How Taylor’s University deployed its MOOC implementation campus-wide. Share the pedagogy framework contains a plan on developing a sustaining momentum of academic’s participation for MOOCs. Reflects on the content development process: 1.Training 2.Challenges 3.Best Practices 4.Way Forward Video files shared are not uploaded.

1. THE MOOC MOVEMENT
The Early Adopters

2. • HowTaylor’s University deployed its MOOC implementation campus-wide.
• Share the pedagogy framework contains a plan on developing a sustaining
momentum of academic’s participation for MOOCs.
• Reflects on the content development process:
• Training
• Challenges
• Best Practices
• Way Forward

3. Developing a Pedagogy Framework for Institution-Wide
Implementation of MOOC: A Case Study from a
Malaysian Private University
ICOED 2016 - Jakarta
By: EnnaAyub1, Lim Chee Leong2
1Lead e-Specialist Content Development, e-LearningAcademy (eLA) @
IntegratedTeaching and Lifelong LearningCenter atTaylor’s
(INTELLECT),Taylor’s University (TU), Malaysia
2Associate Director eLA @ INTELLECT,TU, Malaysia

4. OBJECTIVES
• A shift in the way we teach our students
• Through MOOCs, our students are:
• Exposed to learners worldwide
• Engaged and this in turn, enrich their learning experience
• Creating opportunities for authentic relationship
• Build network with like minded-people
• MOOC fits well withTU’s e-Learning mission –
“by 2016, every student at Taylor's University will learn in a collaborative, self-directed and
personalised manner, anytime and anywhere”.

5. USEFULNESS
• Can be access anytime, anywhere, as long there is connectivity
• Lecturers may use MOOC as Flipped Classroom
• Content can be set up quickly, may use existing content first
• Learning can take place in an informal setting – Social Learning Space
• A chance to connect with people in different area of expertise
• Enforce lifelong learning skills
• A chance for instructor to share knowledge and get paid

6. THE EARLY ADOPTERS
• Initial goal of using MOOC to promoteTU’s presence online and designed to attract high school
leavers to chooseTU to continue their higher education.
• MOOCs were created as ‘mini courses’ to offer a taste of what school leavers may
experience in a university program.
• Hence, in March 2014,TU launched 4 new pilot MOOCs which were:

7. • PASSION and the INTEREST in the subject matter and the students kept
them going in facilitating their MOOCs.
LESSON LEARNED FROM
THE EARLY ADOPTERS

8. METHOD
Pre-planning - for A Campus Wide MOOC Campaign
Set the Standard – Mad about MOOCs
in March Festival
Hand Holding –
MOOC Me WorkshopMOOC Promo Development
MOOC Content Development
Create a Buzz - Online MOOC course
–
“Into the Future with MOOCs”
Run Actual MOOC
TU’s MOOC Pedagogy Framework

9. OnlineTraining in MOOC format

10. The BIG Campaign
It is important according to Marshall5 to select “early adopters
and to plan an event which is fun and celebratory to raise
Academics’ interest about the project”5.
Marshall, M. (2013).Write Now: A School-wide ebook
Publishing Project. A DeploymentGuide for Schools. Retrieved
from https://itunes.apple.com/us/book/writenow-school-wide-
ebook/id698571651?mt=11

14. TheTraining

15. ‘MOOC ME’WORKSHOP

16. Power Up Sessions – Blended Mode

17. GROWTH OF MOOC
Number of Students Number of MOOCs
Number of Students
Number of MOOCs

18. RESULTS
https://www.openlearning.com/taylorsuniversity

19. CHALLENGES
• Being forced to take up MOOC
• No ulterior motivation given
• May lose momentum- teaching overload
• Change mind set
• Not familiar with the platform
• Dependence on eLA
• Limited resources

20. BEST PRACTICES
• Be a consumer before becoming a creator of MOOC
• Use MOOC as a supplement to F2F practices
• Apply MOOC as flipped classroom
• Get to know your MOOC platform
• Engage with your students
• Add ‘Social Learning’ activity
• Form a team.
“The ones who intend to run the MOOC need to be clear on the type of
pedagogy for their MOOC, even if it is just with their design team” -
Simon Cross3, lecturer from the Institute of Educational Technology,
The Open University,

21. Crucial Factors to Sustain Momentum
• Support fromVC
• Support from DVC
• Support from Deans
• Support from e-Content DevelopmentTeam
• Have a System in Keeping Everyone Informed
• Keeping Morale Up - Support
It’s always better when it comes from colleagues than administrators, I have no
interest in forcing faculty members who are not interested in online education to
teach an online course” Paul Berman,Vice Provost for Online Education GWU

22. WAY FORWARD
As MOOC allows courses to be offered – unlimited to all, future
commercialization of Taylor’s MOOCs are being planned, and these MOOCs
may be in the form of private paid classes or credit bearing MOOC.
MQA Compulsory Subjects

23. AWARDS
• Best Poster Presentation,Taylor’s University,
Taylor’s 8thTeaching and Learning Conference
2015
• IIDEL, Bronze Medal 2015
• Anugerah MOOCTerbaik, NUCEL 2014
• NUCEL Best MOOC Award 2014
• INNOVATION, INVENTION AND DESIGN IN E-
LEARNIG (IIDEL), Gold Medal 2014

24. CONCLUSION
• More than 5% ofTU’s Academics went on board
• This project allows Academics to explore other platform to practice
‘Blended Learning’ on campus besidesTIMeS.
• If you have any questions about the MOOC project or ideas on how to
collaborate, please email me at ennaayub@taylors.edu.my . I would
appreciate any comments and feedback.

25. REFERENCES
Armellini,A., & Jones, S. (2008).Carpe Diem: seizing each day to foster change in e-learning
design. Re flecting Education (Vol. 4, No.1 pp. 17-29). Retrieved from
http://reflectingeducation.net
Marshall, M. (2013).Write Now:A School-wide ebook publishing Project. A Deployment Guide
for Schools. Retrieved from https://itunes.apple.com/us/book/writenow-school-wide-
ebook/id698571651?mt=11
MoocGuide - 2. Benefits and challenges of a MOOC. (n.d.). Retrieved from
https://moocguide.wikispaces.com/2.+Benefits+and+challenges+of+a+MOOC
Who’s Benefiting from MOOCs, andWhy. (n.d.). Retrieved from https://hbr.org/2015/09/whos-
benefiting-from-moocs-and-why?referral=00060