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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

The MOOC
First undergraduate credit-bearing MOOC in the UK
o o o o FHEQ Level 4 20-credit module - MOC1001 Vampire Fictions Bens research interests in Gothic literature UK HEA Grant - e-Gothicist Existing FHEQ Level 5 20-credit module - LIT2035 Vampire Fictions
Defined by a strong blended approach - webinar & critical blog Close link between formative & summative assessment Improved student results - Over 70% of students achieved at least a 2.1

Development Context

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 - no direct prerequisites/prior learning Latent prerequisites embedded into assessment strategy
UKs Quality Code Subject benchmark statement Levelness Learning Outcomes Institutional context

Mindful of

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

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, MOOCs do not exist within the UK Quality Code for HE

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?