Not just moocin’ about George Roberts, Jenny Mackness, Marion Waite, Elizabeth Lovegrove

Background

Aggregate – Filter, select and gather information meaningful to the individual, Remix – Interpret this information bringing one’s own perspective and insights, Repurpose – Refashion it to suit individual purposes, and then Feed forward – Share it with others, to learn from each other The other kind of MOOC embraces a simple business ideology, and as such is almost the antithesis to [this] kind. Peter Sloep Explicit pedagogical perspective –Social constructivist, dialogic, actor networks Distributed, OS platform –WordPress, Moodle, Wikis Intentional social media conversations Approach Open Academic Practice

– “The course aims to develop and extend your knowledge, understanding and skills of teaching and learning in higher education.” – “A key principle of the course is learner autonomy” – “… encourage participant interaction and open sharing of resources, learning, thoughts and ideas.”

Platform

Over 200 signed up 60 participated throughout the 6 weeks the course ran 14 undertook the assessment and received a certificate. Participants were from 24 different countries including Australia, Canada, India, South Africa, as well as many European countries &US. Evaluation

This MOOC surpassed my expectations in terms of content and engagement. The "live virtual classrooms" really made the difference. It was a challenging as much as enriching experience. Challenging because it was the first time for me to engage with a MOOC…; enriching because I learnt a lot from the experience on a number of different levels It was illuminating and empowering at the same time to learn in such a clear way the value of CPD, reflection and what professionalism means. As I am new to the MOOC learning, I was at first a bit lost as it was such a multi-channel learning, incorporating listening, reading, discussion, thinking all most at the same time Having taken a number of MOOCs this one encouraged my participation at a more thoughtful level than previous sessions. assessed students were the real students and we other on the border In retrospect it all worked well but I remember feeling at the time a bit lost. I don't like the use of different sites - it is very confusing. The micro teach was not clear and the organisation was a little late

Openness Distributed collaboration Academic multimedia Assessment Limits of navigation

Open academic practice is an element of best academic practice. If we want lecturers and institutions to be among the world’s leaders, we must adopt open academic practices on an open academic platform. Discuss. Implications