Day 11 – Wednesday, July 18, 2018
Today, I facilitated the last of the four workshops planned at UTP. This one was on the development of MOOCs and was preceded by their history.
| Workshop Title: History and Development of MOOCs |
| Workshop Description: In this workshop, participants will learn the best practices for developing a MOOC. The facilitator has developed three MOOCs on the canvas network and Udemy and will show how these best practices were used to develop one of the MOOCs. We will go through the content development of video lectures, text, objectives, quizzes, and certifications. |
http://www.yourtrainingedge.com/wp-content/uploads/2014/02/Fotolia_101012346_Subscription_Monthly_M.jpg
[youtube https://www.youtube.com/watch?v=eW3gMGqcZQc?rel=0]
The participants were quite interested in the timeline of the history of MOOCs. They connected well with the original premise and success of cMOOCs, and how the xMOOCs have evolved/reduced to a vehicle for continuing education for corporations, micro degrees, and online certifications.
[youtube https://www.youtube.com/watch?v=r8avYQ5ZqM0?rel=0]
I demonstrated the platforms options of Udemy, Canvas, and openlearning.org they have access to as individual faculty members. Malaysia has a nationwide initiative on the development of MOOCs under the Malaysia Education Blueprint 2015-2025 (Higher Education) plan. Launched in 2015, openlearning.org/Malaysia now has 450 courses and growing.
[youtube https://www.youtube.com/watch?v=tYclUdcsdeo?rel=0]
The Malaysian Qualification Agency is determining ways to certify MOOCs for university course credit. I raised the question on authentication and equivalency. For the former, we brought up the ideas from competency-based education, on-campus examinations and use of software such as Proctorio that “is focused on bringing integrity and analytics to online exams.”
Four parts of MOOC development – home page, course information and expectations, the content of modules and assessment were introduced. Best practices for each of the parts were shared and it was emphasized that they could take these practices to face-to-face classes for a blended and flipped approaches and to fully online courses.
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This material is based upon work supported by the Fulbright Specialist Grant and the products of the National Science Foundation Grants# 0126793, 0341468, 0717624, 0836981, 0836916, 0836805, 1322586, 1609637. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation or the Fulbright Program.