UCL’s first Mooc – Why We Post: The Anthropology of Social Media launches on Monday on FutureLearn. It’s not actually our first Mooc – it’s not even one Mooc, it’s 9! Eight other versions are simultaneously launching on UCLeXtend in the following languages: Chinese, English, Italian, Hindi, Portuguese, Spanish, Tamil and Turkish. If that’s not enough  we seem to have quite a few under the banner of UCL:

• UCLeXtend ~ Introduction to Digital Curation – Jenny Bunn (UCL DIS)
• Coursera ~ English Common Law -Hazel Genn (UCL Laws) with Uni of London International Programme
• FutureLearn ~ Unlocking Film Rights: Understanding UK Copyright – Prodromos Tsiavos (UCL Comp Sci.) with Creative Skillset as lead partners
• FutureLearn ~ Blended Learning Essentials (two parts) – Diana Laurillard (IOE, LKL) with Leeds as lead partners
• FutureLearn ~ Why We Post: The Anthropology of Social Media – Danny Miller (and many others) (UCL Anth.)
• FutureLearn ~ The Many Faces of Dementia – Tim Shakespeare (UCL Neurology)
• FutureLearn ~ Making Babies in the 21st Century – Dan Reisel (UCL Child Health) (to be announced)
• Coursera ~ ICT in primary education – Diana Laurillard (IOE LKL) in partnership with UoL IP
• Coursera ~ Supporting Children in Reading and Writing – Jenny Thomson and Vincent Geotry (UCL IOE) with University of London
• Coursera ~ What Future for Education – Clare Brooks (UCL IOE) with University of London
• Coursera ~ Enhance your career and employability skills – UCL Careers Group and David White (University of London) with UoL as partners
• Digital Business Academy ~ Size up your idea – Dave Chapman (UCL School of Management) with TechCityUK
• Digital Business Academy ~ Set up a Digital Business – Dave Chapman (UCL School of Management) with TechCityUK

(quite a few of these deserve title of ‘first’ – but who’s counting…)

UCL is quite unique for some of these – we have multiple platforms which form a part of our Extended Learning Landscape. This maps out areas of activity such as CPD, short courses, Moocs, Public Engagement, Summer Schools (and many more) and tries to understand how we can utilise digital education / e-learning with these (and what happens when we do).

 

Justification for Moocs

We’ve not launched our first Mooc (apparently) but we also need to develop a mid term plan too – so we can do more. Can we justify the ones we’ve done so far? Well a strong evaluation will certainly help but we also need an answer to the most pertinent pending question:

How much did all this cost and was it worth it? 

It’s a really good question, one we started asking a while ago, and still the answer feels no better than educated guesswork. Internally we’re working on merging a Costing and Pricing tool (not published, sorry) and the IoE / UCL Knowledge Lab Course Resource Appraisal Modeller (CRAM) tool. The goal is to have a tool which takes the design of a Mooc and outputs a realistic cost. It’s pretty close already – but we need to feed in some localisations from our internal Costing and Pricing tool such as Estates cost, staff wages, Full Economic Costings, digital infrastructure, support etc. The real cost of all this is important. But the value? Well…

Evaluation

We’ve had a lot of ideas and thoughts about evaluation; what is the value of running Moocs for the university? It feels right to mention public engagement, the spirit of giving back and developing really good resources that people can enjoy. There’s the golden carrot being dangled of student recruitment but I can’t see that balancing any Profit/Loss sheets. I do not think it’s about pedagogical innovation, let’s get real here: most Moocs are still a bulk of organised expert videos and text. I don’t think this does a disservice to our Moocs, or those of others, I’d wager that people really like organised expert videos and text (YouTube and Wikipedia being stable Top 10 Global Websites hints at this). But there are other reasons – building Moocs is an new way to engage a lot of people with your topic of interest. Dilution of the common corpus of subjects is a good thing; they are open to anyone who can access them. The next logical step is subjects of fascination, niche, specialist, bespoke – all apply to the future of Moocs.

For evaluation, some obvious things to measure are:

• Time from people spend on developing the Mooc – we’ve got a breakdown document which tries to list each part of making / running a Mooc so we can estimate time spent.
• Money spent on media production – this one tends to be easy
• Registration, survey, quiz, platform usage and associated learner data
• Feedback from course teams on their experience
• Outcomes from running a Mooc (book chapters, conference talks, awards won, research instigated)
• Teaching and learning augmentation (i.e. using the Mooc in a course/module/programme)
• Developing digital learning objects which can be shared / re-used
• Student recruitment from the Mooc
• Pathways to impact – for research-informed Moocs (and we’re working on refining what this means)
• How much we enjoyed the process – this does matter!

Developing a Mooc – lessons learned

Communication

Designing a course for FutureLearn involves a lot of communication; both internally and to external Partners, mostly our partner manager at FutureLearn but there are others too. This is mostly a serious number of emails – 1503 (so far) to be exact. How? If I knew I’d be rich or loaded with oodles of time. It’s another new years resolution: Stop: Think: Do you really need to send / read / keep that email? Likely not! I tried to get us on Trello early, as to avoid this but I didn’t do so well and as the number of people involved grew adding all these people to a humungous Trello board just seemed, well, unlikely. Email; I shall understand you one day, but for now, I surrender.

Making videos

From a bystander’s viewpoint I think the course teams all enjoyed making their videos (see final evaluation point). The Why We Post team had years to make their videos in-situ from their research across the world. This is a great opportunity to capture real people in the own context; I don’t think video gets much better than this. They had permission from the outset to use the video for educational purposes (good call) and wove them right into the fabric of the course – and you can tell. Making Babies in the 21st Century has captured some of the best minds in the field of reproduction; Dan Reisel (lead educator) knows the people he wants, he’s well connected and has captured and collated experts in the field – a unique and challenging achievement. Tim Shakespeare, The Many Faces of Dementia, was keener to capture three core groups for his course: people with Dementia, their carers / family and the experts who are working to improve the lives for people with Dementia. This triangle of people makes it a rounded experience for any learner, you’ll connect with at least one of these groups. Genius.

Also:

• Audio matters the most – bad audio = not watching
• Explain and show concepts – use the visual element of video to show what you mean, not a chin waggling around
• Keep it short – it’s not an attention span issue, it’s an ideal course structuring exercise.
• Show your face – people still want to see who’s talking at some point
• Do not record what can be read – it’s slower to listen than it is to read, if your video cam be replaced with an article, you may want to.
• Captions and transcripts are important – do as many as you can. Bonus: videos can then be translated.

Using third party works

Remains as tricky as it ever has been. Moocs are murky (commercial? educational? for-profit?) but you’ll need to ask permission for every single third-party piece of work you want to use. Best advice: try not to or be prepared to have no response! Images are the worst, it’s a challenge to find lots of great images that you’re allowed to use, and a course without images isn’t very visually compelling. Set aside some time for this.

Designing social courses that can also be skim-read

FutureLearn, in particular, is a socially-oriented learning platform – you’ll need to design a course around peer-to-peer discussion. Some is breaking thresholds – you’re trying to teach them something important, enabling rich discussion will help. You’re also trying to keep them engaged – so you can’t ask for a deep, thoughtful, intervention every 2 minutes. Find the balance between asking important questions – raising provocative points – and enjoying the fruits of the discussion with the reality of ‘respond if you want’ type discussion prompts.

Connect course teams together

While they might not hold one another’s hair when things get rough – the course teams will benefit from sharing their experiences with one another. We’ve held monthly meetings since the beginning, encouraging each team to attend and share their updates, challenges, show content, see examples from other courses and generally make it a more social experience. Some did share their dropboxes with one another – which I hadn’t expected but am enjoying the level of transparency. I am guilty of thinking at scale at the moment, so while I was guiding and pseudo ‘project-managing’ the courses, I was keen to promote independence and agency within the course teams. It’s their course, they’ll be the ones working into the night on it, I can’t have them relying on me and my dreaded inbox. The outcome is they build their own ideas and shape them in their own style; maybe we’re lucky but this is important. We do intervene at critical stages, recommending approaches and methods as appropriate.

Plan, design and then build

Few online learning environments make good drafting tools. We encouraged a three-stage development process:

1. Proposals, expanded into Excel-based documents. Outlines each week, the headline for each step/component and critical elements like discussion starters.
2. Design in documents – Word/Google Docs (whatever) – expand each week; what’s in each step. Great for editorial and refinement.
3. Build in the platform.

The reason for this is the outlines are usually quick to fix when there’s a glaring structural omission or error. The document-based design then means content can be written, refined and steps planned out in a loose, familiar tool. Finally the platform needs to be played with, understood and then the documents translated into real courses. It’s not a solid process and some courses had an ABC (Arena Blended Connected) Curriculum Design stage, just to be sure a storyboard of the course made sense.

Overall

• It’s hard work – for the course teams – you can just see they’ll underestimate the amount of time needed.
• The value shows once you go live and people start registering, sharing early comments on the Week 0 discussion areas.
• These courses look good and work well as examples for others, Mooc or credit-bearing blended/online courses
• Courses don’t need to be big – 1/2 hours a week, 2-4 weeks is enough. I’d like to see more smaller Moocs
• Integrating your Moocs into taught programmes, modules, CPD courses makes a lot of sense

As a final observation before we go live with the first course: Why We Post: The Anthropology of Social Media, on Monday there was one thing that caught my eye early:

Every course team leader for our Moocs is primarily a researcher and their Moocs are produced, largely, from their research activity. UCL is research intensive, so this isn’t too crazy, but we’re also running an institutional initiative the Connected Curriculum which is designed to fully integrate research and teaching. The Digital Education team is keen to see how we build e-learning into research from the outset. This leads us to a new project in UCL entitled: Pathways to Impact: Research Outputs as Digital Education (ROADE) where we’re exploring research dissemination and e-learning objects and courses origins and value. More soon on that one – but our Mooc activity has really initiated this activity.

Coming soon – I hope – Reflections after UCL’s first Mooc 🙂 

 

Teaching online requires different approaches to a traditional classroom environment (as does the learning). Teachers who are not prepared or do not know what is involved in the development and implementation of an online course will result in “negative outcomes for students and faculty” (Caullar, 2002).  As Open University expert Derek Rowntree (1992) explains, most newcomers to ODL [open and distance learning] need to develop new knowledge, new skills and very often new attitudes and dispositions.  Students and staff need to be oriented to the differences in learning online and the change in role and approach for both the teacher and the learner (Palloff and Pratt, 2002). It’s recommended to provide staff development opportunities in online teaching (ibid) and that should come at a later stage, but I think a crucial step precedes it:

How can you teach online if you’ve never experienced learning online?

You must try it. I’d also recommend absorbing what’s around you as well  – talk colleagues already active in this space, look for existing resources and participate in relevant networking events. But crucially; join an online course, or ten, and experience it yourself.

Learn online: Take a free course

There is a growing range of free online courses in which you can use to experience being an online learner. The huge selection of free open courses can be searched and filtered by using Mooc aggregators such as Course Talk, Class-Central and Mooc-list. UCL has a partnership with a UK-based Mooc provider FutureLearn and has a growing selection of courses. But you should explore other courses too and you should feel free to sign up for any that interest you – even if you don’t complete them (it’s OK!). Closer to home there’s also a selection of courses on UCLeXtend – UCL’s public-facing e-learning platform – which you can discover from searching the Life Learning course finder and filtering (on the left) to Format > Online and Cost > Free.

Notable courses

Getting started with Moodle (via UCL Moodle) provides an introduction to UCL Moodle and e-learning and provides the basic skills required to set up a course in Moodle.

Blended Learning Essentials (via FutureLearn) – created in partnership with UCL and University of Leeds, this is a free online course designed to help you understand the benefits of blended learning and how to make more effective use of technology to support your learners.

UCL Arena Digital (via UCL Moodle) – three short courses with each lasting two weeks. Each fortnight will end with a live online webinar where you can share your experiences with your colleagues on the course. Topics: multimedia, communication & assessment and feedback.

Teaching online open course (via Brookes.ac.uk) – offered as a free mooc from Oxford Brookes University (and offered as a 10 M-Level credit option, if desired) and is an intensive introduction to supporting student learning in online environments.

 Your mooc mission: try to complete one mooc. Sounds easy? Tell us how you got on in the comments section below.

Learning from colleagues

Venturing into the world of distance learning is a bit different to that of face to face teaching and you may want to seek guidance from those who have already trodden the ground before you. Within your department you may know colleagues who are running their own distance learning courses, there should be someone within your wider faculty or school. If not, you could look at UCL’s Prospective Student’s course finder for PGT and filter by ‘Distance Learning’ – then try contacting a course team from there. We also run regularly ‘Forum’ events (sign up to the ‘Distance Learning and Life Learning Network’ below).

Join local networks, forums and communities

With representation from all schools the Distance Learning and Life Learning Forum is a community of practitioners from across UCL who are all active in the area of fully online courses and blended learning for taught programmes and CPD/short courses. Or, you may want to form your own departmental, faculty or school-based distance learning groups. These may grow from the ground up, out of teaching committees or via many other ways. Regardless, if you would like UCL Digital Education or CALT to sit on these groups, do get in touch and we can come along too.

For more information we recommend you sign up to the Distance Learning and Life Learning Forum. Note: This can only be done on the UCL network or via remote desktop/VPN.

Connect with support teams

Teams such as Centre for Advancing Learning and Teaching (CALT) and UCL Digital Education have trodden this ground before, and are always happy to hear your ideas, share experiences and help you design, plan, promote, develop and evaluate your distance learning courses. They will listen to your ideas and suggest others to talk to, approaches to take, resources to work through and even courses you can take online to get you started with distance learning.

Get in touch with them from their respective websites – CALT and UCL Digital Education

Next step

So – ready for your mission? If you have any questions you can always contact us, or leave a comment below.

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Note: this page is an excerpt from the UCL Distance Learning wiki which contains more pages on planning, designing, building and teaching on an online course. 

 

References:

Cuellar, N. (2002). The transition from classroom to online teaching. Nursing Forum,37(3), 5-13. Retrieved from http://search.proquest.com/docview/195001677?accountid=14511

Palloff, R.M., Pratt, K. (2002). Lessons from the Cyberspace Classroom. 17th Annual Conference on Distance Teaching and Learning. Retrieved from http://www.uwex.edu/disted/conference/resource_library/proceedings/01_20.pdf

Rowntree, D. (1992). Exploring Open and Distance Learning. Kogan Page.

https://www.futurelearn.com/courses/blended-learning-getting-started

Managing the ambitious Ufi-funded MOOC project that is Blended Learning Essentials has required a leap of imagination. Back in May, we had no video, no scripts, no quizzes, no Padlets, no glossary, no crib sheets, no Digital Champions, no flyers, no tweets, no conference keynotes, nothing built on the FutureLearn platform. Diana Laurillard and Neil Morris had expressed a desire for video of actual teaching with actual learners using actual blended learning techniques in actual colleges and actual private training providers. Where were we going to get that from? And to add some extra spice, by the time Suzanne Scott from Borders College had consulted teachers in the Vocational Education and Training sector to establish what we needed, it was the height of summer, and all the colleges were having a break.

Thankfully, we had a supremely talented team combining Evans Woolfe Media, who travelled the country interviewing, shooting and editing video, and University of Leeds Digital Learning Team who put it all together, and as if by magic we started to see a MOOC emerge. Meanwhile, Maren Deepwell from ALT was working tirelessly on planning a marketing campaign to beat all others, and plotting accreditation pathways for our learners to progress from the MOOC. In the background, Richard Nelson from Bradford College was assembling a force of Digital Champions to support the MOOC, and creating a plan for how they could do it.

I was working with further education teachers to make the crib sheets – including the brilliant Wendy Rogers, just retired from a glorious career at Croydon College, Phil Durrant, and my colleagues at UCL Institute of Education – Rebecca Wilson, Tim Neumann and Kit Logan, who also helped to bring them to life in our UCLeXtend Moodle course. Rachel Challen from Loughborough College was thinking about the best way to evaluate the course, and all our other partners in colleges and organisations (AELT, ETF, AOC, Tinder Foundation, NIACE, Sheffield College and Northern College) were contributing to videos and promoting the course to their members. So many people, so much enthusiasm, so much talent! Even so, it was an incredible challenge – six months to launch the first of our two MOOCs to transform the landscape of vocational education and training.

But finally it is a reality, and we have reached the end of week 1. It was a major feat from our end to be sure, but that was only ever half the story. The participants themselves are the main part of the picture. I am seriously impressed by the energy and insight of the contributions that everyone is making on and off the FutureLearn platform. I have never enjoyed a MOOC so much – the discussion is great. Obviously, it is my favourite subject, but even so – I have to stop myself spending all my time reading the comments, and following the links that people have posted. It is making me think that this project could really change things and it is great to have been a part of it.

‘Blended Learning Essentials: Getting Started’ is a free course, run by a partnership between UCL Institute of Education and University of Leeds, along with a range of colleges and organisations, on the FutureLearn platform.

The lead educator is Professor Diana Laurillard from UCL, and, while the course is focused on vocational education, you will find much to connect with your own work. We are looking for interested staff to form a UCL cohort to take the course together.

The course will be in two parts, run over 8 weeks in total. The first part of the course ‘Getting Started’ will ‪start on November 2nd 2015.

We will be putting together a programme of events to support the UCL cohort and make links with teaching at UCL.

If you are interested in joining the UCL cohort add your name and join the course at FutureLearn.

There is no doubt that blended and online learning developments, including Massive Open Online Courses (MOOCs), are beginning to have an impact on how some universities think about their business model. The Online and Blended Learning Solutions seminar last week was a timely guide through this post-MOOC space.

Rajay Naik, from the Open University reminded us that the MOOC hype is unlikely to dent the ever-growing demand for on-campus study. What it does though is broaden our horizons and encourage thinking beyond traditional student markets and teaching methods. Some – and one could set the OU is an example – see MOOCs partly as a marketing tool to ‘funnel’ students to fee-paying courses. Others scent a lucrative market in offering targeted MOOC-influenced CPD courses to companies and professionals. A few consider the MOOC format as a way – maybe the only way – of addressing the world’s mass-scale education needs in areas such as health and primary teaching.

One challenge is to bring the best of the on-campus experience to these remote audiences. He felt this was about how to provide tutor time, as he put it “access to minds”. We should therefore imagine “not distance learning but personal learning”. The OU has one approach to this, the army of Associate Lecturers (of which I am one) providing those academic “touch points”. Another speaker, described how academic contact could work even in a MOOC environment, by weekly feedback videos and forum intervention but it required strong commitment and motivation.

UCL’s Prof. Diana Laurillard unpacked the implications of these disruptions for university cultures. It was hard for academics just to keep up with rapid developments in their own research areas, not surprisingly time was limited to explore new learning designs. Her message was that we should “treat academics as if they know what they are doing” but they need models, tools and support to help them navigate and contribute to these initiatives. Teachers urgently require environments that will help both skills updating but also sharing and developing ideas in collaboration – indeed not unlike the process of research scholarship!

An interesting debate then arose from this about how universities should organise themselves to meet these disruptive changes. Should we set up specialist units or attempt mainstream cultural transformation? Neither model was considered ideal, but the feeling was that integration should be the priority; any innovations needed to be diffused into mainstream teaching (maybe via a funded process) “pull-through” from mainstream teaching should also enrich innovation. My own feeling is that while pioneers will always require additional support, developing a two-tier model may delay important mainstream transitions, for example technical upgrading, and risk student (and maybe staff) dissatisfaction by privileging a small group of off-campus participants.

Prof. Helen O’Suillvan described how online medical programme had been successfully developed at the University of Liverpool with partners Laureate who provide student, marketing and outreach support. Another potentially disruptive aspect in the post-MOOC world therefore is clearly the arrival of new players and potential partners. MOOCs themselves were enabled (and driven) by partnership with external platform providers such as Coursera. For much the same reasons of global impact mentioned above, commercial companies, accrediting bodies, professional organisations, government initiatives, broadcasters, charities, NGOs and publishers are all likely to begin to crowd into this area, either working with or competing against traditional universities.

The challenge of embodying and replicating (at least partly) the “traditional strengths” of the campus-based student experience was seen as a huge challenge as this very experience – although sometimes hazily defined- was integral to the student, staff and institutional identity.

However we also discussed how online learning could progress well beyond “replicating” the campus experience and encourage a move from “content-based learning to process-involved learning”. We were reminded that our traditional campus-based students already operated in the electronic world. Online environments can support encourage deeper and reflective “double loop learning”, socially constructed knowledge creation and digital fluency for our campus-based learners, too.

Image: via www.haikudeck.com

The LERU paper published last year has clearly had some impact. At the LERU seminar last week Adam Tyson, Head of the Unit for Higher Education at the European Commission’s DG Education and Culture noted that EU universities did not have a clear public presence or strategy in online learning, especially in comparison where the US where much high-profile activity is based on just two platforms. Although Futurelearn has emerged as the front-runner in the UK, Spain, France and Germany all run incompatible systems and overall activity remains quite low. Universities should take advantage of funding such as Erasmus+ and Horizon 2020 and emerging notions such as the ‘digital single market’ to engage and form strategic partnerships – but no more platforms!

Prof Sally Mapstone, PVC Education at the University of Oxford and one of the report authors emphasised that universities should develop proactive and strategic leadership in the form of mainstream policies for online learning, based on global horizon scanning and local experimentation. Online learning is both here to stay and changing rapidly – a challenge for even the most agile university.

She noted however an increasingly mature and reflective approach to online learning across the sector. Prof Mapstone cited Kristin Ingolfsdottir’s Nov 2014 IEEE report Impact of MOOCs and Other Forms of Online Education, Philip Hunter’s Jan 15 EMBO report The virtual university and with a focus on quality and brand Chris Parr’s July 14 THE article ‘Reputations at risk as platforms fail to screen Moocs’ about quality (a recurring theme of the debate) and Stephen Jackson’s (Director of quality assurance, QAA) follow up letter. Other key discussion papers were the Oct 14 EU report New modes of learning and teaching in HE, and the OU Innovating Pedagogy 2014 report. Some really interesting questions are arising, such as who ‘owns’ the data in data analytics.

Oxford has launched a digital strategy and established working group including representatives from its museums and hospitals to promote high quality and encourage an evidence-based approach (i.e. comparing different modes). As she said “the technology tail should not wag the educational dog”; quality is essential but likewise we must not stifle creativity.

Prof Dirk Van Damme, Head of the Innovation and Measuring Progress Division (IMEP) at the OECD Directorate for Education and Skills approached online learning from the perspective of productivity. He discussed a recent Chronicle of Higher Education article The MOOC Hype Fades, in 3 Charts and pointed out that rising costs – a major worry – could be addressed by the very approaches said to be ‘fading’. He raised lot of fascinating issues that I may return to in a later post.

As if to counter the ‘fading interest’ narrative, the morning session was completed by Prof Simone Buitendijk, Vice Rector-Magnificus of Leiden University. Leiden has run five Coursera MOOCs, with others in preparation. She was very positive, for her MOOCs had changed the perception of what Leiden can do with online learning. Some of these issues reflected a post MOOCs as metaphors I wrote nearly two years ago.  Leiden had targeted research and teaching areas where the university wanted global impact. The experience had encouraged evidence-based innovation, internationalisation of the classroom, impact and outreach but had also improved the experience, motivation and retention of on-campus students. They recently produced a report on this activity. The university has also established a Teachers Academy enabling teachers and practitioners to research their own work.

The afternoon session was dedicated to a fascinating set of case studies and again they may have to wait for another posting.