#STUDYONLINE
STUDY SKILLS
STUDYING A
MOOC:
A GUIDE
NEIL MORRIS & JAMES LAMBE
Section 1:
What is a MOOC? “The opportunity to learn
about a subject from an
expert, in the company of
other interested learners.”
© Neil Morris and James Lambe (2014), Studying a MOOC, Palgrave Macmillan
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Types of online
courses
Education has been available online for many
years. A large number of universities provide
educational courses to learners. However,
traditionally these courses have been limited
to relatively small numbers of learners (tens to
hundreds), commonly involve tuition fees and
often contribute towards university credit.
Introduction These types of courses – commonly referred to
as ‘distance learning courses’ – offer flexibility
Massive Open Online Courses (MOOCs) have for learners who can’t attend a campus-based
allowed people around the world to access
degree programme.
free online education provided by some of the The revolution in online courses came in 2011,
world’s leading universities, and join learning when academics at Stanford University created
communities of individuals interested in similar Massive Open Online Courses. These online
subjects. They are a new concept in online courses were available to anyone with access
© Neil Morris and James Lambe (2014), Studying a MOOC, Palgrave Macmillan
education and offer many opportunities. to the internet and an interest in the subject.
However, MOOCs are rapidly evolving and Available within an easy to use platform, they
have some limitations that are important provided the opportunity to learn about a
to understand. In this section, MOOCs will subject from an expert, in the company of other
be introduced and all of the basic issues interested learners.
surrounding MOOCs will be described.
This guide will focus mainly on learning online
within Massive Open Online Courses, but many
of the principles, advice and guidance are highly
relevant to any kind of online course you are
studying.
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learning experience; these courses use learning, with a defined start and end date,
the collective intelligence of the learning and learning outcomes.
community to generate knowledge and are
participant led.
Level of MOOCs
The major MOOC providers generally offer
xMOOCs, but they are increasingly trying to On any single course there may be learners
incorporate some of the features of a cMOOC who are completely new to a subject through to
experience, to offer additional, and more experienced professionals in the area. Whilst this
personal and social learning opportunities for breadth of experience can enrich a MOOC, you
learners. will need to ensure that you are appropriately
qualified to study your chosen course. The
It is worth considering the meaning of each of description of a MOOC will inform you of any
the words in the acronym ‘MOOC’. Most of the necessary background you need to understand
material in this guide will be tailored to xMOOCs, the course material.
as these are the most common form of MOOC
currently available.
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there is no fixed maximum duration. MOOCs selected this area will display
activities)
that are around 2-4 weeks are sometimes the main course content
Learning community Recent discussions
called mini MOOCs or taster courses; they (e.g. discussion
will give you an introduction to a subject forum, blog, wiki)
and offer the opportunity to explore some Help, technical Supporting
aspects in detail. Most MOOCs are between support, user content
6-10 weeks, mirroring a traditional university feedback
course or module, and will offer a detailed and
intensive study of a subject, with regular testing Most courses follow a linear journey and will
opportunities. provide a timetable of activities for learners to
follow. This can be useful, but can also prove too
difficult to manage if you are studying around
other commitments. A typical journey through
the first two weeks of a MOOC is illustrated
overleaf:
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this access to information and the ability to limitations. For many educators, the idea of only
communicate by aggregating learning content delivering education online is counter-intuitive to
and allowing sharing, collaboration and the well-known value of face-to-face interaction
discussion between learners and with academic for facilitating learning. Whilst online courses
experts. provide excellent learning resources – including
opportunities for discussion and collaboration
“Everyone’s Everyone’s motivations for learning are different,
– they cannot replicate the uniquely human
motivations for and MOOCs can cater for many different
“face-to-face experience of face-to-face interaction. This is
learning are types of learners. Some learners simply want
study groups illustrated by the fact that face-to-face study
different, and to expand their understanding in a specific
have been groups have been formed by MOOC learners
MOOCs can subject area, whilst at the other end of the scale,
learners who wish to gain a qualification or
formed by MOOC around the world, in order to meet and discuss
cater for many learners around their online learning.
evidence a new skill can use MOOCs to build up
different types of the world.”
their professional profile. Additionally, most educators believe that
learners.”
MOOCs cannot offer a suitable replacement
Despite having only been available for a
for a university education. A campus-based
short time, MOOCs are rapidly evolving. The
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Alison
Alison is a global social enterprise that offers
over 500 online courses from individuals,
Types of MOOC
(www.alison.com)
universities and organisations.
Coursera is currently the largest online
learner
course provider. They have over 6.5 million
registered users and over 550 courses
Whilst every individual’s motivations for
Coursera available, from over 100 university partners learning online will be personal to them, it
(www.coursera.org) around the world. They offer courses in is possible to consider general categories of
all major disciplines and offer certificates, learners. The following may help you decide
examinations and college credit on some your learning goals and motivations, and
courses. offers suggestions about possible routes
EdX has over 1.2 million users offering through online courses.
courses in law, history, science, engineering,
EdX
(www.edx.org)
business, social sciences, computer science, Pre-university learner
public health, and artificial intelligence from Motivation
29 universities worldwide.
• Increase understanding of a current subject.
Launched in September 2013, FutureLearn • ‘Tasters’ of possible subjects to study at
FutureLearn is a new platform from the UK, with
degree level.
(www.futurelearn.com) 29 worldwide universities and leading
organisations as partners. • Improving knowledge of university level study
Udacity currently offers around 30 courses for use in UCAS applications.
© Neil Morris and James Lambe (2014), Studying a MOOC, Palgrave Macmillan
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What we’ve learnt • MOOC providers are increasingly working with corporate
from MOOCs
organisations and other partners to secure funding in order to
continue to provide free online education. Examples include
corporate training courses commissioned by corporate organisations
As MOOCs are new there is still a lot of and delivered by universities.
uncertainty about their place in the higher
education sector. MOOC providers are
constantly innovating and improving their
facilities, and trying to establish themselves as Summary
reputable organisations with secure business
models. Over the last few years, a number of In this section, we have covered the basic
themes have arisen from MOOCs, summarised details of what a MOOC is, where to find
below: online courses and how they will assist you
as a learner. The main points covered are as
• MOOCs have become a global phenomenon, with individuals in follows:
almost all countries of the world enrolling for courses on major • Most MOOCs are structured online courses
platforms.
offering free access to learning materials,
• Online interaction with educators is often lower than many learners
learning communities and quizzes to test your
would like, and provides a challenge.
knowledge.
• Dealing with large numbers of learners on a single course can present
© Neil Morris and James Lambe (2014), Studying a MOOC, Palgrave Macmillan
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Section 2:
Preparing to “It is worth considering your
study a MOOC goals and motivations before
you embark on any online
course.”
© Neil Morris and James Lambe (2014), Studying a MOOC, Palgrave Macmillan
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Deciding if a MOOC
is right for you
There are lots of online courses available.
Whilst the majority are free for you to enrol
on, they will require a lot of commitment
if you decide to engage with them fully.
Therefore, it is worth considering your goals
and motivations before you embark on any
online course.
Introduction
In this section, you can think in more detail Understanding the
about your motivations for online study and
consider the skills you might need to develop learning goals
to maximise your learning. You can also use
the resources in this section to select the most Before you enrol on an online course, there
appropriate online course for your needs, and should be a description available to help
© Neil Morris and James Lambe (2014), Studying a MOOC, Palgrave Macmillan
think about how to fit it in around your existing you decide if the content is appropriate and
commitments. relevant for your needs. Once enrolled on the
course, you should get access to more detailed
information about the course structure,
objectives and learning activities. This will
be your first opportunity to assess if the
course is likely to match your learning goals.
You should spend as much time as possible
assessing your suitability for the course at this
stage – particularly with regard to the level
of material the course offers and any pre-
requisite learning needed.
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course. Well written learning outcomes should Do you like to study using videos
be SMART: Specific, Measurable, Attainable, Yes • No •
containing learning content?
Results-Focused and Time-Focused. You Learning
Do you like to read online? Yes • No •
should be able to use these to assess if the preferences
Do you learn best through watching,
course is suitable for you and which parts of the Yes • No •
listening and reading about topics?
course you want to (or need to) spend most time Do you like to learn by discussing topics
on. This should help you to plan your learning Yes • No •
with other learners online?
journey through the course. Are you willing to aggregate learning
Social learning materials from a variety of sources to Yes • No •
“If you decide the Therefore, if at this stage, you decide the course enrich your experience?
course isn’t what isn’t what you are looking for, don’t be afraid Do you like to help other learners by
you are looking to leave and look for a more suitable one. Yes • No •
answering their questions?
for, don’t be Also, if you think that only part of the course is
afraid to look for appropriate for your learning needs, then don’t If you have answered ‘Yes’ to the majority of the
be afraid to simply engage with just that part; questions in the checklist above, you may be
a more suitable
however remember that any certification will suited to studying a MOOC online. If you have
one.”
require completion of the full course. answered ‘No’ to the majority of the questions,
you may be more suited to a traditional face-to-
You can use the following checklist to further face learning experience. However, this doesn’t
help you decide if a MOOC is likely to be right mean you couldn’t benefit from supplementing
© Neil Morris and James Lambe (2014), Studying a MOOC, Palgrave Macmillan
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Do you have an email You will need to online course. However, MOOCs are designed
Yes • No •
account? have an email to be easy to use. Besides understanding
Can you make address to register
Yes • No • how to use a computer, play videos, save and
on the major Study Skills Connected
payments online? By Stella Cottrell & Neil organise your learning resources, most of the
MOOC providers’
Do you have a Morris above skills are not completely essential – but
websites. If you 9781137019455
biography to include on Yes • No • they will fundamentally enhance your learning
Online wish to purchase
a profile page? Become more effective at
profile certificates you will experience.
using technology to engage
need to be able to with your studies and
provide payment improve your study skills.
Do you have a website information. It is Palgrave.com
Yes • No •
or a blog? not necessary to
have a website/blog
to study a MOOC.
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Section 3:
Studying an online “You need to be clear
course: maximising about your learning goals
and confident in your time
your learning management skills.”
© Neil Morris and James Lambe (2014), Studying a MOOC, Palgrave Macmillan
38 39
learning. In this section, all of these elements and will be better able to plan your time. In
will be outlined and you will gain some valuable this section, you can think about strategies for
tips and advice about how to engage most making the most effective use of your time.
productively with both the course materials and
• When the course materials are available
the online learning community.
spend some time looking through them to
assess how long you will need to spend on
each section.
The Palgrave Student • The course instructors may have helped you
Planner
By Stella Cottrell
to plan your time by indicating how much time
9781137399991 you should spend on the course per week,
Organise your life and
and when activities should be completed.
studies with this planner/ Note these events in your diary, so you are
diary designed especially for
students. working through the course at the same pace
Palgrave.com as other learners.
• Consider how flexible with your time the
course will allow you to be. If the course is
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Feature Description
Opportunities to take online or face-to-face
Learning and
Examinations /
certificates
examinations and gain a certificate with a
mark or grade.
content
Listening to and watching
Ability to record private notes to support your
Notes
learning.
Tools to download course materials (e.g. audio, learning materials
Download
video, text, etc.).
Most modern online course platforms have a
Tool to allow multiple learners to contribute to
Collaborative writing tool major emphasis on video content. This video
a single document e.g. for an assignment.
content varies enormously in length, quality
Tool to allow learners to upload materials for
Upload and purpose and you will come across lots
assessment or sharing with other learners.
of different styles when studying online. The
Ability for learners to provide feedback to each
following types of video content are commonly
Peer assessment other on assessments (e.g. discussions, written
work or uploaded material). found within online courses:
• Introductory ‘talking head’ videos from course
You may want to investigate the different
instructors.
providers’ ‘styles’ and see which you feel
• Recordings of lectures given to live student
most comfortable learning with. This list of
audiences.
functionality will grow and change rapidly over
© Neil Morris and James Lambe (2014), Studying a MOOC, Palgrave Macmillan
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within your online course, as not all courses • Are you taking regular breaks (e.g. 10 minutes in every
provide an audio version of video content. You hour)?
will need to plan ahead if you are preparing to • Are you breaking longer learning activities into
go on a long journey and want to listen to the Concentration
manageable chunks (e.g. 20 minutes)?
learning materials; if you do not have mobile • Are you regularly monitoring your attention to the
broadband access during your journey you task at hand?
should download resources to your mobile • Are you making notes to reinforce your learning?
device before setting off. • Are you writing notes in your own words instead of
Recording simply transcribing the lecturer?
It is really important that you think about your learning and • Are you colour-coding and coming up with your own
engagement and active learning whilst watching taking notes ways to memorise content?
and listening to online learning materials. Use
• Are you posting comments to ask questions or clarify
the questions in the following table to help you misunderstanding?
make the most of audio and video learning • Are you re-focusing attention on important parts of
materials: Watching the video?
videos
Consider the following questions each time • Do you slow down videos at difficult sections?
you start to watch or listen to online learning
materials: “Are you re- Strategies for dealing with
• Are you sitting comfortably? focusing learning materials of differing
attention on
© Neil Morris and James Lambe (2014), Studying a MOOC, Palgrave Macmillan
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note taking app) – this has the advantage There is a lot of research evidence that has
of producing a digital record of your notes informed the design of modern online courses,
and will be available on the device you are highlighting the most powerful approaches to
using to study the online course (even your improve learner engagement and learning. In
smartphone). Many tools have a wide range general, this research indicates that interactivity,
of functionality to allow you to produce notes communication and regular testing of knowledge
just like you would when using pen and paper. / understanding are all highly important, and
• Audio note taking – most devices now offer are therefore core components of most online
the opportunity to record audio so you can courses.
record your thoughts, ideas and reflections if
• Interactive activities: Online activities that
your environment allows this. Some tools even
involve the learner are generally engaging and
allow direct transcription of audio into word-
help to focus learning. Interactive activities
processor documents.
can be varied, but often involve learners
• Mind-mapping tool – there are many free
completing online, course-relevant tasks.
mind-mapping tools which allow you to
• Communication: Conversation helps to
construct visual representations of your
reinforce learning, expose misunderstandings
notes in a diagram that can help you with
and build relationships. Whilst one-to-one
understanding and recall. These are most
conversation within online courses can
useful for organising complex ideas into a
be difficult to achieve, there are benefits
© Neil Morris and James Lambe (2014), Studying a MOOC, Palgrave Macmillan
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should treat as a real exam and prepare for • Reading other people’s comments and
appropriately. reflecting privately on their posts;
• Reading and commenting on (replying to)
Some online courses will require you to produce
other people’s posts;
your own digital content to upload for sharing
• Posting your own comments and inviting
with other learners and for assessment by your
feedback.
peers or instructors. Where this is a requirement
of completing the course, it is essential that In some instances, you might be able to find
you complete these activities. However, even if out more about people who have contributed
the activity is not compulsory, you are strongly to discussion forums by reading their online
encouraged to set aside time to complete the profile. This may help you to assess their
task as it will have been designed to enhance credibility. You may be able to filter discussions
understanding of the topic. to only see contributions from people you have
chosen to ‘follow’. This can help you to manage
Contributing to online the volume of online conversation and avoid
discussions inaccurate learning caused by using unreliable
sources.
“Communication A major component of successful online
helps you to learning is conversation. Communication Building confidence to
organise your helps learners to organise their thoughts into
contribute to discussions
© Neil Morris and James Lambe (2014), Studying a MOOC, Palgrave Macmillan
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ask a straightforward question. It is important conversations can take many differing forms
to check that the question hasn’t already been online, but are often within the following
asked before posting. Most seasoned online categories:
learners like to assist ‘newbies’ and will offer
• Instant messenger (chat tool): This is useful
advice and support, as well as answering
for private (one-to-one) conversations, and
specific questions.
can involve text, audio and video. Note that
a record of the conversation is not normally
Practical tips for online automatically saved. This tool is useful if you
discussion find a like-minded learner you would like to
have further discussion with.
• Avoid entire words in capital letters and • Open discussion forum: There may be a
remain polite. number of open discussion forums in your
• Check previous posts to see if your question course, where all participants can post
has already been asked – ask yourself if comments, questions and suggestions.
you’re contributing something new and useful Depending on the course provider there may
if this is the case. be tools to filter, like, follow, rate or otherwise
• Ask open ended questions that invite useful organise discussion posts.
answers and feedback. • Closed (group) discussion forum: These
• Make single points and try to keep are normally private to a defined group of
© Neil Morris and James Lambe (2014), Studying a MOOC, Palgrave Macmillan
to share information through short text-based may wish to simply select the communication
updates. Twitter is a great tool for connecting channel that is easiest for you.
with course providers and other course
members. Engaging in group discussion
Choosing your preferred Some online courses encourage or require
participants to join small groups to discuss
online discussion medium topics – for example business or philosophy
You may be required to use a particular courses. This process can be quite daunting for
mechanism (e.g. open discussion forum) to some learners if they are asked to join a group
interact with your fellow learners as part of of individuals selected by the instructor. The
the requirements of the course. However, advantages of these small group discussions
increasingly online courses encourage learners (often called ‘breakout sessions’) are significant.
to participate via a wide range of routes. They allow individuals to discuss a topic in
This has some advantages but also some detail, in private, exploring all angles of a
drawbacks: problem, proposing a wide range of solutions or
ideas.
Advantages Disadvantages
Groups of this kind are often encouraged to
Conversation is spread around
Allows learners to use their report their findings back to the whole course,
multiple channels, making it hard to
preferred communication channel.
© Neil Morris and James Lambe (2014), Studying a MOOC, Palgrave Macmillan
keep track of all comments. and this can be a useful mechanism for the
Reduces the volume of Use of multiple channels can be group to assimilate a lot of information quickly
communication via a single channel. daunting for new online learners. and efficiently – creating a ‘knowledge base’. If
Available technology may restrict you are asked to join a small group discussion
Increases functionality by utilising a
learners from engaging on some during an online course, consider the following:
wide range of tools.
channels.
• Remember the advice about imagining you
You may find it useful to consider these issues are face-to-face. Ask everyone to introduce
before deciding how and when to engage with themselves and give a summary of their
discussion during your online course. If you are background, learning goals and skills.
on a course where you must be kept up to date • Consider appointing roles to each individual
with a wide range of problems and questions in the group: do you need a spokesperson, a
– such as a group project oriented course scribe and a manager?
– then it would be wise to keep all channels • Plan your activities around each individual’s
open. However, if you only need an answer to personal commitments and online time
a specific question, or are simply posting your patterns (remember everyone might be
own comments for others to read, then you
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particularly if you are used to having the You should try to avoid contacting course
constant support of a learning mentor or educators directly when studying an online
teacher. With experience, you will get used course, unless they specifically ask you to;
to this new form of learning, but there are
they are unlikely to be able to reply to individual
several strategies that can help you:
messages and may not appreciate telephone
calls or messages to their personal email
accounts. Use the resources in the online
course and ask questions through established
channels.
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• Some platforms will allow you to ‘like’ or rate posts shared notes.
so they rise to the top and / or can be linked to your • Consider posting your reflections in an open
profile; use this feature if available to keep a record discussion forum so all course participants are
Output from open of posts you have found useful. aware of the blog postings.
discussion forums • Keep a private record (in your study notes) of • Select a representative sample of other learners’
interesting posts and your reflections on them. material to review and reflect on.
• Some platforms allow you to ‘tag’ interesting posts Learner generated
• Use this content to add depth to your reflective
so you can quickly call up all posts you found useful. content uploaded
notes and broaden your own perspectives.
to the course
• Store the group’s summary of their activity. • Provide feedback to other learners about their
Output from
group activities • Record a summary of the group’s outcomes in your content.
private / shared notes. Informal update • Use these as core learning materials, but
from course recognising the informal tone.
educators (e.g. • Reflect on these postings in relation to more formal
notes or blog content provided by the educator; they may be very
postings) insightful and add more context.
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reference to journal articles. These will prepare Some ‘taster’ courses do not include a formal
you well for intensive study of the subject, exam but offer regular quizzes to help you
and are especially useful if you are seriously assess your understanding. However, most
considering taking the subject further after the online courses do offer learners opportunities
course has finished. to take marked assessments and examinations
• Links to external content: Course instructors and receive a certificate documenting their
will often provide links to additional learning overall mark or grade.
materials available on the internet. This is a
In order to certify that you are not cheating,
major benefit of online courses, as it can save
some course providers require you to sign up
you from searching for resources yourself,
to their ‘honour code’. However, for courses
and offers you materials that have been
that carry college credits, some online course
recommended by an academic expert. On
providers offer a service for you to complete
some platforms, the main source of course
invigilated examinations under timed conditions
content will be provided for free in PDF form
– observed through your webcam or even in
as a learning resource.
person at a supervised test-centre.
• Links to books: Some online courses
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Assessment within online courses falls into the the instructions and rules before commencing
following categories: any in-course graded test. These tests often
only count a small proportion towards the final
• In-course formative assessment (non-graded
course mark, but can provide a welcome boost
quizzes).
towards other forms of assessment if completed
• In-course summative assessment (graded
successfully. Additionally, they will highlight
test).
areas that you may need to review for the final
• End of course examination (graded exam).
assessment. Some quizzes can be re-taken at
In this section, you can think about how to any time up until the final deadline for the course
prepare for graded tests and exams on online – meaning you have as much time as you wish
courses and learn how examinations are to re-visit material you find difficult.
conducted.
Peer assessment of learning is a more
Types of graded tests in controversial area of assessment within
online courses online courses. It normally arises in subjects
where MCQs are not an appropriate form of
Assessment in online courses is becoming assessment, such as arts and humanities.
increasingly sophisticated as the technology Learners may be required to produce a digital
and functionality within platforms improves. artefact (e.g. an image, a document, a short
Currently, there are a limited number of ways film) and upload it to a video hosting service or
© Neil Morris and James Lambe (2014), Studying a MOOC, Palgrave Macmillan
through which graded tests are conducted. directly to the course platform for assessment.
This is because the size of some online Learners enrolled on the course will then
courses means that manual grading of work be requested to assess each others’ work,
by instructors is impossible. Therefore, most using marking criteria provided by course
graded tests are either: instructors. Commonly, a number of learners
• Marked automatically (e.g. multiple choice will independently assess each piece of work.
questions, MCQs). Clearly, there are a number of potential pitfalls
• Peer assessed by other learners enrolled on with this approach, including consistency and
the course. quality of marking, feedback and workload for
learners. Some of these issues are overcome by
Automatically marked tests (e.g. MCQs) will random check marking by teaching assistants or
be provided by the course instructor and will course instructors and by incentivising accurate
normally come with some restrictions, such as marking, but with large online courses this can
a limited availability and deadline, limited time become unwieldy. Therefore, the use of peer
to complete once the test has started, number assessment for graded tests is currently quite
of attempts etc. You should carefully check
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restricted within online courses. However, it will provide some advice about production of
is quite common to see peer assessment for various forms of assessment for online courses:
non-graded (formative) tests. On some courses,
Type of assessment Tips for success
it is possible to re-submit peer assessments
• Check the assessment criteria and guidelines
as many times as you wish before the ultimate
carefully before starting (e.g. length, format,
deadline. Individual written
referencing, style, deadline).
assessment (e.g.
If you are required to undertake peer essay, story, • Avoid plagiarism.
assessment as part of an online course, you summary, article, • Write clearly, concisely and accurately.
may find the following tips useful: report etc.) • Plan time for proof-reading and editing.
• Set aside sufficient time to undertake your • Organise references as you write the assessment.
marking load conscientiously. • Check the assessment criteria and guidelines
• Follow the marking criteria provided carefully carefully before starting (e.g. length, format,
and try to be as objective as possible in your referencing, style, deadline).
assessment of the work. • Plan team roles and assign responsibilities to
“When providing • When providing feedback to other learners, Group written all individuals – if possible based on individual
assessment strengths.
feedback to think about how you would react if given the
• Use online tools (e.g. Skype) to have regular
other learners, feedback; try to provide positive feedback and
virtual editorial meetings.
think about areas for improvement in all feedback.
• Avoid plagiarism.
how you would • Seek clarification from the course instructor if
© Neil Morris and James Lambe (2014), Studying a MOOC, Palgrave Macmillan
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End of course examinations • Prepare thoroughly to ensure you get the most
out of the course.
Many online courses provide learners with • Use the learning materials effectively and
the opportunity to take an end of course record your learning.
examination. Depending on your motivation and • Engage with learning activities to assess your
learning goals, you will decide whether or not knowledge and understanding.
to take this examination, which may have cost • Engage with the learning community through
implications. End of course examinations usually group activities and online discussion:
take one of the following forms: conversation enriches learning.
• Be aware of the requirements for successful
© Neil Morris and James Lambe (2014), Studying a MOOC, Palgrave Macmillan
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Section 4:
After the MOOC, “Completing your first
what’s next? online course is a major
achievement.”
© Neil Morris and James Lambe (2014), Studying a MOOC, Palgrave Macmillan
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Badges
Accreditation from online course providers
is a great way to gain recognition for your
new knowledge and skills, however the open
software community ‘Mozilla’ have developed
something similar known as ‘Open Badges’. By
signing up to their free service, you are issued
Introduction with an online ‘backpack’, which you use to
store any badges you have earned.
Completing your first online course is a major Each badge is a representation of a particular
achievement. In this section, you can consider skill or knowledge-set you have learned, for
the next steps, in terms of gaining certificates example ‘Collaborator’ or ‘Web Designer’.
and / or college credits and how to use your All badges are based on a shared technical
online course to enhance your online portfolio standard which means you can earn them from
and professional development. many different places to build up a portfolio
of your learning achievements. Currently, only
a few organisations and businesses issue
Open Badges, though the platform is still in its
© Neil Morris and James Lambe (2014), Studying a MOOC, Palgrave Macmillan
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Summary
In this section, we have covered some of the
ways to use your online course to enhance
your professional development. The key
elements for success are as follows:
• Ensure you check the available outcomes
from a course before enrolling. If you need a
validated certificate, make sure that option is
available.
• Share your success on an online course
widely, through your online profile and in your
CV.
• Demonstrate your new knowledge and skills
in applications to enhance your chances of
success.
© Neil Morris and James Lambe (2014), Studying a MOOC, Palgrave Macmillan
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Consuela: an A-level
student
Consuela is currently studying at college
where she has just started Year 13. She
is busy with university applications and
increasingly difficult work in the subjects she
Section 5: is studying – biology, chemistry, psychology
and maths. Consuela is planning on studying
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“Viktor is better Due to his greater understanding, Viktor is strategy and implement a more streamlined IT
able to see better able to see how his subject relates to solution.
how his subject other fields. Based on his successes with
Damesh – although initially frustrated by his
relates to other his first MOOC, he enrols on an Introduction
to Computer Science course, which offers a increasing lack of free time – begins to enjoy
fields.” the course due to the benefits it provides. The
validated certificate. Viktor later applies for a
Master’s programme in robotics, and provides course he is enrolled on is structured and has
the certificate from the computer science course assignments, deadlines and a final, proctored
as part of his application. Viktor is successful assessment. He is however, free to study how
with his application, and towards the end of he wishes within the confines of these deadlines.
the course he is offered a graduate job at the He enjoys being able to stop and start studying
university studying Robotics and Artificial whenever he wants, and likes the satisfaction
Intelligence. of completing and doing well in assignments –
which all count toward his final grade.
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“Alongside her
English, Isla
Alongside her English, Isla learns about
geography, ecology and zoology. As she is
Bill: a lifelong
learns about
geography,
young, she has picked up English quickly and
it is now approaching fluency. She is amazed
learner
ecology and at all she has learnt online and thinks back
Bill is an ex-professional research scientist,
zoology.” to Nwana. Isla decides to write a letter to a
having retired in order to spend more
similar organisation – armed with her English time with his family. Having only recently
skills and growing knowledge of the world – to developed his digital skills, Bill is keen to
try and secure a job or placement working in re-kindle his passion for learning, which he
conservation. She uses her digital literacy skills has re-discovered by reading articles on the
to attach a video of herself, her life and her internet. Bill reads the news online each day
aspirations and links the organisation to her and from this, he has found several blogs
impressive online portfolio. The organisation – which are of interest to him.
above all – values commitment to their cause
Bill uses an online search engine to find out if
and it is clear that Isla demonstrates this.
there is a more structured way to pursue his
Knowing of her situation, she is sponsored
learning. He finds that universities have recently
and flown to the UK where the operations are
started to set up online versions of their existing
based. She is given a position as a conservation
courses and is surprised to find that his old
researcher and gets to travel round the world,
university in America is one of the leading
© Neil Morris and James Lambe (2014), Studying a MOOC, Palgrave Macmillan
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via webcam sessions with other like-minded
people. Soon, Bill becomes confident in his
Glossary
knowledge of poetry. Having kept a journal for
most of his adult life, he decides to try and write Online course provider
some poetry of the more interesting moments. Any platform which provides online courses to
He releases these via the discussion forum and learners. The major ones include Alison, EdX,
is happy that they are well received. One user Udacity, Coursera and FutureLearn.
in particular very much likes the style of Bill’s
College credit
writing, and so he views their online profile
Gained through completion of an online
to see their other interests. To Bill’s surprise,
course which offers this option. Can be used
the student is currently enrolled at university
at participating universities to count toward
studying colour chemistry – the academic
your actual degree. Available on a very limited
field Bill used to do research in. Through this
number of courses.
discovery, Bill is able to explain what the life of
a researcher is like and give the young student Course materials
some advice with regard to deciding on his These are materials provided by the course
potential future career. In return, the young provider which will give you the information
student is able to explain the new advances in you need to study effectively and complete
colour chemistry which he has learned through assignments. They may be links to documents,
© Neil Morris and James Lambe (2014), Studying a MOOC, Palgrave Macmillan
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with, or give help to other learners. These Statement of accomplishment
forums can also be used to arrange online or A non-validated certificate which you will receive
real-life study groups and enhance the social upon completion of an online course. This can
aspect of the course. be downloaded and printed at your own leisure.
MOOC Study group
A ‘Massively Open Online Course’. These A group of individuals all participating in
courses take place online, often with thousands the same course who have chosen to study
of students and are open to anyone. MOOCs together. These can be either online or offline –
are usually free, though it is possible to pay for in which case the meeting of the group is usually
certification of course completion. determined online in discussion forums.
Online portfolio Transcript
This is an account you can set up in order to This is a representation of all your module
provide a representation of your skills, CV, grades for a particular course. Transcripts are
academic history and any online courses you available for online courses, but also exist for
may have taken. traditional courses and can be displayed online
PDF document in an online portfolio.
A type of file which represents documents in UCAS application
the same format regardless of the software or This is the UK’s university application system.
© Neil Morris and James Lambe (2014), Studying a MOOC, Palgrave Macmillan
hardware you are viewing it on. PDF documents It typically involves detailing your financial
are commonly used to share online files found in requirements for a student loan, writing a
MOOCs’ course resources. personal statement and providing a transcript of
Peer-assessment your current grades and predicted final grades.
This type of assessment is done by course Validated certificate
learners themselves. If you are involved in peer- Certificate which gives further credibility to your
assessment, you will assess another learner’s completion of an online course through identity
work according to a mark scheme, and have verification. Final assessments are also done
your own work assessed by another learner in through webcam and monitored by a proctor.
return. Only available in certain online courses.
Social media xMOOC
Includes Facebook, Twitter, LinkedIn and These MOOCs are linear in structure and focus
Google Plus. These websites can be used to on educator-generated content. They are most
connect with other individuals on the course and similar to a typical University module.
establish your own online presence as a learner.
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About the authors the Open Educational Resources policy. Neil
has given a number of keynote talks at UK and
international events, and is a regular speaker at
Neil Morris conferences.
Neil Morris is Chair of Educational Technology,
James Lambe
Innovation and Change in the School of
James Lambe works as a Research Officer
Education and the Director of Digital Learning at
in the Digital Learning Team at the University
the University of Leeds, UK, reporting directly to
of Leeds, UK, having recently graduated with
the Pro-Vice Chancellor for Student Education.
a BSc Neuroscience degree from Leeds. He
He is a National Teaching Fellow, and has
is currently involved in a number of projects
won a number of national awards for teaching
researching the impact of technology enhanced
excellence. Neil has a research background in
learning on students in Higher Education. One of
neuroscience and current research interests
James’ interests is online learning – particularly
in educational technology, online learning and
MOOCs – which are an important new area in
blended learning. He has conducted a number
the expansion of education. James has enrolled
of published research studies on the impact of
on a number of online courses as part of the
mobile technologies on student learning and
research for this guide. In addition to these
engagement and he is the co-author of Study
projects, James creates e-books and other
Skills Connected, a successful textbook on
online learning resources for the Digital Learning
© Neil Morris and James Lambe (2014), Studying a MOOC, Palgrave Macmillan
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About Palgrave For more information on Palgrave Macmillan
Higher Education please visit: www.palgrave.
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Wherever and however you study, these Palgrave Study
Skills titles will help you get the most out of your subject.
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•
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