Posted tagged ‘Coursera’

7 big opportunities that MOOCs offer corporates

29 July 2013

Hot on the heels of my 5 benefits of open badges for corporates, I now present my 7 big opportunities that MOOCs offer corporates.

Regular readers of my blog will know that I’m quite the MOOC fan. While I realise massive open online courses are not a panacea, I believe they have much to offer learners and learning professionals alike.

More specifically, I recognise the following opportunities to leverage them in the workplace. If you can think of any others, please let me know…

Businesswoman on computer in office

1. Sourcing content

Quality content, for free, from some of the world’s most respected educational institutions? That’s a no-brainer.

While Coursera and others offer MOOCs covering business and management topics that are relevant across the enterprise, it’s important to realise that other topics (such as statistics, law and IT) may also be relevant to particular teams. Having said that, I believe there is much more scope for MOOC providers to cover corporate-relevant topics.

I envisage L&D professionals playing important roles in both curating and supporting MOOCs for their colleagues. In terms of the former, it’s important that the right MOOC be connected to the right employee so that it’s relevant to their performance on the job. This will involve an analysis of the curriculum pre-study, and an evaluation of the learning experience post-study.

In terms of supporting the moocers in the organisation, I envisage L&D pro’s undertaking activities such as facilitating communities of practice, setting up buddy programs, and organising external meetups.

2. Networking

Participating in a MOOC forms connections with people outside of your organisation. Whether it be via the online discussion forum, on one of the associated social media groups, or at a local meetup, suddenly you are introduced to a world of people who are passionate and knowledgeable about the topic.

And it’s not just people outside of the organisation you will connect to. You may also connect with fellow participants inside the organisation, whom you otherwise might never have met.

A MOOC can therefore facilitate the kind of cross-functional collaboration and diversity of thinking that many corporates talk about, but few ever do anything about.

3. Blending content

Depending on the licensing policy of the content owner, a MOOC (or parts thereof) may be incorporated into an in-house offering.

Content sourced from a respected university can make the offering more engaging and lend it an air of credibility.

4. Flipping classrooms

While corporates are increasingly realising that classroom delivery is not necessarily the most effective pedagogy for employee development, neither is delivering the training in exactly the same way via a webinar or converting the PowerPoint slides into an online module.

Instead, corporates should consider making their offerings “MOOC like” by creating an online space in which the content can be consumed and discussed by the employees (with SME support) over the course of several weeks.

This approach reduces the burden of managing classroom sessions (timetables, room bookings, flights, accommodation), and frees up face-to-face time for value added activities such as such as storytelling, Q&A and role plays.

I also suggest mimicking the flexibility of a MOOC, whereby signing up to the course, participating in it and even completing it is optional. However, only those who pass the assessment will have their completion status recorded in the LMS.

5. Brand marketing

Just like a university, a corporate has expertise in a particular domain that it can share with the public. Perhaps after experimenting with internal “MOOC like” courses, the organisation can deliver a bona fide external MOOC either on their own server or via an established platform like Coursera.

Notwithstanding the fact that managing a MOOC is a lot of work, I would argue the investment is worth it. Think about it: you can access tens of thousands of customers and prospective customers who are becoming increasingly immune to traditional advertising. By educating them, you build up your goodwill and engender a sense of trust in your brand.

Then there’s CSR to consider. Does the company have an ethical responsibility to help the community through MOOCs? Not to mention the kudos that goes with it.

So while the financial viability of MOOCs has come under heavy fire in the blogosphere, the ROI might be more complicated than the profit-and-loss statement suggests.

6. Becoming involved

If running a MOOC is a bridge too far for the organisation, there are other opportunities to become involved.

For example, the University of Virginia’s Foundations of Business Strategy MOOC invites real companies to supply real business problems for the (tens of thousands) of students to solve collaboratively.

As Foldit can attest, problem solving through crowdsourcing really works – and sometimes the results are spectacular.

7. Mining big data

This wades into the murky waters of privacy and ethics, but theoretically at least, a company could purchase access to a particular MOOC’s analytics.

Why would it want to do that? Perhaps to:

  • Offer internships to the participants who achieve the highest results.
  • Uncover trends in the online discussions, and hence forecast consumer behaviour.
  • Target the students, who self-evidently have an interest in the domain, with direct marketing for related products and services.

And if the organisation were to run its own MOOC, it wouldn’t need to pay anyone for the data.

Reflections of a mooc unvirgin

12 March 2013

CherryI recently completed my first mooc, and I will soon receive the certificate to prove it.

Many people don’t think a certificate of completion means much, but this one will mean a lot to me. I put substantial time and energy into this course, so it will be satisfying to have something tangible to recognise it.

Before I signed up, I had decided to do a mooc because I was blogging about them but had never experienced one for myself. I considered doing Georgia Tech’s Fundamentals of Online Education via Coursera, but I wasn’t attracted to the introductory angle of the content. As it turned out, the course crashed under the weight of its own popularity, so I dodged a bullet there.

I also considered the independent(?) Educational Technology and Media mooc, but I was put off by its heavy connectivist approach. Not per se, mind you, but I was looking for more direction.

Eventually I settled on The University of Edinburgh’s E-learning and Digital Cultures mooc, because it targeted practising e-learning professionals who “want to deepen their understanding of what it means to teach and learn in the digital age”, not to mention the fact I was fascinated by its coverage of popular culture.

So my first learning – before I even began – was that all moocs are different. You can’t tar them with the one brush.

Anyway, I thoroughly enjoyed the EDCMOOC. In my opinion, it had a lot going for it. Having said that, however, every course has its pro’s and cons, and this one was no exception…

Thumbs up

Pro’s

  • The mooc was well prepared. The pre-information on the Coursera site was useful, the promotional video was informative, and both were reinforced by a welcome email upon registration.
     
  • The virtual classroom environment was well structured. Not only were the content streams logically sequenced and accessible in advance, but the administrative aspects of the course were outlined under a dedicated “what, where, how and when” page. An announcement board kept us up to date, the discussion forums were easy to find, and the final assessment was explained clearly from Day 1.
     
  • The pedagogical approach of the course combined elements of both instructivism and constructivism. Each topic included an introduction covering the central concepts, plus a resources page comprising several video clips (not of lectures, but of creative works) and readings. I appreciated the readings being classified as “Core” or “Advanced”, as this allowed me to focus my energies on the ones that mattered, while getting around to the others if I had the time and inclination.
     
  • The duration of each topic was one week. This was enough time to get the work done, but not enough time to tempt you to sit on your laurels. I kept up to speed for the first 3 weeks, but I let the fourth week slip when real life got in the way. Thankfully the resources remained accessible, which allowed me to catch up afterwards.
     
  • The duration of the whole course was 5 weeks, which again I found to be just right. After the novelty of the first couple of weeks wears off, real life competes hard for your attention. In all honesty, I think I would have dropped out if it were any longer.
     
  • The course was supported by social media groups across several platforms, including Twitter, Google+ and Facebook. While I initially found this frustrating (having to bounce between them in case I missed out on anything), I now agree in hindsight that multiple platforms are a good idea – on the proviso that the Coursera-hosted forum remains the plenary. It makes no sense to me to force people onto one arbitrary platform which they otherwise would not use, and it was convenient to self-organise the 40,000 students into more manageable sub-groups.
     

Network Analysis of EDCMOOC Facebook group

  • Through the discussions in the course, participation in the social media groups, and comments on my blog posts, I connected with some incredibly smart people from all over the world. These connections will enrich my learning experience well after the course has ended.
     

EDCMOOC map

  • Assessment for the course was crowd-sourced. Each participant was charged with peer assessing the digital artefacts of at least three fellow participants – and this was enshrined as a requirement for your own completion. The final score was an average of the peer scores.
     
  • I used ThingLink for my digital artefact, which I had intended to try since I first heard about it over a year ago. This mooc gave me the nudge I needed. Incidental learning at its finest!
     
  • The proof of the pudding is in its eating, and at the end of the course I can unequivocally say I learned plenty. Some of the learnings were implicit thoughts that were made explicit, while others were novel ideas to which I would otherwise have remained ignorant. I blogged about my learnings along the way, being mindful to draw out the practical applications of the somewhat academic concepts.
     

Thumbs down

Cons

  • With 42,000 participants, it was inevitable that the discussion forum would be swamped. I witnessed many participants talking at their fellow students rather than with them, and some discussion threads ran on for pages and pages. Of course, this became less of a problem over time as huge numbers of participants dropped out, leaving the keen beans to carry on the conversation.
     
  • During Week 1 in particular, the discussion forum and social media groups were inundated with the likes of “Hi, I’m from Sao Paulo” and “Howdy from Texas”. While I’m a fan of social mores, I don’t specifically care where the 27,347th participant is from.
     
  • Hand-in-hand with the “happy greeter” was the “lost soul”. A lot of participants expressed anxiety at being overwhelmed by the mooc – which I found surprising. Not only were the weekly instructions quite clear, but the target audience was e-learning professionals who are, presumably, seasoned adult learners.
     
  • A bugbear of mine in any discussion forum is the “pretender” – ie someone who posts lofty statements with big words, yet devoid of any substance. There was no shortage of them in this mooc.
     
  • At the other end of the extreme, other participants’ contributions were woefully inadequate. In one thread, for example, the discussion descended into a list of sci-fi movies; no explanation as to how they were pertinent to the conversation, but oh what a list!
     
  • Another problem that popped up was the “parasite” – ie someone who signs up to a mooc just so they can spam the discussions with links to their own irrelevant content. Vomit.
     
  • As far as the course content is concerned, I felt the focus on pop culture was perhaps too strong. While the instructors tended to end each topic with a question about its implications for e-learning, that was rarely followed up in the discussions. In my opinion, the participants roasted the same old chestnuts (such as the spectre of big brother and the inequity of digital access in the third world) instead of synthesising connections to the practice of education in their own world.
     

Open palm

Suggestions for improvement

To be fair, the cons that I have listed above are not unique to the EDCMOOC, nor to online learning in general. I remember similar problems from my uni days on campus.

Nonetheless, they inform my following suggestions for improvement…

  • Week 1 should be set aside as a social week to allow the happy greeters to get their social proclivities out of their systems. It may be tempting to set aside a pre-week for this purpose, but the truth is it will bleed into Week 1 anyway.
     
  • The instructors need to be much more active in the discussions. I recommend they seed each week with a pinned discussion thread, which marks the official line of enquiry and discourages multiple (and confusing) threads emerging about the same concepts.
     
  • More importantly, the instructors should actively prompt, prod, guide and challenge the participants to engage in critical analysis. Explication of the implications for e-learning must be the outcome.
     
  • A moderator should delete the spam and ban the spammers.
     
  • A support page and discussion thread should be dedicated to helping the lost souls, so that they don’t pollute the rest of the course with their problems.
     

All in all, I am glad to report my first mooc experience was a positive one.

I won’t rush out to do another one in a hurry, but that’s simply because I know how demanding they are.

But one thing’s for sure, I will do another one at some stage. I look forward to it!

Putting the moo into mooc

24 February 2013

Well I’ve finally reached the fifth and final week of The University of Edinburgh’s E-learning and Digital Cultures course via Coursera.

While I’ve found it demanding, I’ve also loved every minute of it.

The assessment for this course is a digital artefact which “expresses, for you, something important about one or more of the themes we have covered during the course”.

Since I have been blogging my learnings and extrapolations of thought along the way, I decided to use that content as the substantive foundation of my artefact. I also wanted to comply with the course’s instructions to use a mix of multimedia, in addition to honouring the subject matter’s debt to popular culture.

In order to meet all of these criteria, I have created an artefact comprising four images that relate to key concepts covered by my blogs, whilst giving a nod to the king of pop art, Andy Warhol.

Each image has two links associated with it: On the right, a link to my corresponding blog post; and on the left, a link to Wikipedia to shed more light on the esoteric Warholian angle.

Screenshot of Ryan's digital artefact

If you are wondering how I created this artefact, my steps were as follows…

After deciding which images I would use, I needed to source them. I secured the banana from the fruit bowl in my kitchen, I discovered the can of soup at the back of my pantry, and I bought the toy gun for $2 at a bric-a-brac store.

I originally intended to source a bar of Milka chocolate because its wrapper features a delightfully purple cow. However, despite scouring every corner shop and supermarket across the city and the burbs, I could not find a single vendor of this brand in Sydney. I even posted a call-out to Milka’s 234,000 Facebook fans – but to no avail.

Running out of time, I borrowed my wife’s beloved cow statuette.

The next step was to take photographs of each of object with my iPhone. I cut the backgrounds out with a graphics editor, played around with the brightness and contrast, and adjusted the colour balance of the cow to bathe it a Warholian purple.

After combining the four images into a single PNG file, I uploaded it to ThingLink. I used the software to “tag” each image, then I published the interactive media to my channel.

I then tried to embed the media into this blog post, but unfortunately WordPress.com doesn’t allow plugins that contain JavaScript code. So I took a screenshot of the media, uploaded it to Flickr, embedded it into my blog, and linked it to ThingLink.

I hope you like it!

All hail the electronic calf

28 January 2013

Given I’ve been blogging about MOOCs lately, I thought it was high time I better informed my perspective by actually doing a MOOC.

So I signed up to The University of Edinburgh’s E-learning and Digital Cultures course on Coursera.

It has just kicked off, and one of the resources that we have been pointed to in the first week is Zumbakamera’s short animation, Bendito Machine III.

This film really resonated with me.

Anyone familiar with the Judeo-Christian story of Moses climbing Mount Sinai to receive the Ten Commandments from God will recognise its alignment with how modern consumers interact with technology. The arrival of the all-singing, all-dancing device-of-the-moment sweeps away all the false idols before it. Rejoice! as we consumers are only too willing to worship the one true god.

That is until the next one comes along.

Golden cow

Beyond the theme of religious zeal, yet another theme pervades the film: the distraction of the masses by “popular culture”. Whether it be news, lifestyle or banal entertainment, the machine can meet all your needs – and so the populace remains glued to the screen, flitting about from scene to scene without ever considering the context.

We’re intelligent because we’re hyperconnected.

Insofar as these themes relate to e-learning, the obvious parallel for me is the undue influence of Apple. The iPad in particular is heralded by some as the panacea of education. The archangel of autodidactism. The shining light of mobile learning.

The iPad can do anything and everyone owns one, so you would be a luddite not to use it, either as a teacher or as a student.

I sooo can’t wait to get mine. When I do, I’m going to put it in a golden case. With horns.

UPDATE: Helen Blunden from Activate Learning Solutions commented on this post pointing out the overly theoretical nature of the EDC MOOC content. I agree, so I have drawn out the following practical messages from the Bendito Machine III animation…

1. Don’t believe the hype - The ultra effective marketing campaign by the Apple folks would have you believe that the iPhone is the most popular smartphone in the world. If you were to develop an e-learning solution specifically for the iPhone then, you might find that you have left most of your target audience out in the cold.

2. Future-proof yourself – The current situation will not remain so forever, so don’t paint yourself into a corner. (Just ask the Flash designers!) I’m not inclined to develop device-specific mobile apps, for example, but rather HTML5 that is web-based and device agnostic. I’m not saying never develop apps; what I am saying is if your platform of choice disappears (Nokia? BlackBerry?) you don’t want all your work to disappear with it.


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