A MOOC Design Mapping Framework (MDMF): Evaluation ofAacademics’ and Learning Technologists’ Experiences

A MOOC Design Mapping Framework (MDMF) was introduced to streamline and enhance the development of MOOCs at the University of Glasgow. The MDMF is built on RealTimeBoard platform to enable development of and sharing of high level course designs among the course team and affiliated learning technologist(s), and to serve as exemplars for future MOOCs. Combining the core FutureLearn activities and ABC Learning Design Framework, it was anticipated that the MDMF approach would save time on development and encourage a more learner-centred approach to the course design. Semi-structured interviews were conducted with 12 participants (nine academics and three learning technologists). Relating to process, reported benefits included collaborative development (among course teams and between academics and the learning technologist) as well as a focused concentration on the type, sequence and balance of activities, and the ability to see a big picture overview and any gaps. Reported challenges included the tool not capturing the details of discussions and some technical limitations. However, all participants agreed they would use the framework again in relation to the design of MOOCs and other courses. Presenter details: John is leading the development of MOOCs at UofG from strategic and operational perspectives. Current areas of enquiry include mainstreaming MOOCs as a standard prerequisite to online distance learning programmes, to facilitate successful student transitions, and progressing the potential for micro-credentialing MOOCs (@johnkerr001) With an interest in Learner Experience Research, Vicki champions technology-enhanced learning and teaching in the context of formal and informal staff development opportunities at UofG (@vhmdale)

A MOOC Design Mapping Framework (MDMF): Evaluation ofAacademics’ and Learning Technologists’ Experiences

A MOOC Design Mapping Framework (MDMF) was introduced to streamline and enhance the development of MOOCs at the University of Glasgow. The MDMF is built on RealTimeBoard platform to enable development of and sharing of high level course designs among the course team and affiliated learning technologist(s), and to serve as exemplars for future MOOCs. Combining the core FutureLearn activities and ABC Learning Design Framework, it was anticipated that the MDMF approach would save time on development and encourage a more learner-centred approach to the course design. Semi-structured interviews were conducted with 12 participants (nine academics and three learning technologists). Relating to process, reported benefits included collaborative development (among course teams and between academics and the learning technologist) as well as a focused concentration on the type, sequence and balance of activities, and the ability to see a big picture overview and any gaps. Reported challenges included the tool not capturing the details of discussions and some technical limitations. However, all participants agreed they would use the framework again in relation to the design of MOOCs and other courses. Presenter details: John is leading the development of MOOCs at UofG from strategic and operational perspectives. Current areas of enquiry include mainstreaming MOOCs as a standard prerequisite to online distance learning programmes, to facilitate successful student transitions, and progressing the potential for micro-credentialing MOOCs (@johnkerr001) With an interest in Learner Experience Research, Vicki champions technology-enhanced learning and teaching in the context of formal and informal staff development opportunities at UofG (@vhmdale)

EU–originated MOOCs, with focus on multi- and single-institution platforms

No abstract available

Developing Australian Academics' Capacity: Supporting the Adoption of Open Educational Practices in Curriculum Design

This seed project initiative addressed an identified gap in Australian higher education between awareness of open educational practices (OEP) and implementation of OEP, particularly the production, adaptation and use of open educational resources (OER) to support the design of innovative, engaging and agile curriculum. In response, the authors aimed to design, develop, pilot and evaluate a free, open and online professional development course focused on supporting curriculum design in higher education. The specific aim of the course - Curriculum design for open education (CD4OE) - is to develop the capacity of academics in Australia to adopt and incorporate OER and OEP into curriculum development, for more effective and efficient learning and teaching across the sector

Open Educational Practices in Australia

This case study presents the extent of transformation that Open Educational Practices (OEP) have brought to higher education in Australia. In the early stages of the transformation, open access policies, funding, support and infrastructure were introduced by the national government. Initiatives that uncovered the transformative potential of OEP were then undertaken. The scope of transformation of OEP in Australia has since expanded, influencing and impacting institutions in several aspects, leading the sector to a better position worldwide. However, many challenges still remain. Restrictive copyright regimes and a lack of national and institutional policies and funding are among the barriers faced by OEP in Australia. If these barriers are removed and policy enablers are further developed, the higher education sector in Australia could fully benefit from the transformative potential of OEP

Community tracking in a cMOOC and nomadic learner behavior identification on a connectivist rhizomatic learning network

This article contributes to the literature on connectivism, connectivist MOOCs (cMOOCs) and rhizomatic learning by examining participant interactions, community formation and nomadic learner behavior in a particular cMOOC, #rhizo15, facilitated for 6 weeks by Dave Cormier. It further focuses on what we can learn by observing Twitter interactions particularly. As an explanatory mixed research design, Social Network Analysis and content analysis were employed for the purposes of the research. SNA is used at the macro, meso and micro levels, and content analysis of one week of the MOOC was conducted using the Community of Inquiry framework. The macro level analysis demonstrates that communities in a rhizomatic connectivist networks have chaotic relationships with other communities in different dimensions (clarified by use of hashtags of concurrent, past and future events). A key finding at the meso level was that as #rhizo15 progressed and number of active participants decreased, interaction increased in overall network. The micro level analysis further reveals that, though completely online, the nature of open online ecosystems are very convenient to facilitate the formation of community. The content analysis of week 3 tweets demonstrated that cognitive presence was the most frequently observed, while teaching presence (teaching behaviors of both facilitator and participants) was the lowest. This research recognizes the limitations of looking only at Twitter when #rhizo15 conversations occurred over multiple platforms frequented by overlapping but not identical groups of people. However, it provides a valuable partial perspective at the macro meso and micro levels that contribute to our understanding of community-building in cMOOCs

How to design for persistence and retention in MOOCs?

Design of educational interventions is typically carried out following a design cycle involving phases of investigation, conceptualization, prototyping, implementation, execution and evaluation. This cycle can be applied at different levels of granularity e.g. learning activity, module, course or programme. In this paper we consider an aspect of learner behavior that can be critical to the success of many MOOCs i.e. their persistence to study, and the related theme of learner retention. We reflect on the impact that consideration of these can have on design decisions at different stages in the design cycle with the aim of en-hancing MOOC design in relation to learner persistence and retention, with particular attention to the European context

Quality Assessment for E-learning: a Benchmarking Approach (Third edition)

The primary purpose of this manual is to provide a set of benchmarks, quality criteria and notes for guidance against which e-learning programmes and their support systems may be judged. The manual should therefore be seen primarily as a reference tool for the assessment or review of e-learning programmes and the systems which support them. However, the manual should also prove to be useful to staff in institutions concerned with the design, development, teaching, assessment and support of e-learning programmes. It is hoped that course developers, teachers and other stakeholders will see the manual as a useful development and/or improvement tool for incorporation in their own institutional systems of monitoring, evaluation and enhancement