Presentation mooc

Editor's Notes

• #23: xMOOCs have the following common design features: specially designed platform software: xMOOCs use specially designed platform software that allows for the registration of very large numbers of participants, provides facilities for the storing and streaming on demand of digital materials, and automates assessment procedures and student performance tracking. video lectures: xMOOCs use the standard lecture mode, but delivered online by participants downloading on demand recorded video lectures. These video lectures are normally available on a weekly basis over a period of 10-13 weeks. Initially these were often 50 minute lectures, but as a result of experience some xMOOCs now are using shorter recordings (sometimes down to 15 minutes in length) and thus there may be more video segments. Over time, xMOOC courses, as well as the videos, are becoming shorter in length, some now lasting only five weeks. Various video production methods have been used, including lecture capture (recording face-to-face on-campus lectures, then storing them and streaming them on demand), full studio production, or desk-top recording by the instructor on their own. computer-marked assignments: students complete an online test and receive immediate computerised feedback. These tests are usually offered throughout the course, and may be used just for participant feedback. Alternatively the tests may be used for determining the award of a certificate. Another option is for an end of course grade or certificate based solely on an end-of-course online test. Most xMOOC assignments are based on multiple-choice, computer-marked questions, but some MOOCs have also used text or formula boxes for participants to enter answers, such as coding in a computer science course, or mathematical formulae, and in one or two cases, short text answers, but in all cases these are computer-marked. peer assessment: some xMOOCs have experimented with assigning students randomly to small groups for peer assessment, especially for more open-ended or more evaluative assignment questions. This has often proved problematic though because of wide variations in expertise between the different members of a group, and because of the different levels of involvement in the course of different participants. supporting materials: sometimes copies of slides, supplementary audio files, urls to other resources, and online articles may be included for downloading by participants. a shared comment/discussion space where participants can post questions, ask for help, or comment on the content of the course. no or very light discussion moderation: the extent to which the discussion or comments are moderated varies probably more than any other feature in xMOOCs, but at its most, moderation is directed at all participants rather than to individuals. Because of the very large numbers participating and commenting, moderation of individual comments by the instructor(s) offering the MOOC is impossible. Some instructors offer no moderation whatsoever, so participants rely on other participants to respond to questions or comments. Some instructors ‘sample’ comments and questions, and post comments in response to these. Some instructors use teaching assistants to comb for or identify common areas of concern shared by a number of participants then the instructor or teaching assistants will respond. However, in most cases, participants moderate each other’s comments or questions. badges or certificates: most xMOOCs award some kind of recognition for successful completion of a course, based on a final computer-marked assessment. However, at the time of writing, MOOC badges or certificates have not been recognised for credit or admission purposes even by the institutions offering a MOOC, or even when the lectures are the same as for on-campus students. No evidence exists to date about employer acceptance of MOOC qualifications. learning analytics: Although to date there has not been a great deal of published information about the use of learning analytics in xMOOCs, the xMOOC platforms have the capacity to collect and analyse ‘big data’ about participants and their performance, enabling, at least in theory, for immediate feedback to instructors about areas where the content or design needs improving and possibly directing automated cues or hints for individuals. xMOOCs therefore primarily use a teaching model focused on the transmission of information, with high quality content delivery, computer-marked assessment (mainly for student feedback purposes), and automation of all key transactions between participants and the learning platform. There is almost no direct interaction between an individual participant and the instructor responsible for the course.