WRAPPED MOOCS AT UCT A facilitator’s perspective

Agenda 1. Locating my comments a. UCT b. MOOCs 2. Focusing on two types of engagement with MOOCs a. Creating MOOCs, and b. Using MOOCs 3. Using MOOCs 4. Some interesting learnings and challenges 5. Thoughts for wrapping MOOCs

University of Cape Town

The six strategic goals for the plan for the University of Cape Town 2010 – 2014 are:  Internationalising UCT via an Afropolitan Niche  Transformation of UCT Towards Non-Racialism - Redress, Diversity, Inclusiveness and the Recognition of African Voices  Working Towards a Desired Size and Shape for UCT  A Vision for the Development of Research at UCT: Greater Impact, Greater Engagement  Enhancing the Quality and Profile of UCT's Graduates  Expanding and Enhancing UCT's Contribution to South Africa's Development Challenges

MOOCs at UCT

MOOC development team  Key members in the MOOC development team: Andrew Deacon, Janet Small, and Sukaina Walji from the CILT MOOC Team See more at: mooc#sthash.Q8HVyBsf.dpuf  /watch?v=rGL9nmXZf8s /watch?v=rGL9nmXZf8s

Different types of MOOCs? A way of categorising MOOCs by audience and purpose:  Category 1 - Teaching Showcase: Showcase Teaching and introduce topics with high profile ‘rock star’ presenters  Category 2 - Gateway skills: Introduce fields and support students in undergraduate study  Category 3 - Graduate Literacies: Develop skills and introduce topics of postgraduate study  Category 4 - Professional showcase: Showcase professional careers for continuing education and qualifications  Category 5 - Research Showcase: Showcase research and special interest topics of interest to postgraduate level See more at:

Creating MOOCs  Early 2015  Future Learn but …  “mindful of the scarcity of contributing universities from the Global South, and from Africa in particular. We believe there is an opportunity to share knowledge generated from our leading academics and researchers, and to showcase the university’s rich array of intellectual and teaching resources.” Sandra Klopper, DVC Teaching and Learning

Using MOOCs in the UCT context  Wrapped  “Eavesdrop”  Incorporating into classes MOOCMOOC

Who is wrapping?  Post Graduate Centre  “MOOCs – (Mass Open Online Courses) The following are MOOCs designed by top international experts. You enrol online, free of charge, and are taken through the material videos and assigned tasks. Your assignments, where applicable, will also be marked free of charge by online tutors. There are no costs involved for you at all. Instead of working though the course in isolation you will be part of a group of UCT students that meets once a week, face to face with a UCT appointed facilitator to steer you through the course.”

For whom are we wrapping?  Post Graduate Centre  Postgraduates – Honours, Masters and PhDs

Which MOOCs? 1. Critical Thinking in Global Challenges 2. Principles of Written English ‐ berkeleyx/uc-- ‐ berkeleyx-- ‐ colwri2-- ‐ 2x-- ‐ principles-- ‐ Understanding Research: An Overview for Health Professionals 4. Model Thinking 5. Design and Interpretation of Clinical Trial 6. Data Analysis and Statistical Inference 7. University Teaching 101 *NEW* 8. Introduction to Public Speaking 9. New Models of Business in Society *NEW* The Data Scientist’s Toolbox *NEW* English Composition I: Achieving Expertise Getting and Cleaning Data *NEW* Talk the Talk: How to Give a Great Presentation ‐ the-- ‐ talk 14. Managing Your Time, Money, and Career Geo design: Change Your World Data Analysis and Statistical Inference English Grammar and Style ‐ write101x-- ‐ english-- ‐ grammar-- ‐ style-- ‐ 1766

Why?  Developing “graduate attributes” – for additional information refer to rt/T%26l2011NAR.pdf– rt/T%26l2011NAR.pdf  Developing research capacity  Supporting entry into UCT postgrad  Supporting less-developed skills

Facilitators  Experienced postgraduates  Chosen for disciplinary knowledge/ interest and a capacity to facilitate connection  Access to material  My experience  Four MOOCs this year

Learnings and Challenges  Design and alignment  The power of the online peer  Flattened pedagogical spaces  Timing  Are post grad students MOOC-ready?

Thoughts for wrapping MOOCs  Facilitators - choice and preparation  Preparing students  “Purposing” the MOOC Toto, I have a feeling we’re not in Kansas any more.