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Year of the MOOC?: what do Massive Open Online Courses have

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J R

on 11 May 2014

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Transcript of Year of the MOOC?: what do Massive Open Online Courses have

MOOCs for cultural heritage?
What we know
Image by Tom Mooring
Inside a MOOC
What do Massive Open Online Courses have to offer the cultural heritage sector?
about #EDCMOOC
participant generated content
Dr Sian Bayne and Dr Jen Ross
School of Education, University of Edinburgh

Massive: numbers
Open: no 'entrance' requirements
Online: completely
Course: structured, cohort-based
not for profit (Harvard/MIT)
146 courses, 32 partners - all higher education institutions

for profit (Stanford)
617 courses, 108 partners - including MoMA, American Museum of Natural History

for profit (OU)
33 courses, 32 partners - including the British Library and British Museum
upsides: massive reach; open field; high profile; massive energy; new partnerships

downsides: high risk; unproven teaching methods; MOOC 'backlash'
current museum and gallery MOOC offer
American Museum of Natural History
Artist Rooms
California Institute of the Arts
6 MOOCs
310,000 students phase 1

7 more MOOCs in development
600,000 enrolments
in total (so far)
11,000 enrolled on Warhol MOOC
(April launch)
Why did Edinburgh engage?
a strong and growing culture of digital education
on-campus
off-campus
and now open
reputational gain
exploration of a new pedagogical space
widening our reach
new partnerships with peer universities
the excitement and challenge
What we know about MOOCs
Inside a MOOC
MOOCs for cultural heritage?

Open source videos, short films and animations
Student blogs as course content
Peer assessed 'digital artefact' final assignment
by Eleni Zazani, EDCMOOC1 participant
that doesn't include comments on blogs, posts and exchanges in FB and G+, or commentary and discussion going in in YouTube, Vimeo and other spaces
EDCMOOC1 (February 2013):
http://edcmoocteam.wordpress.com/
made by Angela Towndrow
diary of a teaching machine, by [ ed ]
http://www.flickr.com/photos/-ed/8478514586/in/set-72157632774246678/
Phil McDonald, EDCMOOC2
https://googledrive.com/host/0B5P-uSz1oqHWTEtqYnk5bzN3T3c/
Gemma Henderson
made by Philip Finlay Bryan
MOOCs can accelerate the mainstreaming of museum content into education
Partnering... raises the profile of our education work
MOOCs provide a way to scale up the impact museums have on education overall
- Elizabeth Merritt, Center for the Future of Museums. http://futureofmuseums.blogspot.ca/2013/05/moocs-and-museum.html
Rolin Moe, http://allmoocs.wordpress.com/2013/11/23/mcn2013-presentation-moocs-and-museums/
If you could present a high quality online class that encourages discussion, study groups and participant creation, and deliver that to 20,000 people (even if only 2000 finish the whole thing) – why wouldn’t you? - Erin Branham, eDigital, http://www.edgital.org/2013/03/03/moocs-and-museums/
As museum professionals and educators, it is a salient idea to remember that MOOCs are new, especially in museum environments. The significance of this is three-fold: 1) learning is a pretty messy process; 2) we are all learning together about MOOCs and their potential to engage new and existing museum learners, and 3) there is no one single way to how MOOCs are used. - David Greenfield, http://www.edgital.org/2013/05/22/mw2013-reflections-moocs-museums-and-mistakes/
Impact
Reach
Innovation
Participation
(x)MOOC anatomy
light touch,
high-profile
teacher presence
structured
(optional)
peer interaction
computer-marked
quizzes (or peer
assessment)
linear
progression
through
content
& activities
readings &
resources
highly
distributed
minimal structure
focused on
participant contributions
(c)MOOC
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