Victoria University, Australia
Queensland University of Technology, Australia
Capitalizing on the potential for new applications in educational technology and the 'tsunami' of the MOOC phenomenon over the past two years is challenging for all but the deep pockets of Ivy League US institutions or the strength of the OUUK's collaborative venture with the BBC, FutureLearn. How do institutions in smaller countries such as Australia or less prestigious providers compete?
This showcase describes an Office for Learning and Teaching funded project to develop and trial a standalone mini-MOOC for Australian Master's students on the topic of Creativity, considered as an essential Australian Qualifications Framework learning outcome of postgraduate programs, and also as one that is often not taught adequately by academic staff. The showcase will highlight key elements of the MOOC design.
This project is a collaboration between Victoria University, Queensland University of Technology, Central Queensland University, and Open Universities Australia. The MOOC requires 20 hours of student engagement over a four week period and incorporates self and peer assessment.
Such collaborative projects are challenging. Often this is the result of distance and time, as Moran and Rumble (1993) argued, but can also result from different conceptions of the potential of the technologies for mass education. Learning design, and agreement on the design at the initial stages, it is argued, are fundamental to capitalizing on technology in a globalised world. The design Framework developed to underpin the MOOC is elaborated.