This presentation provides examples of collaboration and credit opportunities with MOOCs from around the world. It discusses scenarios where universities collaborate on developing and offering shared MOOCs, increasing enrollment for both, and how MOOCs can help non-traditional students earn credit to apply for degrees. Examples highlighted include collaborations between multiple institutions on FutureLearn courses and an online master's program partnership between Georgia Tech, Udacity, and AT&T.
Q-Factor HISPOL Quiz-6th April 2024, Quiz Club NITW
Examples of MOOC Credit & Collaboration
1.
2. This presentation will look at examples of MOOC credit and
collaboration from around the world, offering insight to
educators and decision-makers considering how these may
benefit their students and institutions.
OPEN
EDUCATIONAL
PRACTICE
COLLABORATION
eMundus
eMundus Project:
(http://www.emundus-project.eu)
Intersection of ‘open’ and ‘collaboration’
4. How might MOOC collaboration
benefit universities?
(New Media Consortium, 2015, p.10)
5. How might MOOC collaboration
benefit universities?
Scenario:
Two universities offer similar, but competing,
courses. They are considering offering some aspect
of their courses free and online, in a MOOC. They
both contribute materials and labour power to run
the MOOC, which attracts many students curious
about both courses. After the MOOC is over, 20
students decide to sign up for the traditional
courses, 10 to each university. Win-win.
6. How might MOOCs offering credit
benefit universities?
Scenario:
• Students are encouraged to apply to university
allowing prior credit from community colleges
and from MOOCs offered at that university.
Students who would not have been able to
consider university without this, can now apply
and earn a degree in two years. The university
has reached new students.
• University is seen as public-spirited and forward-
thinking.
7. American Council on Education
encourages credit for Coursera MOOCs
In February 2013 the American Council on Education (ACE)
recommended that its members provide transfer credit from a
few MOOC courses (Korn, 2013)
• Credit would be given on successful examination
facilitated by ProctorU which uses webcam and other
technology to watch students take online exam – for
extra cost
• “Pre-Calculus” and “Algebra” - University of California at
Irvine;
• “Introduction to Genetics and Evolution” and
Bioelectricity: A Quantitative Approach” -- Duke
University; ”
• “Calculus: Single Variable” --University of Pennsylvania.
9. FutureLearn Examples
with thanks to Prof Mike Sharples, Kathy Skelton, Richard Banks
• Collaborations between universities and cultural institutions
– British Broadcasting Company & University of Leeds
– British Broadcasting Company & Open University
– British Library & University of Nottingham
– British Council & University of Southampton
– Museum of Liverpool & University of Leicester
– Other kinds of collaboration - sharing best practice, data, research,
• Credit
– The Association of Chartered Certified Accountants has recognised the Discovering Business
in Society course for professional credit (passing the exam exempts learners from the F1
exam in their accounting diploma).
– A wealth of FutureLearn courses, particularly those in the healthcare area, are accepted and
being used to count towards CPD requirements, and in some cases courses are formally
certified by the relevant professional body (e.g. CESG, CPD Certification Service).
– Some academic partners are actively considering making completion of a FutureLearn course
a pre-requisite for their undergraduate courses or modules.
11. Universities and other institutions
issuing Mozilla Open Badges
(Carey, 2015)
Image courtesy of Mozilla
Open Badges on Flickr
12. Two Universities Collaborative MOOC
“Students at the University of Texas at Austin and the University of
Utah are currently engaged in a collaborative online class, Social
Media Journalism, which combines the convenience of a MOOC
with the engagement of a medium-sized lecture — and the
completion rate is more than 95 percent. The engagement scales,
too: students at both schools, 1,300 miles apart, are taking the
class together, interacting with each other, viewing the same lesson
modules and building a news aggregation service on various social
media platforms. The difference is they get a personal instructor
and smaller groups of familiar classmates. Our next step is to add
more campuses and make this a new kind of MOOC — a network of
schools working together with the same material but with
individual instructors.”
(Quigley, 2014)
13. Universities + Industries + OpenEdX
and Badges
• Collaboration with Lorena Barba's Python MOOC and Open edX
• In this post, we discuss a new collaboration between Dr. Lorena Barba and her team at George Washington
University, Open edX, IU's Center for Research on Learning and Technology, and IBL Studios. This collaboration will
implement digital badges in Dr. Barba's new MOOC, "Practical Numerical Methods with Python."
• As part of our new MacArthur-funded project, we are happy to announce a new collaboration betweenLorena
Barba and her team, Ned Batchelder and others at Open edX, IU's Center for Research on Learning and
Technology, and IBL Studios. This effort includes building in badging capability with Dr. Barba's recently-launched
massive open online course (MOOC), "Practical Numerical Methods with Python," on the Open edX platform.
The press release from George Washington University details the structure of the course and the shared teaching
responsibilities from universities in Saudi Arabia, the United Kingdom, and Chile. Dr. Barba is an Associate
Professor of Engineering at GW, and effort has been multiple departments. Starting this August, over 2,800
students enrolled in the course.
• http://remediatingassessment.blogspot.co.uk/2014/09/collaboration-with-lorena-barbas-python.html
(Willis & Hickey, 2014)
14. Georgia Tech + Udacity + AT & T =
Online Masters in Computer Science
15. wales
• Promoting the quality of Welsh higher education to the nation and internationally
• Demonstrating further the collaborative nature of higher education in Wales.
• Project Aims and Objectives
• The main aims and objectives of the project are to :
• Establish an Open Education Resources Portal
• Establish a network of Open Education Practice Champions and Promote & Embed
Open Educational Practice across the HE Sector
• Launch an all Wales sMOOC ( Short Massive Open Online Course) aimed at helping
students to survive their first few weeks in University.
• Manage and Co-ordinate the hosting of the international OER15 Conference in
Wales in April 2015
• The project is managed by Debbie Baff
• Open Education Resources & Open Educational Practice Project Manager on behalf
of the Universities Wales OER/P Expert Group
(Baff, 2015)
18. Saudi Arabia: 18 universities joined to
create OER repository/MOOC platform
Announced 3 March 2015
19. Irish MOOC collaborations with industry
for free professional accreditation
In Ireland ALISON provides free online
certificate/diploma courses to two 2 million
learners worldwide. ALISON was shortlisted in June
2013 by London–based education technology
company Edxus Group and specialist media and
advisory firm IBIS Capital, as one of the 'top 20 e-
learning companies in Europe' as judged by an
expert panel.
22. References (1)
AntiochUniversity (2014) “Antioch University Becomes First US Institution to
Offer Credit for MOOC Learning Through Coursera | News | Antioch
University,” Antioch University Website, [online] Available from:
http://www.antioch.edu/antioch-announcement/antioch-university-
becomes-first-us-institution-to-offer-credit-for-mooc-learning-through-
coursera/# (Accessed 9 March 2015).
Baff, D. (2015) “OER Wales Cymru – About OER Wales Cymru,” OER Wales
Website, [online] Available from: http://www.oerwales.ac.uk/?page_id=4
(Accessed 7 March 2015).
Carey, K. (2015) “Here’s What Will Truly Change Higher Education: Online
Degrees That Are Seen as Official - NYTimes.com,” The Upshot, [online]
Available from: http://www.nytimes.com/2015/03/08/upshot/true-reform-in-
higher-education-when-online-degrees-are-seen-as-
official.html?_r=1&abt=0002&abg=0 (Accessed 7 March 2015).
23. References (2)
Chevrier, Q. (2014) “11,000 addicted to the first French MOOC on digital
fabrication : Makery,” Makery Site, [online] Available from:
http://www.makery.info/en/2014/06/07/11-000-accros-au-1er-mooc-
francais-sur-la-fabrication-numerique/ (Accessed 7 March 2015).
Korn, M. (2013) “Big MOOC Coursera Moves Closer to Academic Acceptance -
WSJ,” Wall Street Journal Website, [online] Available from:
http://www.wsj.com/articles/SB100014241278873249060045782883410390
95024 (Accessed 10 March 2015).
New Media Consortium (2015) Horizon Report Higher Education Edition,
Horizon Report 2015 Higher Education Edition, Austin, Texas.
24. References (3)
Quigley, R. (2014) “Turning a MOOC Into a Network of Schools Collaborating |
Mediashift | PBS,” MediaShift Website, [online] Available from:
http://www.pbs.org/mediashift/2014/03/turning-a-mooc-into-a-network-of-
schools-collaborating/ (Accessed 7 March 2015).
Willis, J. and Hickey, D. (2014) “re-mediating assessment: Collaboration with
Lorena Barba’s Python MOOC and Open edX,” Re-Mediating Assessment Blog,
[online] Available from:
http://remediatingassessment.blogspot.co.uk/2014/09/collaboration-with-
lorena-barbas-python.html (Accessed 7 March 2015).
