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Making a MOOC: an interdisciplinary approach to teaching Web Science

Making a MOOC: an interdisciplinary approach to teaching Web Science
Making a MOOC: an interdisciplinary approach to teaching Web Science
MOOCs (Massive Online Open Courses) are gradually capturing the public imagination. From experimentalist beginnings in Canada, platforms ranging from ‘homebrew’ to professional have emerged, and although there has been much focus on US platforms, the phenomenon has grown on a worldwide scale. One feature of the early generations of MOOCs has been that courses are typically developed by individual enthusiasts or high profile academics often developing into a cult of personality.

in 2012 various UK institutions entered the fray including the Universities of Edinburgh and London who used the US Coursera platform. In 2013 a consortium led by the Open University launched FutureLearn to predominantly host British courses. The University of Southampton was an early FutureLearn partner.

This presentation provides an account of the collaborative and interdisciplinary approach adopted in the MOOC ‘Web Science: how the Web is changing the world’. Because Web Science is fundamentally interdisciplinary, this MOOC is not the work of one highly motivated individual, nor is any one individual able to cover the range of specialisms. The course has strong STEM components but encompasses elements of politics, sociology, computer science, mathematics, economics, business and management. The course has been co-ordinated by an educational developer supported by a team of educational specialists working alongside academic ‘educators’.

The challenge is to provide coherence and continuity for learners’ experiencing materials drawn from multiple sources and multiple authors. The paper explains the mechanisms to co-ordinate the team and create a consistent learning experience illustrated by evaluations, reflections and user reactions.
White, Su
5f9a277b-df62-4079-ae97-b9c35264c146
Davis, Hugh C.
1608a3c8-0920-4a0c-82b3-ee29a52e7c1b
Dickens, Kate
adfb4b5e-d331-40d4-9b34-2a17430bd3f0
White, Su
5f9a277b-df62-4079-ae97-b9c35264c146
Davis, Hugh C.
1608a3c8-0920-4a0c-82b3-ee29a52e7c1b
Dickens, Kate
adfb4b5e-d331-40d4-9b34-2a17430bd3f0

White, Su, Davis, Hugh C. and Dickens, Kate (2014) Making a MOOC: an interdisciplinary approach to teaching Web Science. HEA-STEM 2014: Enhancing the STEM Student Journey, United Kingdom. 01 - 02 May 2014.

Record type: Conference or Workshop Item (Other)

Abstract

MOOCs (Massive Online Open Courses) are gradually capturing the public imagination. From experimentalist beginnings in Canada, platforms ranging from ‘homebrew’ to professional have emerged, and although there has been much focus on US platforms, the phenomenon has grown on a worldwide scale. One feature of the early generations of MOOCs has been that courses are typically developed by individual enthusiasts or high profile academics often developing into a cult of personality.

in 2012 various UK institutions entered the fray including the Universities of Edinburgh and London who used the US Coursera platform. In 2013 a consortium led by the Open University launched FutureLearn to predominantly host British courses. The University of Southampton was an early FutureLearn partner.

This presentation provides an account of the collaborative and interdisciplinary approach adopted in the MOOC ‘Web Science: how the Web is changing the world’. Because Web Science is fundamentally interdisciplinary, this MOOC is not the work of one highly motivated individual, nor is any one individual able to cover the range of specialisms. The course has strong STEM components but encompasses elements of politics, sociology, computer science, mathematics, economics, business and management. The course has been co-ordinated by an educational developer supported by a team of educational specialists working alongside academic ‘educators’.

The challenge is to provide coherence and continuity for learners’ experiencing materials drawn from multiple sources and multiple authors. The paper explains the mechanisms to co-ordinate the team and create a consistent learning experience illustrated by evaluations, reflections and user reactions.

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WhiteEtAl2014HEA-STEM_MOOCs.pdf - Author's Original
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More information

Published date: May 2014
Venue - Dates: HEA-STEM 2014: Enhancing the STEM Student Journey, United Kingdom, 2014-05-01 - 2014-05-02
Organisations: Web & Internet Science

Identifiers

Local EPrints ID: 363095
URI: https://eprints.soton.ac.uk/id/eprint/363095
PURE UUID: 11ef5436-87f9-486a-afa6-1034eca7f165
ORCID for Su White: ORCID iD orcid.org/0000-0001-9588-5275
ORCID for Hugh C. Davis: ORCID iD orcid.org/0000-0002-1182-1459

Catalogue record

Date deposited: 20 Mar 2014 14:04
Last modified: 06 Jun 2018 13:16

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Contributors

Author: Su White ORCID iD
Author: Hugh C. Davis ORCID iD
Author: Kate Dickens

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