Presented By: Pooja Chaudhary, Ripunjaya K Chauhan

1 MOOCS @ Edinburgh - Google HE Summit, London - 200912

 Massive Open Online Courses

MOOCs: Outline

• Understanding MOOCs
• Different MOOC available for learning
• Evaluations
• MHRD / UGC initiatives on MOOC
• Embedding MOOC within a traditional course to enhance
learning experience
• Students’ perspective on MOOC

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 MOOCs…..
 are open to anyone – no mandatory qualifications
 have no fees for study
 have enrolments at start >>> learners at end
 have learners who are not students of universities
 are fully online
 are very lightly tutored & supported
 do offer assessment (in various forms)
 have low study hours per week, on modules not degree programs
 offer ‘certificates of completion’ rather than credits (but…)
 are a different business model to traditional HE

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BENIFITS FROM MOOC

 Expert presenters
 Content to cover skill gaps
 Focused learning community with similar learning needs
 No physical classroom presence required
 Flexi learning timings
 Quick feedback to address learning gaps
 No baggage of certifications
 Rate the presenter and course curriculum
• A study by university of Pennsylvania in
2013 denotes:
44% Sought skills to help them do better in their jobs

17% Sought skills to help land them in new jobs

13% Took MOOC to get knowledge toward degree

 The Basic Features of Most Quality
MOOCs
• A Video Component
• Reading material
• Integrated Activities
• Course –Specific Forums
• Sectional or Weekly Organisation
• Sectional Test or Project
• Final Examination or Project

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 How to Use MOOCs

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 Criteria for Consideration

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11 MOOCS @ Edinburgh - Google HE Summit, London - 200912
12 MOOCS @ Edinburgh - Google HE Summit, London - 200912
Why 3 modes?
Mode Reasons Context
E- • 21st century curricula • B, M & D degrees
learning/Onl • learners bring their own ed tech • selective entry
ine Colleges • flexing the curricula • full fee
• full services
• expensive to provide
ODL/OCW • reaching those who are time, • Masters degrees
geography, financially • selective entry
challenged • full fee
• access to services with some limits
• on-campus quality, form differs
• expensive to provide
MOOCs • educational R&D with peers • Bachelor entry level
• reaching anyone with internet • open to all
who is interested in learning (cf • no fees
LLL at trad univs) • very limited services
• reputation • no award – ‘certificate of
• fun!! completion’
• not free to provide
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 But, MOOCs are part of a wider exploration…
 Open Educational Practices – beyond OER & Open Courseware
 Unbundling of the elements of course design, delivery,
assessment & award of credit – individual universities don’t
have to all the parts together
 Scenarios of unbundling – assessment & credentialing are the
tough bits

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 … lots of the features of typical online courses

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 ..online spaces for learners to self-support + light touch oversight

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 …lots of short videos & presentations

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 …interactive tools online

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 …timed assignments throughout the course

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 …automated assessment – computer-marks tests

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 …required readings, in the MOOC + externally

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 Credits for MOOCs is arriving….

MOOCs for credit

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 College Credit, Credentials, and
Degrees

23 MOOCS @ Edinburgh - Google HE Summit, London - 200912

 MOOCs – what is their impact, now & longer term?
 On universities
 On governments/agencies
 On faculty
 On students
 On student funders, incl parents
 On the media
?
http://star.arm.ac.uk/

 Varied by region: US∙UK∙Europe∙Oz∙NZ / SE Asia / China / Asia / S & C

America

NB: This is very subjective – there are 1000s of universities in the world!!
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 MOOCs – where next?

 Fade away – bubble bursts

 Hold steady – case for expansion not clear to universities

 Expand & diversify 

 Emergence of specialised MOOCs – unique areas 
o Targeted on recruitment

o Targeted on reputation boost

o Explore pedagogy

http://www.csmonitor.com

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 Should universities (& colleges & schools?) enter this
new educational ‘space’?
Know your reasons for being in or staying out!!

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 Classification
Different parameters

F P I
Fee Pace Instructors
1. Paid 1. Schedule 1. University courses
2. Private firms
2. Free driven
2. Self paced
 Stake-holders
Role &
Responsibilities

T L
Teachers Learners
1. Create Content 1. Enroll for course
2. Create Course 2. Study the course
3. Define Course 3. Interact with
4. Start Course teacher
5. Assist Learners 4. Appear in exam
6. Exam preparation 5. Get certificate /
credit
 Major Platforms / Players

P S
1.
2.
Edx
Course Builder INDIA
3. Blackboard
4. WizIQ
5. MOODLE
SWAYAM
6. Udacity
 F F
SWAYAM Players
1. MOOC Platform by MHRD 1. UGC
2. Massive courses across all 2. CEC
subject domain 3. IGNOU
3. Courses from School to 4. NPTEL
University 5. NCERT
4. Certificate / Credit [By 6. NIOS, etc
Regulators]
FOLLOWING MOOCs HAVE BEEN ADOPTED THROUGH SWAYAM
PLATFORM IN CHITKARA UNIVERSITY
S.No. Name of the Program Opted Course Under SWAYAM

1. Mechanical Engineering Manufacturing Systems Technology Part -1

Manufacturing Systems Technology Part -2
2. Computer Applications Theory of Computation
Fundamentals of Database

3. Mass Communication Basics of Photography

Indian Culture & Art

4. Pharmacy Organic Chemistry 1

Organic Spectroscopy
Food Laws and Standard
Document Processing and Organisation
5. Business Administration Environmental Studies - I

6. Nursing Environmental Studies - I

7. Education Health Psychology

Indian Culture & Art
 RETENTION FUNNEL: MOOCs and
their drop-out problem
Hollands and Tirthali • Jasnani (2013, 6)
(2014, 42)

“the typical
“3% to 15% of all completion rate of
enrollees” below 10%,
complete a approximately
course. 7.5%.”
 The reasons to drop a course are
manifold:
 lack of time

 participants are just interested in few parts of a MOOC

 curious about the MOOC or its topic but didn’t want to complete the
course.

 Disappointed of the course design, unexpected costs or technical

problems.

 Inability to cope with information overload

 not used to learn in a self-autonomous and self-regulated way

 MIXED METHOD APPROACH: HYBRID
FORMAT

“thoughtful integration of
classroom face-to-face learning
experiences with online
learning experiences”

There is a growing body of evidence suggesting

that hybrid formats have the potential to
improve student outcomes and reduce costs.
 Embedding MOOC within a
traditional course

 a)Mental ramp-up session

 b) In-class mini-review lecture

 c) Group quiz

 d) Solution of group quiz

 e) Individual quiz

 f) Solution to the individual quiz

 g) Preview for next class session

AFTER CLASS SUPPORT
The student participation on the web and classroom is closely monitored by
faculty.

 Student Follow-Up

 Weekly Recitation: F2F walk-in session (i.e., optional recitation office

hour)

 Students’ Progress Reports

 Multiple benefits of integrating
MOOCs in classroom taught courses
 filling gaps in expertise

 augmenting or replacing secondary materials

 exposing students to other styles of teaching and class discussion

 reinforcing key skills

 flexibility of provision

 enhancing the campus experience

 operating in a global context and efficiency

 Student Perspective
• Audio-1

• Audio-2

39 MOOCS @ Edinburgh - Google HE Summit, London - 200912