How small things can trigger an avalanche: Working across the transformational spectrum in the delivery of two MOOCs

Nitin Parmar, Marie Salter & Kyriaki Anagnostopoulou

1 September 2014@nrparmar | @marie_s | @kyriakianagno

Inside Cancer• New to distance learning. Based on a Year 2 undergraduate unit.

• Staff drawn from the Department of Biology & Biochemistry. All based on campus.

• Didactic delivery style unpinned by an engaged learner community.

• Lead educator clarified and corrected contributions where appropriate.

Sustainability for Professionals• Range of e-learning experience and expertise. Based on an

existing Distance Learning programme.

• Cross institution collaboration with a combination of academic staff and contributions from industry.

• Designed in a more discursive fashion. Discussions were more open ended with no correct answers.

• Lead educator sought to facilitate, rather than necessarily lead, conversation.

Inside Cancer

Focus on transforming perceptions, values and beliefs within the course team.

Sustainability for ProfessionalsFocus on pushing pedagogical boundaries to develop approaches for large scale delivery.

e-Learning Responsibilities

Throughout• Contact with FutureLearn• Cross institution liaison

Pre MOOC• Liaison with the MOOC Course

Team• Course overview and production –

articles, video, discussion etc.• Coordinate image clearances

During MOOC• Light engagement with platform• Coordinate weekly emails to

learners and end of week review recordings

• Event management – Seminars, Public Lectures etc.

Post MOOC• Analysis and evaluation of course

data

Transformational Transactional

INSIDE CANCER SUSTAINABILITY FOR PROFESSIONALS

e-Learning Responsibilities• Trusted to make final decisions• Prescribed and coordinated actions• Suggested alternatives and enhancements• Established a shared vision with the Lead Educator

“We lead the MOOC from the front”

e-Learning Responsibilities• Supporting rather than decision making• Editing content rather than creating• Suggested improvements and enhancements• Vision negotiated with the Lead Educator

“We supported the delivery of the MOOC”

Theory Y - Participative management stylenot quiteTheory X – Authoritarian management style

The spectrum

Numbers

Inside Cancer #1Sustainability for Professionals #1

Enrolments

Countries represented(pre-course survey)

“Fully Participating” learners

Retention rate

Discussion posts

7854 (53%)

46

25%

36%

6,239 (av 4)

4109 (43%)

55

20%

29%

12,749 (av 13)

Average completion rates for MOOCs generally quoted as 5-10%; FL Retention rate c.17%.

Role of the Lead EducatorSustainability for Professionals• Dr Emma Patterson made 338/12749 comments (2.8%)

… but only 41 were liked by followers (12%)• Half of these were “welcome” comments• End of week wrap-ups provided context

Inside Cancer• Dr Momna Hejmadi made 87/6239 comments (1.5%)

…but a higher % of her comments were liked: 54 (62%)• End of week wrap-ups provided context and content

Role of the Lead Educator

Sustainability for Professionals

Learner engagement

Inside Cancer

Learner engagement

Very: 33%

Fairly: 57%} Very: 90%

Very: 69%

Fairly: 24%} Very: 93%

Impact• Repositioned the role of the e-Learning team within the

institution.

• Inspired a greater understanding of team-based curriculum development within both course teams.

• Showcased the institution internationally: • Student recruitment• Forefronting research• Raising profiles for academics

Contact Details

• Nitin ParmarLearning TechnologistN.R.Parmar@bath.ac.uk | @nrparmar

• Marie Saltere-Developments ManagerM.Salter@bath.ac.uk | @marie_s

• Kyriaki AnagnostopoulouHead of e-Learning K.Anagnostopoulou@bath.ac.uk | @kyriakianagno