Extending the MOOC footprint: Supporting capacity building in India
| Published | November 2016 |
| Conference | Pan-Commonwealth Forum 8 (PCF8) |
| Publisher | Commonwealth of Learning (COL) |
| Country | India, Asia |
ABSTRACT
This paper describes how we addressed the broader programme demands in the design and delivery of the TESS-India MOOC to attract over 10,000 registered participants and a completion rate of 51%. We draw on multiple sources of participant data to identify and examine features which stimulated a buzz around the MOOC and supported success in challenging contexts - many participants had little or no prior experience of online learning and a large number were based in rural areas without reliable internet access or power. Our analysis identifies features which contributed to successful participation; a focus on authentic activities in the learning design and assessment, appropriate use of technology, a three-way blended support model combining formal and informal interactions and the use of a pilot iteration of the MOOC to create local experts and champions who were then able to act as skilled facilitators in the large scale iteration of the MOOC.| Keywords | blended MOOC · MOOC · MOOC support · OER · task-oriented design · TESS-India |
| Published at | Burnaby, British Columbia |
| Refereed | Yes |
| Rights | Attribution-ShareAlike 4.0 International (CC BY-SA 4.0) |
| URL | http://hdl.handle.net/11599/2682 |
| Export options | BibTex · EndNote · Tagged XML · Google Scholar |
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