As usual the Times Higher and other outlets carry a a number of articles about MOOCs. The question has to be when will the topic cease to be newsworthy? Presumably when every little university (see previous post) has got one?

Firstly, I picked up on Twitter that Edge Hill University have launched a MOOC in Vampire Fictions with the claim that this is the first worldwide that potentially offers 20 credits.

Module leader Dr Ben Brabon, Senior Lecturer in English Literature and SOLSTICE Learning and Teaching Fellow, has spearheaded the development of this ground-breaking credit-bearing MOOC. Dr Brabon said: “There has been much debate on the impact of MOOCs on Higher Education. There is no denying that MOOCs are going to play an important role in the delivery of degree programmes over the coming years. In this respect, we are adopting a pioneering approach by validating our first MOOC on a subject within the Humanities with the option to gain credit. There’s nothing else quite like it in the world at the moment and ultimately we’re looking to provide more choice in the MOOC market, improve the student learning experience of MOOCs and also showcase to a global audience the outstanding courses we have to offer at Edge Hill University.”

“What’s so great about our MOOC format is that students can test the waters for free and if they like learning at this level, they can opt to take an assessment for a small fee and gain credit for their work. The credit that they earn on the course can be used as part of a degree at Edge Hill or recognised as offering prior learning credit for studies at another institution. It’s a concept that allows for flexible learning opportunities and the chance to become part of a unique global learning experience.”

I’m not sure they can guarantee that credits will be used in recognition of prior learning schemes – the waters have not been tested on this yet. The interesting aspect of this proposal is that “proper”” credit will be available, meaning potential massive workloads in marking. Also, the university is not using one of the big companies (hardy surprising since they are known to be choosy about who they will work with) and are using Blackboard CourseSites to deliver the course.

And the subject? Well in a week when a Foundation Degree in Heavy Metal was launched, a reminder that all aspects of culture are valid topics for study.

Moving onto the Higher, four more universities (Sheffield, Glasgow, Loughborough and Strathclyde have joined FutureLearn, the UK MOOC provider led by Open University.

MOOC completion rates are shown to be below 7%,in new research by Katy Jordan

Although she acknowledged that many people would benefit from taking a course even if they did not reach the end, she said completion rates were indicative of how successful a course had been.

“People might have no intention of completing assessment when they register, but I don’t agree that completion rates are entirely meaningless.”

This has prompted a number of online comments where  it is recognised that some may take the course with no intention of completing the assessment.

Another article questions whether the existence of MOOCs, and availability of materials from top academics s at Yale etc will have an impact on FE colleges and sixth forms, with them losing students to the technology. I think we’re back in the realms of hyperbole again. Surely the answer is “no”.

Finally in THE, a piece about comments made by Martha Kanter, the US undersecretary of education on appraisal of MOOCs, She identified three areas for research and appraisal:

• the need to assess the impact and efficacy of these innovations with discipline and rigour.
• the need for careful analysis of the reach and apparent value of Moocs in serving those currently outside the system. 
• the issue that many households lack internet access because of the cost of connectivity and sustained use.

And the last comment on MOOCs this week – I’ve submitted the final assessment for my Coursera course on Surviving Disruptive Technologies. Having scored well in the mid-term assignment, I have high hopes for the case study I’ve prepared on the impact of MOOCs and other education technology on a teaching-led UK university.