This document discusses MOOCs (Massive Open Online Courses) and their relevance for organizations. It defines MOOCs and outlines UCT's strategy for offering MOOCs, which aims to position UCT as a world-class university, promote African scholarship, share learning globally, and apply lessons to degree courses. Challenges of MOOCs like limited internet access are addressed. Case studies show how businesses and governments use MOOCs for skills training. Emerging models blend MOOCs with formal courses. MOOCs offer opportunities but require consideration of digital literacy and content suitability.

1. MOOCS AND YOUR ORGANISATION
ONLINE & ELEARNING CONFERENCE 2015
MARY-ANN FIFE
MAY 2015

2. Overview
 The MOOC Phenomenon
 MOOCs at UCT
 MOOCs and your organisation

3. Let’s unpack
M O O C
MASSIVE OPEN ONLINE COURSE
• Many
thousand
participants /
learners
• Open
enrollment
and free
access to
course
content
• All course
material
online
• Courses
structured
clear learning
pathway/ set
number of
modules

4. Let’s unpack
M O O C
MASSIVE OPEN ONLINE COURSE
• Many
thousand
participants /
learners
• Open
enrollment
and free
access to
course
content
• All course
material
online
• Courses
structured
clear learning
pathway/ set
number of
modules

5. Let’s unpack
M O O C
MASSIVE OPEN ONLINE COURSE
• Many
thousand
participants /
learners
• Open
enrollment
and free
access to
course
content
• All course
material
online
• Courses
structured
clear learning
pathway/ set
number of
modules

6. Massive
TWENTY ONE
X
undergrads @
UCT

7. Let’s unpack
M O O C
MASSIVE OPEN ONLINE COURSE
• Many
thousand
participants /
learners
• Open
enrollment
and free
access to
course
content
• All course
material
online
• Courses
structured
clear learning
pathway/ set
number of
modules

8. Kontizas Dimitrios

9. Ask the audience

11. MOOCs – a form of online learning
Downloadable
educational digital
content (ITunes U,
YouTube, digital
textbooks)
Informal teaching
and courses
(MOOCs, open
courses, self-study
courses,
Lynda.com)
Fully structured
online courses with
assessments and
qualifications

12. Online course DIFFERENCE MOOC
Fees Cost to user No fees
Maybe certificates &/or support
Yes, as per all formal courses Entrance
requirements
None
Limited. Capped by resources
available for support &
assessment
Scale
Thousands
Savings due to limited lecturer
support
Responsible for curriculum
alignment, QA, support
Lecturer role Limited individual support
Largely proprietary, some open
Copyright
Content may be proprietary or
open, user generated content
often © MOOC provider
Distance education providers
Providers
Traditional residential research
universities partnered with
private companies
No, not usually Analytics Yes, one of the promises
Conventional Certification Non conventional
Aligned with the usual formal
courses QA processes
Quality assurance As per non formal offerings

13. MOOCs & online education
 MOOCs have put online education on the map
 They have legitimised distance education for
traditional universities (and traditional students)
 They have put the quality of teaching in
universities under scrutiny
 Valuable insights into how students learn online

14. David Blackwell

15. Medicine and the Arts
THIR
TY
TIME
S
the F2F course

16. UCT MOOCs at a glance
PAST CURRENT UPCOMING
• Medicine &
the Arts
• What is a
Mind?
• Clinical
research
• Mitigating
climate
change
• Statistics
• Social
Innovation
• Inclusive
education

17. Prof Sandra Klopper – DVC Teaching and Learning
 UCT to offer MOOCs – full version (Prof.
Klopper speaks at 00:49)
https://www.youtube.com/watch?v=rGL9nmXZf8
s

18. UCT MOOC strategy aims to:
 Positioning UCT as a world-class university
 Show commitment to serving broader interests of
people regionally across Africa
 To share learning and research beyond the
university
 Show innovation in online teaching
 Apply lessons learned to degree courses

19. FutureLearn Comments

20. UCT MOOC strategy aims to:
 Positioning UCT as a world-class university
 Promoting African scholarship and local content
 To share learning and research beyond the
university
 Show innovation in online teaching
 Apply lessons learned to degree courses

21. M&A Presenters

22. UCT MOOC strategy aims to:
 Positioning UCT as a world-class university
 Promoting African scholarship and local content
 To share learning and research beyond the
university
 Show innovation in online teaching
 Apply lessons learned to degree courses

23. Creative commons

24. UCT MOOC strategy aims to:
 Positioning UCT as a world-class university
 Promoting African scholarship and local content
 To share learning and research beyond the
university
 Show innovation in online teaching
 Apply lessons learned to degree courses

25. Dr. Cheryl Brown – Senior lecturer and CCD team lead
 UCT to offer MOOCs – full version (Dr. Brown
speaks at 02:24)
https://www.youtube.com/watch?v=rGL9nmXZf8
s

26. Photo of M&A class

27. What is a Mind? Trailer
 Link to trailer video for Mark Solms’ Course:
What is a Mind?
https://www.futurelearn.com/courses/what-is-a-
mind

28. FutureLearn Weeks and Steps Week
structure
Steps

29. FutureLearn and social learning

30. Some key challenges:
 Low rates of uncapped broadband internet
access in South Africa and many other African
countries
 Resource Constraints
 Financial sustainability

31. Some key challenges:
 Low rates of uncapped broadband internet
access in South Africa and many other African
countries
 Resource Constraints
 Financial sustainability

32. Some key challenges:
 Low rates of uncapped broadband internet
access in South Africa and many other African
countries
 Resource Constraints
 Financial sustainability

33. 2014 – The year of the corporate MOOC
Corporate
MOOCs
Are you reading this carefully?
If you are, I may as well
entertain you with a joke.
Jokes? Wait, I don’t know very
many jokes. Hipster Ipsum will
have to do.
Gluten-free hashtag squid
lomo, 90's retro flannel
taxidermy. Asymmetrical
quinoa four dollar toast,
biodiesel bicycle rights plaid
Williamsburg. Jean shorts
Godard retro ugh. Intelligentsia
XOXO Marfa mixtape pickled
banjo Brooklyn, narwhal put a
bird on it leggings Neutra
biodiesel keffiyeh crucifix.
Brooklyn readymade
meditation swag. Brooklyn
Pitchfork Portland photo booth,
VHS XOXO Echo Park
readymade post-ironic you
probably haven't heard of them.
Lomo Carles Godard PBR
XOXO.
Gluten-free hashtag squid
lomo, 90's retro flannel.
Yesterday’s News
DON’T BELIEVE EVERYTHING YOU READ - Since 1802

34. About Siyavula
 EdTech company
 Provide open licensed content for school textbooks
Why they use MOOCS:
 Skillset gap
 No degree that teaches all the skills they require
 Existing MOOCs for all their needs
 MOOCs are free to access and already curated
Case study - Siyavula

35. Why it works:
 Action learning
 Personal commitment
How they use MOOCs
 An hour a day
 Group sessions
 Certificates for those who achieve > 66%
Case study – Siyavula continued…

36. Why they use MOOCs:
 Shortage of data science professionals
 Equip citizens with career-relevant skills
How they use MOOCs
 Pilot programme – August 2014
 200 enrollments
 Meet-up groups once a week
 Co-funding for verified certificates
Case study – Singapore government

37. Johns Hopkins Specialisation
Source:
https://www.coursera.org/specialization/jhudatascience/1?utm_medium=courseDescripTo

38. EMERGING MODELS FROM MOOCS
Open Boundary course
Course offered simultaneously as a formal
and as a open course.
SPOC
Small private online course
MOC
Massive Online Course: formal course with
“MOOC pedagogy”
Wrapped MOOC
Students in a course taking a MOOC with
added local support and additional material
MOOC
Massive Open Online Course
Course
Formal course with lectures and
support.
Centre for Innovation in
Learning and teaching

39. Types of workplace MOOCs
 Build talent pipelines
 Onboard new employees
 Self-directed development
 Workplace and on-the-job training
 Train channel partners and customers
 Brand marketing
 Collaboration and innovation
Source: Josh Bersin, Putting MOOCs To Work, Bersin by Deloitte.
http://www.slideshare.net/jbersin.

40. Things to consider
• Digital literacy
levels
• Internet access• Suitability of
content
• Staff profile

41. Test the waters
Ayacop

42. Class central
Source: https://www.class-
central.com/search?q=eLearning

43. Pastern

44. Acknowledgements
 Andrew Deacon
 Janet Small
 Sukaina Walji
CILT
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www.cilt.uct.ac.za mary-ann.fife@uct.ac.za