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Transforming Education: Innovations in MOOCifying Course Design at RMIT and Curtin University

This case study explores the process of "MOOCifying" a graduate-level course, detailing the two phases of development and the benefits, support required, and outcomes of this transformation. It discusses the creation of a new theoretical model, student-generated content, and innovative assessments. The study also covers the anticipated outcomes, new student behaviors and ideas, and the significance of technology, innovation, and entrepreneurship in shaping a new learning model. The text delves into the importance of student-centered behavior, new content delivery styles, and incorporating MOOC-like elements for increased engagement. It assesses scalability, sustainability, implementation challenges, and the relevance of this approach in the context of institutional e-learning strategies. The course of the future is envisioned with a focus on the role of educators, tuition costs, credits, and the evolving landscape of online education.

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Transforming Education: Innovations in MOOCifying Course Design at RMIT and Curtin University

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  1. Should I, Could I“MOOCify” my course?Ms. Zen ParryRMIT University, Victoriazenparry@gmail.comDr. Craig BairdCurtin University, Western Australia

  2. 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 dual-streams (purely online + face-to-face)

  3. 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?

  4. What was created and implemented through “MOOCification” New theoretical model Student generated content Synchronous/asynchronous learning New assessments Practical and peer accountability

  5. Anticipated outcomes of MOOCifying a course Behaviour Activities Communication Learning?

  6. 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

  7. 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

  8. 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?

  9. Questions still to be resolved • 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?

  10. COURSE-ROOM OF THE FUTURE

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