1. QAA MOOCs network meeting Dr Alison Le Cornu, SFHEA, FSEDA 29 April 2015 The HEA and MOOCs!

2. The Pedagogy of the Massive Open Online Course: the UK view Engaged learning in MOOCs: a study using the UK Engagement Survey Liberating Learning: experiences of MOOCs 3 reports published 2014/2015

3. Although MOOC teaching functions are often disaggregated and delegated to automated processes and community- based social learning, the place and visibility of the teacher remains of central importance. Learners look for a valued teacher involvement, even when there is considerable opportunity for learning from peers. The teaching approach depends in large part more on factors such as teacher preferences and beliefs, disciplinary influences, patterns of learner engagement and expectation, and the institutional teaching culture. 3 The Pedagogy of the Massive Open Online Course: the UK view

4. Strong evidence of substantial numbers of learners demonstrating higher order learning: mental activities such as memorising, evaluating, synthesising, analysing and applying information. Many were able to connect new ideas to previous learning and to social issues and problems and to integrate ideas and concepts in new and original ways. Interaction and collaboration with others was not highly valued. Studying a MOOC didn’t necessarily lead learners to go on and explore their own or open-ended lines of enquiry, nor did they actively participate in creating knowledge. 4 Engaged learning in MOOCs: a study using the UK Engagement Survey

5. The opportunity to experiment with new topics knowing there were no financial costs or commitments to being assessed is a big attraction The flexibility of accessing high quality content at a time, pace and place of their choice is also attractive Learners feel part of something Most work steading through the MOOC in a linear fashion because this enabled them to participate in the developing community of learners Few were concerned with how their learning might be assessed or in some way verified 5 Liberating Learning: experiences of MOOCs

6. MOOCs put online and technology-enhanced learning very firmly on the HE map with a clear message to the sector that it isn’t going to go away, and that it offers an equally valid and effective way of learning to either face-to-face or blended. The armoury of resources available to teachers and lecturers is now very extensive and we are gradually moving towards a point when teachers can and should select a teaching method that best fits what they want to achieve. Not all learners are the same. Some need and depend on social interaction, some flourish without it. Some love the online environment, some avoid it. Some are self-directed and autonomous, some do best with well-structured support. MOOCs, therefore, will suit some well and others less so. 6 Implications for learning and teaching

7. Is the fact that many thousands study simultaneously actually a quality red herring? Ongoing questions about how to estimate and report online contact hours for online, blended and flexible delivery 7 Quality matters

8. Tendency to focus on scheduled learning hours for face-to-face contact with little guidance for online/virtual activities. MOOCs push the need for greater attention to be paid in this area even further 8 Indicative learning and teaching methods

9. Really good to be with you. Please keep in touch. alison.lecornu@heacademy.ac.uk flexible.learning@heacademy.ac.uk 9 Thank you!