rate of 18%. The paper emphasizes the successful collaboration between various teams and the positive responses from students regarding the course structure and accessibility.
Practical considerations of running a MOOC (Patricia McKellar, Undergraduate Laws Programme)
- 1. Practicalities of Running a MOOC Patricia McKellar, Associate Director & Pat Lockley, Learning Systems Developer Undergraduate Laws Programme Dr Matthew Yee-King, Research Fellow, Goldsmiths Worldwide Access | Opportunity | International Standards Worldwide Access | Opportunity | International Standards 2014 CDE Seminar, January
- 2. Why did Laws deliver a MOOC? • • • • • Consider alternative delivery methods Need to embrace pedagogical innovation On a ‘massive’ scale Not restricted by regulatory framework Curiosity- who would be attracted to the course? Would it expand access? Would we attract more students? Worldwide Access | Opportunity | International Standards
- 3. Who was involved? • • • • Laws Team ( Law, education and IT) IP Team (link with Coursera) Instructors (Content creation) Interactive material support Worldwide Access | Opportunity | International Standards
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- 5. • Standard VLE format • Possibility to vary menus • Customisation • Clean, clear interface • Easy access to components • Interactivity Worldwide Access | Opportunity | International Standards
- 6. Conversion rates Active students are classified as unique uses who viewed or downloaded a lecture, attempted a quiz, registered after the MOOC start date and/or posted on the MOOC forums. Conversion rate: Conversion rate: 35% 35% Worldwide Access | Opportunity | International Standards
- 7. Active users for ECL MOOC Active students are classified as unique uses who viewed or downloaded a lecture, attempted a quiz, registered after the MOOC start date and/or posted on the MOOC forums. Worldwide Access | Opportunity | International Standards
- 8. Student profile • • • • From: US, Spain, India, Brazil, Age: 22-40 years (40%) Why?: Curiosity (40%) Career related 40% Highest Qualification: PhD: 9% Masters: 40% Undergrad:40% • Current employment: Business professional (non law) 20%, Law related 20% Worldwide Access | Opportunity | International Standards
- 9. Coursera Worldwide Access | Opportunity | International Standards
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- 14. Managing and Monitoring the Forums • How much intervention? • Time spent monitoring • Forums were ‘public’ 1. Positive posts 2. Commercial posts 3. Concerning posts Worldwide Access | Opportunity | International Standards
- 15. Comment on Forum re Why do UoL law degree? • • • • • • First, the U of L LLB is a distance learning degree. As such, I will be able to satisfy my considerable interest in the law without, ostensibly, leaving my house. Second, the cost is roughly 1/10th of what it would cost me to undertake a JD at my local university. Third, I am not in a position to undertake a JD program on a full-time basis. (There are no evening programs within a 60-mile radius of my home.) Fourth, I desire to learn not only substantive (black letter) law, but also study the topics therein through a socio-legal lens. Fifth, my wife and I desire to, one day, reside in the UK. Hence, I would be completing the program with an eye toward, ultimately, re-training as a solicitor. (The U of L LLB is a "qualifying law degree" in England and Wales.) Finally, I already possess U.S. Bachelor's and Master's degrees. Consequently, adding additional, substantial debt to my existing debt load (as I would by undertaking a JD program) is an unpalatable notion, at best. Worldwide Access | Opportunity | International Standards
- 16. Comment on Forum re asking for more courses I support you fully! This course is by far the most enjoyable Coursera course I have done. Due to my busy work schedule, I have not been able to complete other courses I attempted previously by the schools in America with Coursera. It was for the first time I was able to complete a Coursera course. Also, it was for the first time, I felt that the course's structure was meant to treat me the student like an adult. Previous courses had those weekly quizzes with very limited hard deadlines making me not able to complete the courses due to my hectic work days. In previous courses, I felt like I was being pampered with weekly quizzes, most of them were due at the end of the same week in question. Yes, lets ask the University of London to do more courses. I will sign up right away. David, you echoed the same feelings I have about the university's teaching strategies. I am very satisfied with this course. I recommend this school to anyone who wants to learn. Worldwide Access | Opportunity | International Standards
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- 18. Completion rates Comparing week 1 active users to the completion rates Completion rate: Completion rate: 18% 18% Worldwide Access | Opportunity | International Standards
- 19. What did we achieve? • • • • • Test the platform Test innovative pedagogies Transfer knowledge to our own courses Repurpose the resources Marketing? Worldwide Access | Opportunity | International Standards
Editor's Notes
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