Reflections on a seminar: Wrapping MOOCs for students in the global south
This is a really quick note about a recent experience in an online seminar. More to follow…
I think whether or not we can call something a wrapped MOOC depends to some degree on the extent and quality of the wrapping. I want to ask questions about what kinds of activities and functions are located within the MOOC and which are located within the other institution. I am thinking specifically of matters of learning activities, and assessment and accreditation.
In the case of UCT, facilitators may supplement MOOC material with in classroom activities or even critique the MOOC quite heavily on occasion. Activities from the MOOC may be brought into the classroom space, but the bulk of participant learning is intended to happen through the MOOC itself. It is expected that participants will watch the videos, engage with online activities, and submit assignments etc through the MOOC. It is made clear to participants that the course is not a UCT course but that UCT is providing additional support. The facilitator plays a largely co-participant role and encourages both online and face to face engagement.
In the case of Kepler Kigali, it sounds to me like substantial elements of the learning activities, assessment, and accreditation are located outside the MOOC. I would argue that while from the perspective of the MOOC-creators, the MOOC is wrapped, from the perspective of the Kepler Kigali students and staff, the MOOC is unlikely to be perceived as the course, more a resource within the course.
This was an amazing learning experience!
Image from http://pixabay.com/en/present-box-gift-ribbon-wrapped-307776/