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MON: Designing for impact: rethinking video content for MOOCs (Allison Bell)
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6 January 2017
Massive Open Online Courses (MOOCs) can attract hundreds if not thousands of learners. As such, for course teams designing and delivering MOOCs, this can present many challenges. Learners can have many motivations and be diverse in their needs. Learner dropout rates can be high and producing MOOCs usually means significant investment in terms of budget and staff time. Making an impact and sustaining interest is therefore an important design challenge.
This presentation will give an overview of a project which is exploring implementation through a consideration of three key design challenges associated with the FutureLearn* model and designing for learning at a massive scale: (1) creating engaging video content, (2) creating optimal designs for learner interaction and collaboration and (3) designing quality automated feedback.
It will focus particularly on video. Video content can be quite costly to make; online course designs have to fight for attention; distractions are high; research tells us many students stop watching after a matter of minutes (Guo et al., 2014). So we consider: how can video make best impact? When is the use of video most effective?
We'll look at some initial findings in response to such issues, as part of a wider project to produce design guidelines. The project looks at research and existing guidelines offered by those active in this area, and also at MOOCs with higher than average learner retention rates. Difficulties associated with measuring impact in this area are also considered. Learner dropoff rates, and dropoff points, for example, offer a measure but cannot provide a complete picture (see Koller et al. 2013, and Ferguson and Clow 2015).
To view the project as the guidelines take shape, please visit:
* FutureLearn is the UK's largest MOOC platform provider - visit www.futurelearn.com to view courses it offers.
Ferguson R. and Clow, D. (2015) ‘Examining engagement: analysing learner subpopulations in massive open online courses (MOOCs)’, 5th International Learning Analytics and Knowledge Conference (LAK 15). Poughkeepsie, USA, 16-20 March.
FutureLearn (2016) ‘How does my course compare?’ FutureLearn Partners’ website [online]. Available at http://partners.futurelearn.com.
Guo, P., Kim, J. and Rubin, R. (2014) ‘How video production affects student engagement: an empirical study of MOOC videos’, Proceedings of the first ACM conference on Learning @ Scale Conference. Atlanta, 4-5 March, pp.41-50.
Koller, D., Ng, A. and Chen, Z. (2013) Retention and Intention in Massive Open Online Courses: In Depth (online), EduCause Review [online]. Available at http://er.educause.edu/articles/2013/6/retention-and-intention-in-massive-open-online-courses-in-depth.
Sharples, M. (2013) ‘Social learning and large-scale online learning’, FutureLearn, 11 September [blog]. Available at https://about.futurelearn.com/blog/massive-scale-social-learning/.