Should I, Could I
“MOOCify” my course?
Ms. Zen Parry
RMIT University, Victoria
[email protected]
Dr. Craig Baird
Curtin University, Western Australia
After writing the paper….
We started a pilot project to
MOOCify
a graduate level course
Two Phases of development
Phase 1 – upgrade course design (flipped classroom) and
educator skills (learn edtech and edtools)
Phase 2 – expand course enrolment through dualstreams (purely online + face-to-face)
This creates a case study on
“MOOCifying” a course and research
questions…
Benefits: what are they?
Support: what does it take?
Role: education technology
and tools?
Outcomes: scalable &
sustainable?
What was created and implemented through
“MOOCification”
New theoretical model
Student generated content
Synchronous/asynchronous
learning
New assessments
Practical and peer accountability
Anticipated outcomes of MOOCifying a course
Behaviour
Activities
Communication
Learning?
What actually happened as the course was
MOOCified?
New student behaviour & ideas
Synchronous/asynchronous social media & virtual worlds
Entrepreneurial eco-system amongst students
INNOVATION
+
TECHNOLOGY
+
ENTREPRENEURSHIP
=
NEW LEARNING MODEL
Emerging conclusions:
To transition current learning spaces we must create
Student-centred behaviour
New content delivery styles
Include MOOC-like elements
Create engagement
Minimize learning/reality gap
Provide experience
Using this experience in the future…
Technology framed environment
Scalability & Sustainability
Implementation
Work-load & work-style
Relevance for/of research
What is in it for the students?
Questions still to be resolved
1. Role of this type of course within institutional
e-learning strategy
2. Can the institution deliver this type of course
3. Tuition costs and academic credits vs ‘free’
4. What is the role and employment of the
educator?
COURSE-ROOM OF THE
FUTURE