 Good morning, I love the sepia tins. It sort of suits the 1912 to 1923 time period. So, so thank you very much for that We'll introduce ourselves with your dissects. We're tweedled in tweedled umming it this morning and we will interrupt each other So please bear with us and of course, it's a great privilege and always very disconcerting to have to follow Mike So we will do our best What we're going to do today is actually give you the counterpoint we're here to give you a case study on our first MOOC Yes, there will be more than one so we did well and we've got the funding for the second one So really what we're going to do is less on the the mass pedagogy more about lifting the lid and looking under the hood about what we did for the Irish lives in war and revolution MOOC that we've run but before I start just just a couple of general comments The Arizona State University infomercial Extending the gifts of civilization did anyone else notice that? With the earlier comments about neocolonialism, but anyway, I'm I'm I'm just going to to leave that as a as a thought And move on Is the sound going on this? It is What better way to start than a video history The reason I started that not to show you the glossy high production values But that is actually a very important point in of itself and it's very interesting Mike saying about the BBC because we decided to go high quality no excuses Because there's a reputational risk with MOOCs that we addressed initially immediately in our designing and we put in a huge effort into the design and a huge effort into the production values With the concomitant resources and cost implications of that But more importantly for me because I'm an educational technologist before I became the associate dean is That line that one of the historians and so we call them collectively the historians in the online education unit and And and from the very first moment they set with us They said we don't want to do a standard timeline. We don't want to do the school history We don't want to do what happened through the chronology of the years We don't even want to be on camera now. That was quite disturbing as your designer trying to say we've got these great academics But they wanted to do it the other way round through the authentic lives of the people through this period So from the very first outset, we were trying to embody this pedagogic disciplinarial approach through the MOOC I find this very interesting I was in Copenhagen on Monday and somebody was saying our MOOCs They're a backward step pedagogically and it's interesting Mike was saying because in the early MOOCs They were but what we were trying to do was not only all the social learning and engagement But we're trying to embody this vision that our academics had about an alternative way of teaching history And we're pleased to say it went very well but primarily the rationale Trinity has moved into the online education space. It's created me the first associate dean of online education and We generated a two-year pilot involving some online postgraduate master and some And I'm pleased to say that we now have a five-year strategy We were aiming for a thousand online postgraduate students and we'll continue with the developed MOOC because we see them as intertwined On a side note as a college officer in Trinity. I have to sign an oath in Latin to the poorest every year and The two star scholars disagreed over Online education and how it translates into Latin. So according to Google translate. I am the curator of internet studies Though they managed to translate internet which still confuses me But basically the rationale that we said for engaging with MOOCs was the recognition that we are in a globalized higher education space And basically it's the higher education institution if we're not operating in that space We're moving behind just by dint of not being in there But also there was a strategic alignment in that we were putting ourselves out there And we're saying we have a global university in a global institution and we were taking that risk of putting our education online as well as looking inside College to provide good exemplars of technology and learning and the bit that most people forget to us It was a public good as part of our mission as an institution to actually extend our learning outside of the walls into the general public now I won't spend too much time on this but Basically we followed the future-learn pedagogy We were one of the first international partners and I've been working with Mike and the future-learn team from within the first six months I think and going over and meeting their design team who were building the infrastructure from scratch In a basement, I believe it was in Camden was quite a sight and fair place and they did it But we ended up creating six weekly sessions with a hundred and twenty-one individual steps And as Mike said the learners can comment on each and each module is delivered over one week and statements of participation were available But in line with our historians disciplinary approach They didn't work on a straight chronology It was very much the generation of characters and personalities some real some imagined from that time and Looking at more thematically fighting lives political social economics And of course the irony of an Englishman Leading the team that created this about the Irish revolution against the English wasn't lost on on my team primarily Irish But interestingly what we did was ended up being quite a close and interesting collaborative experience Between obviously future-learned with huge input. They're not just a platform provider to us. They were people we bounced ideas off The Department of online learning myself the project manager of the team and the Department of history And really in effect this space here was vital During the early days we were struggling to understand the historians vision of the MOOC We were thinking in a way quite embarrassingly need to admit and I'm quite conscious on being recorded while I say this We were thinking in a very much traditionally didactic mode Despite the fact that we do very interesting things in a course in our research center And it was the historians that actually knocked us out of that and said no we don't want to do it that way We want to invent lives you want to let people realize that when you're living in that period You don't know what's happening the next day To get that real sense of engagement and we want to engage The community it's interesting again Mike's comments about sister inquiry to share their stories of Their parents and their grandparents because it's in the recent enough past to contribute in a meaningful way And so it was an interesting experience. I don't think there's ones of mine to be saying that They're now thinking of buying smartphones And not only that they're now moving into other technology enhanced research learning projects So in lots of ways these were some of the hardest people in college you would expect the literature to work with They were not technology enabled in their teaching and learning activities, but what they did have was commitment and energy So again the traditional MOOC structure that follows through that the mic went through so you've stolen a bit of our funder there We were supposed to show and tell on this section And again, it's very interesting what's been said about the visibility and in fact We've started looking at how we're providing our online courses and tweaking some of that in the light of our experience from future learn Again, what was important for us was the fact that the discipline affects the design and the discipline affects the pedagogy because of the nature of the course and the the history we were able to send all of the learners out to these authoritative resources of authentic materials So of course we provide resources, but in the MOOC we're able to provide the techniques and habits of becoming a historian So all of a sudden very soon we shifted away from we will teach you the key events of 1912 to 1923 to we will try and give you some sense of what it was like to be a real person in that time and We will try and imbue and recognize your abilities as a historian from your own personal stories and From the archive material that was there and this was another strong theme that we ran him Some of the key elements that we found very powerful You have the comments and the discussions next to every activity in asset and that was very powerful I think we were getting up to about a thousand comments going on that But the discussion points were different. They were specific activities that you would put up So for example in the line goes what is your definition of a fighter? What did it mean to be a fighter? And it was an activity So it was quite focused like constructing a really good discussion board question in an online or blended course and A huge amount of time and effort went into the construction of these questions And what was interesting was we were able to get the feedback very fast from the quantitative and qualitative Measures of the learner engagement as to had we pitched the question right? I mean one to me one of the favorite questions was what was one word that described this period? And all of a sudden the learners had to go what one word. I want to write 200 And I think one of the ones we use with work came out was complex But it was very interesting and challenging questions a huge amount design went into just the simple questions that we used on the discussion points the quizzes and peer assessments again were very positive And Sylvia talk a little bit about some of the data that we've generated from it and And the online discussions and social learning were extremely dynamic across the entire MOOC we're moving on to develop other MOOCs and one of the things that I'm quite concerned about is histories of a discursive subject Plus we're talking about something in relatively recent terms something that's still culturally relevant Something that we'll talk about grandparents. In fact in the Irish context. I've been here long enough to understand You start the Civil War divisions in politics So it's very timely But what about the challenge of getting discussions going in a topic that is perhaps less discursive? And we're looking forward to addressing that in the upcoming MOOCs So in lots of ways people think oh MOOC about something so Qualitative and subjective as history must be difficult on the social learning platform. It was actually quite straightforward We were able to leverage the nature of the discipline and the content in developing social learning itself So I'll hand over to Sylvia now for Irish life So basically my role was to act as an intermediary between the Department of Online Education and the Department of History So really supporting the Department of History in their interactions with their learners and their transitioning to teaching an online environment so We had two ones of Irish life as Crystal was last year which we had 18 pairs of learners and then we've just finished our second one on Second day which we have 11 pairs of learners and so these were six-week courses and again quite well really was to evaluate and bring awareness to really social learning and the importance of moderation and exactly the community and really being a bridge between the Department of Education and the Department of History And I was a non-domain expert. So my expertise is in online communities. It's not to do with history I didn't do history from the beginning sir So I really have no no real idea of it So it was really a challenge for me to be a moderator within this space, but I didn't really know much about it So how did I do that really and it's kind of what life was saying is how to manage complexity So I use quantitative and quantitative reflection. It's a very structured approach And I was liaised with the Department of History and everything that I did So who were the learners? These are just some quick statistics about them. So our learners actually we had 26% of them were over 55 We had the majority of them were actually from outside of Ireland And we had more males than females. I think very interesting, 71% had no previous online course experience And I thought it was very interesting that this was their first experience of an online course It's one that was with Finney College in future learn and perhaps in a location that was not and it was outside of their home country as well So how could we engage the learners? We did it in two ways We did it both internally and externally So internally it was within the discussions So the Department of History would reflect upon the learner comments And I would help them reflect on these comments as well, give them tips Which would be the comments that I think that they would benefit most to reply to I would also have some input with technical queries and give guidance to students as well Then externally as well we had twice weekly emails So on both Mondays and Fridays we would send emails to all the learners The Monday emails would describe what would be going on the week ahead And the Friday emails would reflect on the content that had been talked about in the previous week Also future learners were excellent, they always were very helpful with any queries that would tell the table the Department of History had Especially with things like resolving learner issues or any conflict between learners as well So this is just a graph, one of the many great data sets that we're given by the future learners Which describes the content activity So we had 67,000 comments in the Irish lives and MOOC And it's over 4,800 unique voters So if you look at this graph here, so we have the steps on the horizontal axis And we have a number of comments on the vertical axis So we can see that at the start there's two major peaks And these were when we asked learners to introduce themselves The terms, a little bit about themselves, their background, why they're interested in history And this is very important to start social interaction between learners And encourage social expression and socialization Which is very important for a learner retention And really creating a community of learners So we can also see across this more peaks These were mainly the discussion points Which always elicited lots of conversation between learners So, again, how do I monitor and moderate this community? And I used domain specific keywords So I talked with the Department of History What are the things that you think I should look out for And most like posts and queries and negative comments Who are the power users, who are the leaders, who are the users So we're really driving conversation And whether I need black posts, again, looking at the discussion points And examining any training-specific comments as well So what were these learner comments? So I did a little thematic analysis Just to see what were the main areas that people were looking at So no one was discussing course resources So they would talk about the videos, the articles The external resources provided Personal narratives were huge So our learners loved talking about themselves And their personal histories For example, I'm the second generation Irish-American My grandfather was a member of the flying colony Who said male under Tom and Boyer And there was also a great sense of virtual communities So they really relished in the fact that they were talking With other learners And there was clear support, thanking one another Sharing resources, these are external resources Not necessarily the ones that we've given to them And also, of course, feedback process Thank you, it's almost as good as welcome to the Architrinity And stood on the rise So... For cheaper So this is just another data set that we were given By Futurism, which shows the course activity Which you can see that over time it was decreased And it's very useful for us to see what steps were And what didn't You can see that there was two there Who were visited and not confused These were actually the peer reviews and peer assessments Which were quite successful And many learners found them very good From the comments you can see that they really did like them But again, they weren't something that all learners did take part in So what were the course outputs and results? So our course was 95% rated positive And 98% recommended This was from the post-course survey Of the first one of Irish Rise And we've had 18,000 jointers Of them, we had 11,000 learners 10,000 more active learners And they had completed at least one step of the course 53% were returns, they come back And we have 25% of participants You can see them who is just below here With the little green arrows They have a future and an average So you can see how much we were above the future And an average for all of these KPIs And I think most notably you can see that Our social KPIs was very high So 41% of our learners were told to each other I think that's a really great description Of how our MOOCs worked very well with learners That they really did interact with one another So just a little bit about the research That we had and that we're working on at the moment So when we were told about the department of history And department of online education We realized that a lot of the learners Were talking about personal narratives And talking about themselves And their personal histories And we found that it was very interesting That MOOCs were almost like a generative repository Of a generative source for historical research So things like public history research And oral history research These things could be very, very important For future research So again the impact of MOOCs in the historical discipline Not only our platform for historical learning But also as this generative repository So we were going to say What is the impact of MOOCs for the humanities So not only for computer science And for things like that online learning But for the humanities as well And then finally this is another piece of work And at the moment which is exploring How new learners behave in MOOCs So my PhD research looked at And newcomers in online communities And so what we're doing is looking at Thematic elements of online community And newcomer behavior And whether they were very similar To the new learners in MOOCs So these are some of the themes that are rose And some of the new themes that did rise Which are things like rationalization So why are the learners doing this course And expectations For a review course In terms of the impact I mean ultimately I have to stand in front of college And explain what bang they got for their buck In generating this course What we can definitely point to Is the reputational and marketing impact I had a very fun 30 minutes Being interviewed on Sunday morning For Ottawa Radio's Gaelic Hour Which is the highlight of my media career to date But there were significant column inches And we're getting recognized in Europe Just by the dint of putting on a successful high quality course And engaging with this And oops, apologies wrong button We do have alignment with international and regional strategy In promoting Trinity's global education brand Student participation and engagement And actually embedding it within the college I suppose really the student recruitment Is the great unknown This course wasn't really designed As a student recruitment course Sometimes I think Moose can either be designed Hopefully for both but for public good For student recruitment For global reach and I suppose marketing And this one really was a bit about the public good And putting ourselves out there And also taking a step in and learning ourselves That's going to be my final point as well Innovation in Irish high education A lot of work with myself and Sylvia On understanding more about community development And general altruism Generally doing the public good And getting our academics out there Now our academics themselves Have been interviewed, their profile is certainly raised But more importantly now There's a great example in the faculty of arts And humanities and social sciences in college About how MOOCs and technology enhanced learning Can really revolutionize and embody Different visions of learning In a way that didn't exist at this time last year Which is very useful These are carefully selected quotes But we did... It's qualitative I know But it's not cherry picked, just trust me on that But it's certainly very good when we're able To go and show our various people in college This is the impact including I think I might sign up for a degree if they'll have me I suppose in hindsight I'm not going to talk about my own views On where I think MOOCs are going to be In the future of higher education I've been doing e-learning long enough to be Skeptical of anything that's going to disrupt Higher education because every three or four years Something comes along with that particular promise What I will say though Is that it's been very positive for us Actually to go out and do this It's quite high risk We've learned by doing And we will continue to do this And continue to explore in these spaces Regardless of a revenue model Because we see so many of the less tangible Benefits around it That it's now embedded as a core part Of Trinity's online strategy going forward If there's any questions We'll be more than willing to take them If there's any time permitting Thank you I think what we might do Is, Tim I know you've got to go at some stage If you can stay Then there'll be a time perhaps Come up the front door over after morning tea I'll just make a couple of quick comments Just so we can catch up the 10 or 15 minutes We're just running behind You're both here for the next half hour Absolutely Anyone who would like to have some questions I just wanted to acknowledge And invite Tim and Sylvia to come Trinity is that after thinking about Mike being the first speaker The ideal speaker We have to acknowledge that Trinity In using the physical impact form In the manner in which Mike is outlined Hedagogically The impact and the kind of drivers I will just have a little Come back on the Arizona State one I think the reason I really want Us to engage in this debate We should not shy away from this debate Arizona State actually sat on the sidelines Until last week And it'll be very interesting to see Which driver is really driving there And Tim, I have a feeling It's a little bit more around the pipeline And of course you indicated that's not a driver Not for this move So after morning tea The program is actually set up To investigate really And unpack many of those drivers So I invited it to Tim And Sylvia Over morning tea or over the rest Of the program whilst they're here I thank you again very much for sharing a very insightful I think journey that Trinity's taken And the lessons you've learned today Thank you