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“A hostage to fortune?


Validating MOOCs for University Credit
Peter Alston
peter.alston@liverpool.ac.uk

Ben Brabon
brabonb@edgehill.ac.uk
eMOOCs 2014: Lausanne, Switzerland - February 2014

Overview ● The MOOC ● Institutional Context ● Pedagogical Context ● Accreditation ● Recommendations .

e-Gothicist Existing FHEQ Level 5 20-credit module .1 ● Development Context .Over 70% of students achieved at least a 2.The MOOC ● First undergraduate credit-bearing MOOC in the UK o o o o FHEQ Level 4 20-credit module .MOC1001 Vampire Fictions Ben’s research interests in Gothic literature UK HEA Grant .LIT2035 Vampire Fictions    Defined by a strong blended approach .webinar & critical blog Close link between formative & summative assessment Improved student results .

no direct prerequisites/prior learning ‘Latent’ prerequisites embedded into assessment strategy UK’s Quality Code Subject benchmark statement Levelness Learning Outcomes Institutional context ● Mindful of … .The MOOC ● Genesis of MOOC a negotiation of ‘openness’ and ‘control’ ● Desire to promote a ‘connectivist’ pedagogy o o o o o o o o Podcast & Blog assignments A ‘disruptive’ model .

Institutional Context ● The Validation/Accreditation Process ● Focus of discussion o o o o Scalability of Teaching and Assessment Student Engagement Delivery Platform Capacity to Approve ● Tensions emerging around ‘pedagogical approach’ .

MOOCs do not exist within the UK Quality Code for HE .Pedagogical Context ● Tension between ‘cMOOC’ and ‘xMOOC’ pedagogies ○ Underpinned by process of validation     Containment Benchmark statements Learning Outcomes The ‘teacher’ persists ● A very cautious approach to quality assurance and delivery can inhibit ‘social constructivism’ and ‘connectivism’ o o The result of being a pioneer To date.

How does ‘credit’ transform the MOOC experience? ● Traditional pedagogical structures resurface ● Quality assurance processes transform the learning dynamic ● Prior knowledge of higher level skills/education needed .

Recommendations for accrediting MOOCs ● Reflect upon student motivations for engaging with MOOCs ● Reconsider issues of ‘levelness’ in MOOCs ● Take into account the needs of learners through Individual Learning Plans (ILPs) .

Thanks for listening … ● Questions o o o o The MOOC? Validation Process? xMOOC vs. cMOOC? Impact of credit? .