2012 I started to look at MOOCs for my dissertation with Edinburgh Uni. I looked at what was happening and what was happening seemed like mass hysteria. There so much hype about Moocs and not much research. From 2012 the research available was from about 2008 - Dave Cormier and George Siemens talking about their cMOOCs which seemed alot more attractive - although they were thought to be chaotic.

The ALT MOOC Sig was formed in September 2013. Huge amount of interest and then Futurelearn was launched

Typical headlines at the time:

The Campus Tsunami : http://www.nytimes.com/2012/05/04/opinion/brooks-the-campus-tsunami.html

The Year of the MOOC
http://www.nytimes.com/2012/11/04/education/edlife/massive-open-online-cour...

Will MOOCs destroy academia etc

Lots of information here in my Scoop.it from 2012 - now
http://www.scoop.it/t/mooc-s?q=2012

In 2013 I used this sentiment analysis to talk about how people were discussing moocs and it was all very positive. Since then new tools have emerged and we can compare types of sentiment. But you can see from part of this sentiment analysis that there were huge highs and lows when MOOCs were being discussed. Some of this was about how they effect change and some people were afraid that they would be losing their jobs.

But this never happened.

This sentiment analysis was part of the work that Katy Jordan undertook for her MOOC research.

Comments and questions about MOOCs have died down. This is a sentiment analysis which is based around the centre of the right - which is still positive but there are less inclined to believe that the world will be changing in any great way over the arrival of MOOCs.

http://www.csc.ncsu.edu/faculty/healey/tweet_viz/tweet_app/

My thoughts about this are that there was so much expected of MOOCs which was impossible to achieve in the way that the platform providers have provided - ie the pedagogy is focussed on a model that is familiar to institutions and so they want to replicate what happens already.

Dave Cormier - doesn't think this and that is why his cMOOC was more about exploration and life long learning. Guiding rather than dictating.

Jim Groom also another advocate of this modeil and in the UK we have Jonathan Worth - Phonar model.

When Sian Bayne and Jen Ross created this timeline it was manageable. Now there would be too many moocs to add to it - especially as there are many more places to host now and not just Futurelearn in the UK

I think what I want to show here is that we are familiar now with online courses being developed within our HEI's.

q.: If we aren't that fussed about the 'Massive' anymore what are we looking for as success? Aren't these then 'online courses' and if so, why are we calling them moocs and aren't having any assessment?

What other platforms are hosting MOOCs that you know of?

Four main reports that came out between 2013 and early 2014 were:
1. BIS MOOCs lit review https://www.gov.uk/government/publications/massive-open-online-courses-and-...

2. Edinburgh MOOC report (useful as they were members of Coursera before they joined Futurelearn.
https://www.era.lib.ed.ac.uk/handle/1842/6683

3. CETIS Beyond MOOCs
http://publications.cetis.ac.uk/2014/898 - more strategic leadership interest in online learning meant that it was part of the education discussions for probably the first time

4. HEA The Pedagogy of the Massive (Jen Ross and Sian Bayne Edinburgh)

Research groups for UK - Futurelearn Academic Network (FLAN)

http://katyjordan.com/moocliterature/ - all the research you could ask for and more

Recent reports about 'online learning'
Namely the Open University report on Innovating Pedagogy - talk about actions around MOOCs pedagogy.

The Grade Change - Tracking online learning in the US. Published by Babson (formerlly Sloan Consortium) established report from 2003 onwards so comparative figures are available

Figures there indicate that MOOCs have levelled out - those that have them in the US (with over 3,000 students) are just 9% of the total.

Senior leaders are not sure if they have met their strategic objectives - but at least they are talking about online learning.

Latest work from Southampton from Julie Wintrup and Kelly Wakefield on student engagement. https://www.heacademy.ac.uk/sites/default/files/resources/engaged-learning-...

What do you think the impact of MOOCs has been for your institution?

For the UK - I think there has been a change in the perception of online learning. Not necessarily MOOCs, but online learning. So I can suggest creating an online something and nine times out of ten, it's yes, lets create a MOOC (when they really mean create an online course)

- Do you think anything has changed in your institution?

- Awareness is one idea but has their been any real change in how we teach

- poll
- how many of you use interactive quizzes within videos?
- how many of you are developing the flipped classroom model?
- how many of you have peer review or peer assessment as part of your courses?

All of these have been used frequently within moocs?

The QAA are exploring the options for developing a MOOC (probably more of an online course) on MOOCs.

UK HE are expected to provide a certain standard but so the QAA fit here?

Yes if we use the MOOCs for awards, no if we use them alongside our programmes as we would any other resource

Q If there is no assessment should we bother with quality at all (I don't think this is right, I'm just asking the questions as to why we bother in the first place)

UK HE has a reputational risk in trying to offer 'courses' (here we mean modules)

- If you use a platform should the responsibilty fall on the HEI or the platform provider?

How does Quality enhancement occur if we don't have quality asssurance processes?

Coursera and Udacity have interactive videos where students can do quizzes within videos. The software they have allows for this to happen.

Unless you are a UK institution with access to these resources you are unlikely to be able to offer this to your in class students

But because of MOOCs we now have resources like this:
Kaption
Hapyak
Edpuzzle

Very few skills just imagination required and a need for this within education. Staff skills need developing and academics need to know what exists so that they can apply this to their own practice

What platform

There are many more places to host your 'mooc' than there were in 2013. Ignoring the ones we all know about there are many others:

Udemy
Canvas (2nd largest mooc provider)
Pebblepad
Novoed
Coursesites (Blackboard)
iVersity (EU MOOCplatform)

and many more...

- What does this mean for course design? Can we explore and engage with our learners without the Video>quiz>discussion model?

There is so much exploration being done for education at the moment - learn from it

You don't have to be with a particular platform but read and explore, engage with other moocs and see whats happening.

It comes down to quality assurance and enhancement. Get that right and our on campus students can benefit from a world of experience.

Being MOOC ready doesn't just apply to our learners. It also has implications for us, as educators and supporters to those who will have to teach online.

MOOC ready also applies to institutions IT departments. Security implications
Copyright implications
Quality implications

Are your on campus students enabled to learn online?
How and what does this look like?

The one year BA MOOC

Jonathan Haber wrote a book about taking the first year of his BA for free by taking a range of MOOCs

http://degreeoffreedom.org/one-year-ba/

https://learning.accredible.com/u/JonathanHaber - he displayed his certificates via his online portfolio

- In US thats probably fine, but what measures of quality can we have for APL for example?

Babson report stated that senior leaders were worried about the confusion that credentials like this can have within the 'regular' system

Freedom is another attribute of MOOCs - students disadvantaged by country and income are able to achieved what they never thought possible. Learning hubs are being supported by the US state department in collaboration with Coursera

What will MOOCs offer your on campus students?

How can you take what you have seen and learnt from the global stage and bring it back to your institution?