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Extending the MOOC footprint: Supporting capacity building in India
Wolfenden, Freda · Cross, Simon · Henry, Fiona

PublishedNovember 2016
ConferencePan-Commonwealth Forum 8 (PCF8)
PublisherCommonwealth of Learning (COL)
CountryIndia, Asia

ABSTRACT
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.

Keywords blended MOOC · MOOC · MOOC support · OER · task-oriented design · TESS-India

Published atBurnaby, British Columbia
RefereedYes
RightsAttribution-ShareAlike 4.0 International (CC BY-SA 4.0)
URLhttp://hdl.handle.net/11599/2682
Export optionsBibTex · EndNote · Tagged XML · Google Scholar



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