Mini MOOC for Capstone IT project module

Ju Tope

Keywords: mini MOOC, disability, project proposal, pedagogy, learning styles

This scholarship project is being undertaken to enhance the initial delivery of the OU capstone module TM470 The Computing and IT project,  it is aimed at extending use of the project preparation forum (PPF), encouraging learner participation, and producing project proposals that meet the needs of both learners and educators. The module is compulsory on a range of Computing and Joint degree programmes.

The PPF runs for 11 weeks preceding the actual start of the module.  Learners are invited to submit their ideas for projects they will undertake during the six or seven months of the module.  These ideas are then accepted, rejected or suggestions made for enhancement by the team of three forum moderators.  Regretfully, over each of the last five years, only about 38% of the  registered learners participate. To improve participation a mini MOOC is being developed for the PPF. Hopefully this will fill a gap in the learner experience of doing TM470.

In order to ascertain the learner needs different learner groups have been surveyed over two year groups, those without disabilities and those with physical and / or neurodiverse impairments.  The educator requirements were solicited through a focus group.

An online discussion is scheduled with the development team for early May to ensure that the framework put together can be turned into a MOOC.  A study of current Computing and IT OU online modules is required to ensure that the mini MOOC is of a similar format to that with which learners are already familiar.

A literature review was undertaken in several areas including learning styles, pedagogy, MOOC development, effects on learning of differing disabilities etc.  This literature review will continue concurrently with the framework development.

The survey of previous year groups has allowed the development of a series of various personae, addressing different age ranges, genders, disabilities or none, etc.  This will assist in the development of the mini MOOC framework, ensuring that all types of learners can be included.

The survey of current learners is still in progress as they are currently engrossed in producing their first assignment.  I expect that they will return a similar main requirement to the previous cohort – that of being guided on how to produce a viable proposal.

An analysis of data from generic OU surveys has demonstrated that over 50% of learners are dissatisfied with the level of initial activities available to support the development of their project proposals.  Analysis of this year’s PPF has shown that only 15% of contributors are able to produce first time viable proposals.

The educator focus group has revealed that individuals have identified different expectations, some looking to extend proposals from that which has been the norm over the last 12 years.

The literature review has revealed that the pedagogical approach most appropriate to this mini MOOC is constructivism to suit all learners, although a social constructivism approach will be encouraged whereby learners contribute to the ideas of others. Initial review of accessibility guidelines has shown the physical requirements of the mini MOOC that could meet the needs of all learners.

The wider world of this scholarship project is limited to registered learners and educators involved of TM470. However, the findings will be of benefit to developers of TEL  environments in general as they prepare short online courses for learners with differing abilities and disabilities.  This presentation will focus solely on the project concept, findings and  progress so far because the framework has yet to move past an initial mind map.