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Box Hill Institute Niche MOOCs Pecha Kucha style presentation for the Elearning Association
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Box Hill Institute Niche MOOCs
Presenter: Aliki KompsBlended eLearning Solutions9286 9485
Introduction
The Box Hill Institute niche MOOCs have been borne from a key strategic objective provided by the Board of Box Hill Institute Group.
Aim: Create a set of six Box Hill Institute ‘taster’ MOOCs.
Project Commencement: April, 2014.
Progress: Learning design completed. Multimedia development is in full swing.
Initial Stages
Required the development of a strategy that was considerate of stakeholders and the BHI environment. - Teaching centres across the Institute were invited to propose a MOOC topic. It was identified that topics proposed would be assessed against the following three criteria:• A Return On Investment (ROI);• Used as a mode of delivery for distribution
of critical data; and/or • Unique online course and could be used as
a pull strategy for enrolments into related paid courses
Initial Stages
A number of teaching centres put their MOOC proposals forward.
A competitive analysis was completed:• Each proposal was assessed based
on the three criteria outlined from the outset.
• We also worked actively with the Box Hill Institute Group Marketing area to identify the MOOCs that would have high interest or value.
MOOCs Selected for Creation
• A Day in the Life of a Hairdresser• Introduction to eLearning Design• Introduction to Horses• Canine DNA Evidence Collection• Melodic Improvisation• Network Addressing and Subnetting• AMCA – r22 to r32
A healthy cross section of niche MOOC taster courses were selected for creation.
Communication
The MOOCs project contains a number of relevant stakeholders.
• After the courses had been selected, a fortnightly face-to-face MOOCs Steering Committee Meeting was created to regularly bring together relevant Project Managers, Teaching Centre Managers, Subject Matter Experts and Learning Designers.
• Learning Designers had a weekly meeting to discuss approach, consistency, ideas, content, hurdles, tools, style, etc.
• Learning Designers had regular meetings with the subject matter experts.
• Handover from Learning Design to Multimedia was provided in a face-to-face manner with ongoing consultation. COMMUNICATION IS KEY
PlatformLearning Management System (LMS)
At this point we have selected Moodle as our LMS because:
• Open source learning platform
• It’s a Learning Management System that provides us with control over the interface and allows us to style the interface
• We have decided to run Moodle 1.9 because of its quick load times
• We have experience with Moodle and it’s the Institute Learning Management System
Learning Design
A Departure from Online Unit of Competency Creation• Different target audiences dependent
on specific MOOC – local and global• Highly Visual• Graphics• Film/Video• Very limited text• NO assessments• Activities and Interactivities
Industry Involvement - Not just theory!
Subset of BHI MOOCs
Enrolment
Welcome
Types of Content
Types of Content
Types of Content
Interactive Online Activities
Pathways
Hurdles / Healthy Learning Experiences
• Communication is key across stakeholders
• Timeliness• Competing priorities for each
stakeholder• Limited budget = limited resources
and resourcing• First attempt at creating niche taster
MOOCs – restricted precedence on level playing field
Looking to the Future• Our aim is to complete the set of six
niche taster MOOCs by July 2014. • These will act as a healthy springboard
moving forward. • The MOOCs will be monitored and
evaluated against their specific intended purposes.
• Reflection will occur.• Improvements to existing MOOCs will be
actioned and updated based on evaluation and reflection.
• The entire process will have the scope to evolve, grow and improve.
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