Su White, Hugh Davis & Kate Dickens University of Southampton

Su White, Hugh Davis & Kate Dickens University of Southampton
Making a MOOC Su White, Hugh Davis & Kate Dickens University of Southampton Making a MOOC: an interdisciplinary approach to teaching Web Science Su White, Hugh Davis, Kate Dickens, University of Southampton Keywords MOOCs, Interdisciplinary, Web Science, online learning, student experience. title Abstract MOOCs (Massive Online Open Courses) are gradually capturing the public imagination. From experimentalist beginnings in Canada, platforms ranging from ‘homebrew’ to professional have emerged, and although there has been much focus on US platforms, the phenomenon has grown on a worldwide scale. One feature of the early generations of MOOCs has been that courses are typically developed by individual enthusiasts or high profile academics often developing into a cult of personality. in 2012 various UK institutions entered the fray including the Universities of Edinburgh and London who used the US Coursera platform. In 2013 a consortium led by the Open University launched FutureLearn to predominantly host British courses. The University of Southampton was an early FutureLearn partner. This presentation provides an account of the collaborative and interdisciplinary approach adopted in the MOOC ‘Web Science: how the Web is changing the world’. Because Web Science is fundamentally interdisciplinary, this MOOC is not the work of one highly motivated individual, nor is any one individual able to cover the range of specialisms. The course has strong STEM components but encompasses elements of politics, sociology, computer science, mathematics, economics, business and management. The course has been co-ordinated by an educational developer supported by a team of educational specialists working alongside academic ‘educators’. The challenge is to provide coherence and continuity for learners’ experiencing materials drawn from multiple sources and multiple authors. The paper explains the mechanisms to co-ordinate the team and create a consistent learning experience illustrated by evaluations, reflections and user reactions. Su White Web and Internet Science, ECS University of Southampton SO17 1BJ, UK @suukii Hugh C Davis Web and Internet Science, ECS University of Southampton SO17 1BJ, Kate Dickens CITE University of Southampton SO17 1BJ, @suukii

WAIS & CITE CITE CITE - provides the university with strategic leadership and support for the use of technology enhanced learning (TEL). It aims to connect and foster cross-institutional initiatives and best practice, enabling faculties to engage with a central resource for new ideas as well as institutional, national and international drivers. Intro Making a MOOC: an interdisciplinary approach to teaching Web Science Su White, Hugh Davis, Kate Dickens, University of Southampton Keywords MOOCs, Interdisciplinary, Web Science, online learning, student experience. MOOCs (Massive Online Open Courses) are gradually capturing the public imagination. From experimentalist beginnings in Canada, platforms ranging from ‘homebrew’ to professional have emerged, and although there has been much focus on US platforms, the phenomenon has grown on a worldwide scale. One feature of the early generations of MOOCs has been that courses are typically developed by individual enthusiasts or high profile academics often developing into a cult of personality. Abstract in 2012 various UK institutions entered the fray including the Universities of Edinburgh and London who used the US Coursera platform. In 2013 a consortium led by the Open University launched FutureLearn to predominantly host British courses. The University of Southampton was an early FutureLearn partner. This presentation provides an account of the collaborative and interdisciplinary approach adopted in the MOOC ‘Web Science: how the Web is changing the world’. Because Web Science is fundamentally interdisciplinary, this MOOC is not the work of one highly motivated individual, nor is any one individual able to cover the range of specialisms. The course has strong STEM components but encompasses elements of politics, sociology, computer science, mathematics, economics, business and management. The course has been co-ordinated by an educational developer supported by a team of educational specialists working alongside academic ‘educators’. The challenge is to provide coherence and continuity for learners’ experiencing materials drawn from multiple sources and multiple authors. The paper explains the mechanisms to co-ordinate the team and create a consistent learning experience illustrated by evaluations, reflections and user reactions. Su White Web and Internet Science, ECS University of Southampton SO17 1BJ, UK @suukii Hugh C Davis Web and Internet Science, ECS University of Southampton SO17 1BJ, Kate Dickens CITE University of Southampton SO17 1BJ,

@suukii http://eprints.soton.ac.uk/id/eprint/363095
Web Science Training at the University of Southampton offers 4 year fully funded PhD studentships in web science. Each cohort of doctoral students are trained by a dedicated doctoral training centre sponsored by the EPSRC, the University of Southampton and Industry. At the PhD training centre, doctoral students are part of the Web Science Institute. Intro Making a MOOC: an interdisciplinary approach to teaching Web Science Su White, Hugh Davis, Kate Dickens, University of Southampton Keywords MOOCs, Interdisciplinary, Web Science, online learning, student experience. MOOCs (Massive Online Open Courses) are gradually capturing the public imagination. From experimentalist beginnings in Canada, platforms ranging from ‘homebrew’ to professional have emerged, and although there has been much focus on US platforms, the phenomenon has grown on a worldwide scale. One feature of the early generations of MOOCs has been that courses are typically developed by individual enthusiasts or high profile academics often developing into a cult of personality. Abstract in 2012 various UK institutions entered the fray including the Universities of Edinburgh and London who used the US Coursera platform. In 2013 a consortium led by the Open University launched FutureLearn to predominantly host British courses. The University of Southampton was an early FutureLearn partner. This presentation provides an account of the collaborative and interdisciplinary approach adopted in the MOOC ‘Web Science: how the Web is changing the world’. Because Web Science is fundamentally interdisciplinary, this MOOC is not the work of one highly motivated individual, nor is any one individual able to cover the range of specialisms. The course has strong STEM components but encompasses elements of politics, sociology, computer science, mathematics, economics, business and management. The course has been co-ordinated by an educational developer supported by a team of educational specialists working alongside academic ‘educators’. The challenge is to provide coherence and continuity for learners’ experiencing materials drawn from multiple sources and multiple authors. The paper explains the mechanisms to co-ordinate the team and create a consistent learning experience illustrated by evaluations, reflections and user reactions. Su White Web and Internet Science, ECS University of Southampton SO17 1BJ, UK @suukii Hugh C Davis Web and Internet Science, ECS University of Southampton SO17 1BJ, Kate Dickens CITE University of Southampton SO17 1BJ, @suukii

Context Southampton, open, interoperable, Hypertext The rootsof the lab, and the roots of web science MOOCs (Massive Online Open Courses) are gradually capturing the public imagination. From experimentalist beginnings in Canada, platforms ranging from ‘homebrew’ to professional have emerged, and although there has been much focus on US platforms, the phenomenon has grown on a worldwide scale. One feature of the early generations of MOOCs has been that courses are typically developed by individual enthusiasts or high profile academics often developing into a cult of personality. Making a MOOC: an interdisciplinary approach to teaching Web Science Su White, Hugh Davis, Kate Dickens, University of Southampton Keywords MOOCs, Interdisciplinary, Web Science, online learning, student experience. Abstract in 2012 various UK institutions entered the fray including the Universities of Edinburgh and London who used the US Coursera platform. In 2013 a consortium led by the Open University launched FutureLearn to predominantly host British courses. The University of Southampton was an early FutureLearn partner. This presentation provides an account of the collaborative and interdisciplinary approach adopted in the MOOC ‘Web Science: how the Web is changing the world’. Because Web Science is fundamentally interdisciplinary, this MOOC is not the work of one highly motivated individual, nor is any one individual able to cover the range of specialisms. The course has strong STEM components but encompasses elements of politics, sociology, computer science, mathematics, economics, business and management. The course has been co-ordinated by an educational developer supported by a team of educational specialists working alongside academic ‘educators’. The challenge is to provide coherence and continuity for learners’ experiencing materials drawn from multiple sources and multiple authors. The paper explains the mechanisms to co-ordinate the team and create a consistent learning experience illustrated by evaluations, reflections and user reactions. Su White Web and Internet Science, ECS University of Southampton SO17 1BJ, UK @suukii Hugh C Davis Web and Internet Science, ECS University of Southampton SO17 1BJ, Kate Dickens CITE University of Southampton SO17 1BJ, @suukii

Original 2008 MOOC History “The MOOC Guide chronicles many of the first early MOOCs and describes their pedagogical commitments to connectivism. Anderson recently provided a really excellent summary of the principles of connectivism: Two of the defining characteristics of connectivism are that the learning occurs through construction, annotation and maintenance of learning artifacts. A key characteristic of these artifacts is they must be persistent and be open, such that they contribute to knowledge, beyond the temporal or geographical boundaries of the learning group or course. The second critical element is that students be given opportunity, incentive and support to form networks that may (or may not) persist beyond the course, or with others not in the courses. These two qualities, open artifact persistence and networking opportunity, are for me the primary affordances of connectivist pedagogy. The original MOOCs were highly social and included a huge amount of flexibility for learners. Because of their pedagogical commitment to connectivism the original MOOCs are now sometimes called "cMOOCs" to distinguish them from the Johnny-Come-Latelys we will discuss later.” @suukii

Making a MOOC: an interdisciplinary approach to teaching Web Science Su White, Hugh Davis, Kate Dickens, University of Southampton Keywords MOOCs, Interdisciplinary, Web Science, online learning, student experience. MOOCs (Massive Online Open Courses) are gradually capturing the public imagination. From experimentalist beginnings in Canada, platforms ranging from ‘homebrew’ to professional have emerged, and although there has been much focus on US platforms, the phenomenon has grown on a worldwide scale. One feature of the early generations of MOOCs has been that courses are typically developed by individual enthusiasts or high profile academics often developing into a cult of personality. Abstract in 2012 various UK institutions entered the fray including the Universities of Edinburgh and London who used the US Coursera platform. In 2013 a consortium led by the Open University launched FutureLearn to predominantly host British courses. The University of Southampton was an early FutureLearn partner. This presentation provides an account of the collaborative and interdisciplinary approach adopted in the MOOC ‘Web Science: how the Web is changing the world’. Because Web Science is fundamentally interdisciplinary, this MOOC is not the work of one highly motivated individual, nor is any one individual able to cover the range of specialisms. The course has strong STEM components but encompasses elements of politics, sociology, computer science, mathematics, economics, business and management. The course has been co-ordinated by an educational developer supported by a team of educational specialists working alongside academic ‘educators’. The challenge is to provide coherence and continuity for learners’ experiencing materials drawn from multiple sources and multiple authors. The paper explains the mechanisms to co-ordinate the team and create a consistent learning experience illustrated by evaluations, reflections and user reactions. Su White Web and Internet Science, ECS University of Southampton SO17 1BJ, UK @suukii Hugh C Davis Web and Internet Science, ECS University of Southampton SO17 1BJ, Kate Dickens CITE University of Southampton SO17 1BJ, @suukii

FL Context in 2012 various UK institutions entered the fray including the Universities of Edinburgh and London who used the US Coursera platform. In 2013 a consortium led by the Open University launched FutureLearn to predominantly host British courses. The University of Southampton was an early FutureLearn partner. Making a MOOC: an interdisciplinary approach to teaching Web Science Su White, Hugh Davis, Kate Dickens, University of Southampton Keywords MOOCs, Interdisciplinary, Web Science, online learning, student experience. Abstract MOOCs (Massive Online Open Courses) are gradually capturing the public imagination. From experimentalist beginnings in Canada, platforms ranging from ‘homebrew’ to professional have emerged, and although there has been much focus on US platforms, the phenomenon has grown on a worldwide scale. One feature of the early generations of MOOCs has been that courses are typically developed by individual enthusiasts or high profile academics often developing into a cult of personality. This presentation provides an account of the collaborative and interdisciplinary approach adopted in the MOOC ‘Web Science: how the Web is changing the world’. Because Web Science is fundamentally interdisciplinary, this MOOC is not the work of one highly motivated individual, nor is any one individual able to cover the range of specialisms. The course has strong STEM components but encompasses elements of politics, sociology, computer science, mathematics, economics, business and management. The course has been co-ordinated by an educational developer supported by a team of educational specialists working alongside academic ‘educators’. The challenge is to provide coherence and continuity for learners’ experiencing materials drawn from multiple sources and multiple authors. The paper explains the mechanisms to co-ordinate the team and create a consistent learning experience illustrated by evaluations, reflections and user reactions. Su White Web and Internet Science, ECS University of Southampton SO17 1BJ, UK @suukii Hugh C Davis Web and Internet Science, ECS University of Southampton SO17 1BJ, Kate Dickens CITE University of Southampton SO17 1BJ, @suukii

FL context FL Context in 2012 various UK institutions entered the fray including the Universities of Edinburgh and London who used the US Coursera platform. In 2013 a consortium led by the Open University launched FutureLearn to predominantly host British courses. The University of Southampton was an early FutureLearn partner. Making a MOOC: an interdisciplinary approach to teaching Web Science Su White, Hugh Davis, Kate Dickens, University of Southampton Keywords MOOCs, Interdisciplinary, Web Science, online learning, student experience. Abstract MOOCs (Massive Online Open Courses) are gradually capturing the public imagination. From experimentalist beginnings in Canada, platforms ranging from ‘homebrew’ to professional have emerged, and although there has been much focus on US platforms, the phenomenon has grown on a worldwide scale. One feature of the early generations of MOOCs has been that courses are typically developed by individual enthusiasts or high profile academics often developing into a cult of personality. This presentation provides an account of the collaborative and interdisciplinary approach adopted in the MOOC ‘Web Science: how the Web is changing the world’. Because Web Science is fundamentally interdisciplinary, this MOOC is not the work of one highly motivated individual, nor is any one individual able to cover the range of specialisms. The course has strong STEM components but encompasses elements of politics, sociology, computer science, mathematics, economics, business and management. The course has been co-ordinated by an educational developer supported by a team of educational specialists working alongside academic ‘educators’. The challenge is to provide coherence and continuity for learners’ experiencing materials drawn from multiple sources and multiple authors. The paper explains the mechanisms to co-ordinate the team and create a consistent learning experience illustrated by evaluations, reflections and user reactions. Su White Web and Internet Science, ECS University of Southampton SO17 1BJ, UK @suukii Hugh C Davis Web and Internet Science, ECS University of Southampton SO17 1BJ, Kate Dickens CITE University of Southampton SO17 1BJ, @suukii

Running context Hype, vultures @suukii

What is Web Science? @suukii

Futurelearn platform Lots of promises Team led by mike sharples Making a MOOC: an interdisciplinary approach to teaching Web Science Su White, Hugh Davis, Kate Dickens, University of Southampton Keywords MOOCs, Interdisciplinary, Web Science, online learning, student experience. Abstract MOOCs (Massive Online Open Courses) are gradually capturing the public imagination. From experimentalist beginnings in Canada, platforms ranging from ‘homebrew’ to professional have emerged, and although there has been much focus on US platforms, the phenomenon has grown on a worldwide scale. One feature of the early generations of MOOCs has been that courses are typically developed by individual enthusiasts or high profile academics often developing into a cult of personality. in 2012 various UK institutions entered the fray including the Universities of Edinburgh and London who used the US Coursera platform. In 2013 a consortium led by the Open University launched FutureLearn to predominantly host British courses. The University of Southampton was an early FutureLearn partner. This presentation provides an account of the collaborative and interdisciplinary approach adopted in the MOOC ‘Web Science: how the Web is changing the world’. Because Web Science is fundamentally interdisciplinary, this MOOC is not the work of one highly motivated individual, nor is any one individual able to cover the range of specialisms. The course has strong STEM components but encompasses elements of politics, sociology, computer science, mathematics, economics, business and management. The course has been co-ordinated by an educational developer supported by a team of educational specialists working alongside academic ‘educators’. The challenge is to provide coherence and continuity for learners’ experiencing materials drawn from multiple sources and multiple authors. The paper explains the mechanisms to co-ordinate the team and create a consistent learning experience illustrated by evaluations, reflections and user reactions. Su White Web and Internet Science, ECS University of Southampton SO17 1BJ, UK @suukii Hugh C Davis Web and Internet Science, ECS University of Southampton SO17 1BJ, Kate Dickens CITE University of Southampton SO17 1BJ, @suukii

The development p0rocess Working against a deadline @suukii

What is Web Science? Kate Dickens worked incredibly hard as our MOOC manager @suukii

The development p0rocess Working against a deadline @suukii

Su White, Hugh Davis & Kate Dickens University of Southampton

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