A REFLECTION ON THE PRODUCING, DELIVERING AND RE-USING 'ASSETS' FOR MOOC'S
Year: 2015
Editor: Guy Bingham, Darren Southee, John McCardle, Ahmed Kovacevic, Erik Bohemia, Brian Parkinson
Author: Trowsdale, Dan; Duff, Gerard
Series: E&PDE
Institution: University of Leeds
Section: Learning Environments
Page(s): 118-123
ISBN: 978-1-904670-62-9
Abstract
Massive Open Online courses (MOOC) represent a new emergence in how the delivery of academic learning is evolving and engaging with platforms that endeavour to reach and engage with a diverse cohort [1]. The emergence of this new platform has raised questions about best practice on the delivery of a MOOC with little still known about the impact this format has had on knowledge development. As a consequence of this limited understanding a requirement exists to develop a deeper understanding of the phenomenon so that we can use this tool to engage with a generation that absorbs information and learning in a different way than any generation before it. It also raises concerns about best practice for asset creation. This paper is a reflection of the design and development of assets as well as the delivery of a successful MOOC. The MOOC received a highly commended award at this year's international Medea awards with 237 entries from 29 countries and the judging panel was made up of 112 judges. We reflect on the undulating journey undertaken with a view to highlight some of the positives and negatives of our expedition. We are doing this as we feel the MOOC format has many added benefits to learning but there are lessons learned from both a management and pedagogical perspective that could turn this format into a real asset for academic learning.
Keywords: MOOC, development, creation, process, innovation, learning, asset creation