A presentation to Oxford Brookes University Minerva Group

1. MOOCs, OOCs, OOPs!
for the rest of us
Neil Currant, Liz Lovegrove, George Roberts,
Fiona Smith, Marion Waite
OCSLD, Oxford Brookes University,
Minerva, March 2013

2. Background

3. Our MOOC
• First Steps into Learning and Teaching in
Higher Education (FSLT12)

4. Over 200 signed up
• 60 participated throughout the 6
weeks
• We reached our constituency
• 14 undertook the assessment and
Evaluation
received a certificate
• Participants were from 24 different
countries including Australia,
Canada, India, South Africa, as well
as many European countries &US
Research continuing
• How people learned
• Differential participation
• Design principles

5. A bubble?
• Bonk (2013) identifies 22
types of MOOC with 20
Leadership Principles and
12 business models.
• The numbers are
changing and boundaries
are fuzzy.
• There is stratification
going on at the
innovative end of
traditional educational
institutions.

6. Cowboy
economics?
• Monetize
– Accreditation
– Tuition
– Publications
– Recruitment
– ???
• Or… sell picks and
shovels to the
Klondikers
– MOOCs as platforms
Andy Wharhol, 1986

7. Tiger photo © 2009 by Siddhartha Lammata (Siddy Lam)
http://www.flickr.com/photos/siddylam/4130020318/sizes/l/in/photostream/ Creative commons
attribution non-commercial licence

8. Discourses around higher education are:
“… a field of competition for the
legitimate exercise of symbolic
violence,
… an arena of conflict between rival
principles of legitimacy, and
competition for political, economic
and cultural power
(Bourdieu 1993, 121)

9. Shere Khan bites Baloo from
Walt Disney’s Jungle Book

10. MOOC experiences

11. • A focus on the course and the platform
ignores the experience of the MOOC learner
• MOOCs offer an unlimited number of
possibilities for hybridization because,
whatever else, they offer participants the
opportunity to fashion their own learning
according to their own needs.

12. Question 1
• At your table, what has the MOOC
experience/perception been?

13. Our Research…
Expert participants

14. “This opened my eyes as a
teacher”
• diversity of other participants
• The 'Vet' presence highlighted some of the
difficulties which the ‘newbies’ were
experiencing and also provided a reciprocal
zone of proximal development and triggers for
active participation.

15. Three main themes
1. Navigation
2. Transformative reflective practice
3. Making sense of community

16. Navigation
New participants felt overwhelmed by
technology, multiple channels &
perceived need to multi-task.
Experienced MOOCers were judicious
about planning their route and
orienting their participation.

17. Transformative reflective practice
Ultimately learners experienced a
transformative shift …
but it required reflection on
practice, community support and
self-organization

18. Making sense of community
New learners needed time to
determine their audience and core
community…
and to realize reciprocal
relationships.

19. Skilled orienteers
Active MOOC participants are skilled
orienteers. Leveraging local expertise
of experienced MOOC learners and
developing participatory skills in new
learners is a key strategy for those who
organize and facilitate MOOCs.

20. Question
• We aim to develop a network of expert
participants.
• Expert participants may be disciplinary
experts, online experts or other…
• What could you bring to the expert participant
role?

21. The new black…
Flip teaching

22. BLENDED LEARNING: THE ROLE OF OER
http://www.educause.edu/research-and-publications/books/learning-
spaces/chapter-11-designing-blended-learning-space-student-experience

23. OPEN EDUCATIONAL RESOURCES
 What are OERs?
“learning and teaching materials available for free online
for anyone to use. Examples include full courses, course
modules, lectures, games, teaching materials and
assignments.” JISC
 Where would I find them?
iTunes U, Slideshare, Youtube, Repositories: e.g. Jorum,
Brookes Radar.
 Licensing: Creative Commons

24. LEVELS OF ENGAGEMENT
Use
 Use existing resources created by others
Adapt / repurpose
 Adapt existing resources for your own purpose
Create / produce
 Create and share your own resources

25. BENEFITS
Learners
Staff users
Creators
Institutions
See -
https://openeducationalresources.pbworks.com
for a full list of benefits

26. FLIP TEACHING
Class time focuses on understanding the
material
Delivery of content happens outside of
class time, e.g. online
http://www.youtube.com/watch?v=26pxh_qMppE&feature=
player_embedded

27. DOES YOUR MOODLE LOOK LIKE THIS?

28. OER – video
in Youtube –
key content of
topic
OER – text in
RADAR

29. OERS, FLIP & BLENDED: MAKING THE LINKS
 Discussion:
 How can you make this work for your practice?

30. And for the rest of us?
DISCUSSION

31. Reasons for developing OOCs
• Improving the global learner experience
• Fulfilling the university’s social/global/community
educative mission
• Enhancing reputation and increasing visibility
• Showcase own expertise
• Sell books
• Increasing reach
– Better serve (retain) existing clients
– Attract new clients
– Earn more revenue

32. • What would your reasons for be for
developing open online “courses”?
• What would you like to do with
MOOCs?
• What support would you like?
• What are the challenges for Brookes?

33. Thank you
OCSLD
Oxford Brookes University
March 2013
groberts@brookes.ac.uk

34. Research
• Waite, M., Mackness, J., Roberts, G., & Lovegrove, E. (under review 2013). Liminal
participants & skilled orienteers: A case study of learner participation in a MOOC
for new lecturers. JOLT
• Roberts, G., Mackness, J., Waite, M., & Lovegrove, E. (in submission 2013). x v c:
Hybrid learning in, through and about MOOCs. OER13/JIME
• Roberts, G., Mackness, J., Waite, M., & Lovegrove, E. (2012). What is necessary and
what is contingent in design for a massive open online course? In Open Horizons:
Sharing the Future. Aston University, Birmingham: Higher Education Academy.
Retrieved from http://www.slideshare.net/georgeroberts/what-is-necessary-and-
what-is-contingent-in-mooc-design
• Roberts, G., Mackness, J., Waite, M., & Lovegrove, E. (2012). Not just moocin’
about. In ALT-C 2012: A confrontation with reality. Presented at the ALT-C,
Manchester, UK. Retrieved from http://www.slideshare.net/georgeroberts/not-
just-moocin-about
• Roberts, G. (2012). OpenLine Project Final Report (JISC Project Report). Oxford:
Oxford Brookes University. Retrieved from
http://www.heacademy.ac.uk/projects/detail/oer/OER_PGC1_Oxford_Brookes

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