Presented at ICEL 2018, 5-6 July, Cape Town. The opportunities others identify to reuse learning materials from Massive Open Online Courses (MOOCs) in their own courses leads to engagement with much more diverse audiences than conventional university programmes. The ‘Becoming a changemaker: Introduction to Social Innovation’ MOOC was based on existing business school Masters courses. The MOOC was designed to increase access for new audiences and develop ways of thinking about the complexities of social change. The academic department also uses the MOOC materials to support their own teaching and encourage others to use it in their own teaching. These initiatives contribute to broadening of traditional forms of dissemination and support a wider learning community. Investigating how other educators see such opportunities including the possible reuse of these open courses in their own teaching spaces offers insights to how MOOC initiatives and university outreach efforts are being recognised and valued. Educators might ask their on-campus students to participate partially or fully in a MOOC and supplement this online learning experience with classroom activities. Educators may also support an in-person facilitated MOOC encounter to ameliorate connectivity and bandwidth constraints. As MOOCs are designed to function as standalone courses, how another educator incorporates a MOOC with their face-to-face course design to develop a blended learning experience involves further design and pedagogical choices. This approach is often referred to as “wrapping a MOOC”. This study investigated sites where educators have been wrapping the Changemaker MOOC. We interviewed educators involved in wrapping this MOOC, both outside the university and within the university. An intention of the research is to characterise the different forms of wrapping and their purposes. The research will draw on this characterisation and relates it to open practices and learning design that informed the course development. This has helped question some original MOOC design assumptions and identifies what could be changed to support wrapping and other innovations, especially with regards to course design and topics. http://www.ched.uct.ac.za/perspectives-south-african-mooc-takers-understanding-transitions-and-out-learning-and-work

1. Wrapping of a
Social Innovation MOOC
Andrew Deacon, Tasneem Jaffer, Jeff Jawitz, Janet Small and Sukaina Walji
Centre for Innovation in Learning and Teaching
University of Cape Town
ICEL 2018
5-6 July
Cape Town

2. Outline
The case:
Becoming a
changemaker
Wrapped
MOOCs
(lit)
Interviews:
on-campus
Interviews:
off-campus
Uses and
purposes of
wrapping

6. 11,300 enrolled learners
Learners who enrolled in the course
400 course completers
Learners who passed the course and earned a certificate
6,400 active learners
Learners who viewed content on the course
57% of enrolled
learners
6% of active
learners
Enrollments per year

7. 25%
4%
21%
3%
26%
21%
Reach by continent
Overall
Coursera has
5% of learners
from Africa

8. Wrapping MOOCs
The terms wrapping and blending learning used in the literature

9. UCT MOOCs portfolio
Education for All:
Disability, Diversity and
Inclusion
Medicine and the
Arts: Humanising
Healthcare
What is a Mind? Extinctions: Past
and Present
Becoming a changemaker:
Introduction to Social
Innovation
Climate Change
Mitigation in
Developing Countries
Understanding
Clinical Research:
Behind the Statistics
Organ Donation:
From Death to Life
Large Marine
Ecosystems: Assessment
and Management
Innovative Finance:
Hacking finance to
change the world
Julia Scientific
Programming
Writing your World

10. e.g. most degree programmes
e.g. flip class
Wrapped
Wrapped
for CPD
Wrapped
off-campus
Wrapped

11. Wrapping MOOCs and blended learning
How a MOOC, along with additional facilitation, localisation
and content, can be used to create or support a course
•With facilitation and localisation
• Example: MOOC as preparation for seminars
• Example: study group meetup for MOOC takers
•As content for blended learning
• Example: MOOC providing online learning materials

12. On-campus wrapping
• as a prerequisite for a course
• in a flipped classroom while facilitating class discussion
• to replace teaching while facilitating tutorials or assessments
• as a textbook-like resource for a course
• to provide tutorials or assessments for a course
• to replace a course while facilitating online meetups
• ...
Kloos et al. (2015)

13. Off-campus wrapping
Add-On Add-In
+ +
MOOC Existing course
MOOCFacilitation/
study groups
e.g. Laurillard & Kennedy (2017)

14. Interviewing wrappers
Analysing interviews with five educators who wrapped the Changemaker MOOC

15. Research question:
How can we characterize the different
uses and purposes of wrapping?

16. MOOC educator wrapping
Who is wrapping? How wrapped?
1 - On-campus MOOC educators Blended class replacing some
teaching (part reuse)
2 - Philippi
Village
MOOC mentors Add-on facilitated
(full reuse)

17. 1 - On campus - educators wrapping

18. 2 - Philippi Village – mentors wrapping (Add-on)
Wrapped with facilitated classes -
providing access, digital skills and
support to complete MOOC

19. Independent educator wrapping
Who is wrapping? How wrapped?
3 - Public library
(South Africa)
Social entrepreneur /
Educator
Add-in
(part reuse)
4 - Secondary
School (USA)
Social entrepreneur /
Educator
Add-on
(full reuse)
5 - Study group
(Egypt)
Incubator team / Facilitators Add-on
(full reuse)

20. 3 - Public library (South Africa) – Add-in
Facilitated MOOCs
“entrepreneurship in
developing economies”

21. 4 - Secondary school (USA) – Add-on

22. 5 - Study group (Egypt) – Add-on

23. Reasons for wrapping
Reflecting on how wrapping was used and characterising the different purposes

24. Uses to support learning through wrapping
Across cases we saw examples of
• Facilitation – enables a meaningful learning experience
• Localisation – translating and making MOOC locally relevant
• Selection – identifying relevant parts of MOOC
• Adaptation – reframing parts of MOOC
• Support – providing technical support
• Access – venue and internet access
e.g., Jaffer, Govender & Brown (2017)

25. Conclusions and purposes for wrapping
Reasons for wrapping MOOCs
• On-campus – flexible course design and additional learning opportunities
• Off-campus – good place to start to develop new learning opportunities
How are MOOCs valued and reused
• Enabling blended learning forms of wrapping in formal courses
• Adding facilitation with add-on wrapping
• Extending a course with drop-in wrapping
What does a residential university gain
• External: To showcase teaching and openly share knowledge
• Internal: To flexibly reuse teaching materials in own courses

26. Questions?

27. That’s a
wrap!