%0	Conference Paper
%A	Wolfenden, Freda
%A	Cross, Simon
%A	Henry, Fiona
%C	Burnaby, British Columbia, India, Asia
%D	2016
%I	Commonwealth of Learning (COL)
%K	blended MOOC
%K	MOOC
%K	MOOC support
%K	OER
%K	task-oriented design
%K	TESS-India
%T	Extending the MOOC footprint: Supporting capacity building in India
%U	http://hdl.handle.net/11599/2682
%X	This paper describes how we addressed the broader programme demands in the design and delivery of the TESS-India MOOC to attract over 10,000 registered participants and a completion rate of 51%. We draw on multiple sources of participant data to identify and examine features which stimulated a buzz around the MOOC and supported success in challenging contexts - many participants had little or no prior experience of online learning and a large number were based in rural areas without reliable internet access or power. Our analysis identifies features which contributed to successful participation; a focus on authentic activities in the learning design and assessment, appropriate use of technology, a three-way blended support model combining formal and informal interactions and the use of a pilot iteration of the MOOC to create local experts and champions who were then able to act as skilled facilitators in the large scale iteration of the MOOC.
%8	11/2016
%*	yes
%>	https://www.oerknowledgecloud.org/archive/PDF (4).pdf