International Conference on Enhancement and Innovation in Higher Education Crowne Plaza Hotel, Glasgow 9-11 June 2015 Welcome

Jon Rosewell Benchmarks for MOOCs: The OpenupEd quality label

Why bother with quality MOOCs? One course: ‘The worse course I’ve taken’ (158 posts) ‘Thanks Dr. ____ for a great course’ (177 posts) Another course: ‘Angry about first optional programming assignment’ ‘"Angry" implies entitlement to something better which is, for a free course, probably not the way to go.’ Coursera: Computing for Data Analysis (Oct 2013) Coursera: Social Network Analysis (Oct 2013)

Provenance Reputation Brand Provenance Reputation Brand creation use user recommendationpeer review MOOC checking Quality points

OpenupEd Open, non-profit partnership for MOOCs Aims to open up education to the benefit of learners and the wider society while reflecting values such as equity, quality and diversity. Offering: 292 MOOCs + 60 more shortly – > 100 courses have option for exam (ECTS credit) – 14 different languages

OpenupEd features Openness to learners Digital openness Learner-centred approach Independent learning Media-supported interaction Recognition options Quality focus Spectrum of diversity

OpenupEd Label Partners will be HEIs – meet national QA & accreditation – Internal QA process for MOOC approval Self-assessment & review – Benchmarks – OpenupEd features HEI evaluates and monitors its MOOCs

OpenupEd MOOC benchmarks Derived from E-xcellence benchmarks Institutional level – To be checked occasionally – 21 statements, organised in groups: Strategic management, Curriculum design, Course design, Course delivery, Staff support, Student support Course level – To be checked for each MOOC – 11 statements

OpenupEd MOOC benchmarks Benchmarking intended as an improvement tool – Quality enhancement – Identification of weaknesses and strengths – Action plan for improvement It is not expected that every institution will achieve every benchmark or feature – Embrace diversity!

Course design 9The institution provides templates or guidelines for layout and presentation of MOOCS to support consistency across the portfolio. These templates have the flexibility to accommodate a range of teaching and learning methods. 10Course materials, including the intended learning outcomes, are regularly reviewed, up-dated and improved using feedback from stakeholders. 11The institution specifies an open licence for MOOC components, and has a mechanism to track intellectual property rights. Course delivery 12The MOOC platform is reliable, secure and assures appropriate levels of privacy. Provision is made for system maintenance, monitoring and review of performance. 13The MOOC platform provides a range of online tools which are appropriate for the educational models adopted. Benchmarks – institutional level

22A clear statement of learning outcomes for both knowledge and skills is provided. 23There is reasoned coherence between learning outcomes, course content, teaching and learning strategy (including use of media), and assessment methods. 24Course activities aid students to construct their own learning and to communicate it to others. 25The course content is relevant, accurate, and current. 26Staff who write and deliver the course have the skills and experience to do so successfully. 27Course components have an open licence and are correctly attributed. Reuse of material is supported by the appropriate choice of formats and standards. 28Courses conform to guidelines for layout, presentation and accessibility. Benchmarks – course level

Quick scan

E-xcellence manual

31Assessment is explicit, fair, valid and reliable. Measures appropriate to the level of certification are in place to counter impersonation and plagiarism. See comments to Benchmark 29 above. The advent of digital badges (for example Mozilla open badges) provides a method of rewarding achievement that may be appropriate for MOOCs. The award of digital badges can be linked to automated or peer assessment. Digital badges have an infrastructure that verifies the identity of the holder and provides a link back to the issuer and the criteria and evidence for which it was awarded. Badges thus may provide a validated award that can be kept distinct from the HEIs normal qualifications. See also: E-xcellence benchmark #17 Chapter 3 Course design § 2.4 Assessment procedures § 3.4 Assessment Additional notes

Action plan

Why bother with a quality label? Students – know what they are committing to Employers – recognition of content and skills Authors – personal reputation, 'glow' of success Institutions – brand reputation Funders – philanthropic, venture caps, governments Quality agencies – on behalf of above

Comments and feedback? Thank you!