 Okay, so firstly, how many people here have the mobile app? Okay, because you're going to be using it, so get it out. Obviously most of you know me from running the MOOCs and stuff. But anyway, I've been working a lot with organizations on MOOCs over the last while, and one of the key things is that there's lots of different platforms out there and how people use them. So this was a bit of a study we did and sort of a look at how people are using MOOCs and we sort of had a look at literature to understand the background and where is the evidence and the research behind it. So there's various MOOCs out there which are using Moodle already. I think Open2Study was already mentioned. You've learned Moodle, which was run by Moodle itself. I think it's in its seventh or eighth iteration now. Three to four thousand people each time. Michael has the luxury of doing the research on that, to produce some longitudinal data on how people engage. Some pretty sexy stuff in there at the moment, so we're hoping to have that soon enough. But also then IT Slug have been running MOOCs and Moodle. You've got other ones as well there, UCLs, which was mentioned already. Then CrossEurope, Moodle is heavily used. And one of the reasons it's heavily used is its multilingual aspect. A lot of MOOC platforms don't have 105 learning packs as for their interface. So therefore they don't really work in places which are not having English as their primary language as well as some of the alternatives of when you start using Moodle. So these are just some of the ones which are being used in the open-ed MOOC network across Europe. Now... Before I go on into this part, I'd like you all to go into the mobile app, please. And I'd like that you've all been added to an extra course, which is Moodle MOOC Responses. There's two choices in there. If you can all quickly do them, please. Uh-huh. Can you all see them, yeah? One of the interesting things about using mobile app, by the way, is that it can be done all the time. And this is an example of actually doing real-time reports directly out of that platform. And you can see here how they're all voting. So we have, yeah. So 41% are using MOOCs. If I was saying that, aren't you using them? Some people just don't know. So I think that's quite indicative. At the moment, there is a huge amount of people in Europe, especially who are using MOOCs and using very different platforms where that's actually going up where the state's percentage-wise is actually going down at the moment. Okay, so most people are using Moodle. Some are using FutureLearn and no one's using edX. So it's interesting. One of the biggest challenges that I've found is the IT departments, or otherwise known as the department of NO, usually don't respond very well when you say, you know what, I know we've got 5,000 students on our Moodle site, but can we add 30,000 students just for three weeks, please? I'd like to run a MOOC next month. Usually they're not very, what's the word, responsive to that kind of request. But anyway, let's move along. So one of the things which I've, and what we looked at was all the different areas, what make a MOOC, a MOOC when you're looking at Moodle. This is great. Sorry. So one of the key things is when you're using Moodle, you can control authentication, enrollments, and these sort of things in very different ways than other platforms. The majority of these are designed for really easy entry. They might have Google, they might have Gmail. Yeah, I've got the wrong slide. Having a great day so far. And they use different controls than Moodle can offer, because Moodle can offer so many different other controls. You can really fine-tune how you want to do it. Some people like using stuff like Eventbrite, some people like having people sign up via Twitter, and other different systems. But this was one of the areas where Moodle really does come into its own in the way that it handles content, in fact it is very much content agnostic. The research has shown that users nowadays on MOOCs, they access their course in different ways than typical online courses. They access it for shorter periods and in different places. They might access it at home while on the bus. So having this concept of nano content or bite-sized learning is really important, because they are only going to have a certain amount of attention for a certain period, and you need to not lose them. I think Future Learn found was about five and a half minutes for videos that they found that people started tuning out. And that has come down in the last five years from around 12 minutes. So it has been a huge change. One of the other areas that the research has shown is that forums and how you use communication and facilitation has actually got a really key thing, that if you actually are wanting to give real-time engagement and quality feedback, the students actually respond more. I think one of the interesting things looking at Learn Moodle is that Learn Moodle has a lot of forum activity. I think just one of the stats when we had a look at it, half of the people who are continuing and going through it each week are just interacting with the content and with the forums and not even taking the actual assessment itself. They're just going through the learning process but without requiring that validation of assessment, which is certainly something I hadn't seen in any other research on Future Learn and Coursera platforms. From assessments as well, Moodle offers quite a lot of different options for assessment, be it peer assessment with things like the workshop or using forums and ratings, or the full assessment using quiz and being able to both be formative on a weekly basis and summative at the end, or having things like SCORM. Although SCORM is not often used in MOOCs, you can see nowadays that a lot of people are starting to use it because it gives them really complete control of how that is presented. I think the work that's being done on the Moodle mobile app at the moment is really innovative when having that SCORM being able to play it offline so someone can actually go in, download the whole MOOC course and then just do it if you go down that line. This is an interesting one. And what does it mean for student empowerment? And when you think about a MOOC, a lot of MOOCs are not self-paced, they're likely facilitated, if at all, but it's something where the student does not really have much control. They're usually phased-based. Some MOOCs have switched back and forth from being phased-based, so each week they slowly release the content or that they show it all. And there is indications currently in the research that this actually does have an impact, that students can feel overwhelmed when they see all of a MOOC content, but if they're actually just seeing it released on a week-by-week basis, that they have a continual engagement because it's, again, this sort of bite-size concept that they only have enough just for that week so they're not going, wow, there's just so much content here. But as part of that, it also helps them guide their progress because with things like conditional activities and completion tracking or using features like the progress bar, you're enabling them to manage their time and to manage their tasks as they actually go through the course. And in a MOOC, that's really important because they need to know where they are and what they're still to do so they don't disengage. One of the areas here was they had this funnel of engagement and where this actually then just literally falls off a cliff. And part of that is because they don't know what the expectations are in what they have to achieve. And this is one of those things where you can add sort of gamified aspects to it and what is the end result. So with that particular MOOC that I referred to where you had 50% of people who were doing the course, but yet they weren't going through the assessment because they didn't feel the validation. If you take that with what FutureLearn and a lot of these others are doing now where they're starting to charge for the certificate, that sort of throws up a question as what is the value of a MOOC? Now can I ask you a question here and we won't use the mobile app this time. How many people here have done a MOOC? Okay. How many people here completed the MOOC? Okay. And how many people here haven't completed a MOOC? Okay. And why? Well, I'll volunteer you. Well, how? Lack of time? Anybody else? Overwhelmed by the content. Overwhelmed by the content? That is quite un-structured. Pardon? An un-structured way of learning. An un-structured way of learning. And I think... But none of them really get into this side of it which seems to be one of the big contentious issues. Should you issue a certificate? Should it be a badge or should it be nothing? I think it is interesting that there's just so many areas that people don't complete for. Remember one survey? We're asking people why they were doing the MOOC. And so, why do you do MOOCs? Anybody? C-I-T-2-N-E-L-U-E Okay. Having a nosy. Having a nosy. Yeah. I wonder how many in that AI MOOC at the beginning were technologists or educationists going, Ooh! I wonder what's this like? Same. Yeah? Same. Same. Yeah. And I think it's... So, you really have to try and capture. If you want to understand what people are going to do and what is the end goal. Is certification the goal? Or are they just going in there and is their purpose achieved without even necessarily looking at the content? They just look at it and go, That's pretty. And I've been on courses where I went, That's pretty. And another MOOC I was on, I'm a terrible student. I really am. It was, I think I had 10 hours to complete all of the assignments on the statistics MOOC I was doing just to see how it would work. And so, I just did it at the very, very end. Seconds before the deadline. It was a good rush. But not sure I actually learnt much. But I did pass. That was okay. And this begs the question, if you start looking at reporting and you start looking at, well, what statistics are you going to look at? So are you having that 50% drop off straight away? So 100 people registered, 50 people actually get into week one. And what percentage do you get to the end? Unless you really understand who these are and where they're coming from and what their motivations are and have done research in the surveys with those people, these statistics aren't so meaningful. I've helped colleges on MOOCs where they've had about 30% completion rate out of that initial cohort. And one of the reasons for that, their sign-up period and the start were really tied together. And they did that deliberately. Because if you sign up for a MOOC early and three or four months pass, you may not be interested. You might have done something else in the meantime. Or your calendar and your schedule has changed so you don't have time and you're overwhelmed by the content. So what do statistics and reports mean? In the research, they're looking at exactly the... I think it was last year, they started looking at a different way of calculating what is a completed MOOC from a student point of view. So are you going to start looking at waypoints? So are you going to say, if they have within week one, they have done these tasks, maybe or not the assignment that they are deemed complete. So you can say, these are a fully engaged week one student. So you need to actually define at that level what you mean by a student on your MOOC to be able to get statistics and good reports. Now Moodle obviously with stuff like activity tracking or progress bar, you can get a certain level of those by defining them within the course. So you actually have that level of control and you can customize it to your own personality of MOOC. And within the research, I think one of the main things was Moodle uniquely offers a way to innovate because it is a truly open source platform. You cannot just say what Moodle has out of the box, but you can look at customizing it and really bending it to your vision of what a MOOC should be. Because of the scalability nature and because of that open source nature, you can change it. You can introduce extra gamifications like the level up block or the progress bar and those aspects to really enhance the student's experience and support them through that. And I think it was really interesting looking at some of the early stats on Moodle from the last few years, the high level of completion that they get because of this constant engagement between the classrooms and people are brought in this very inclusive process rather than some MOOCs which are ran in a very different way and it's nearly a hands off so they give a few facilitators and not much else. But has anyone got any thoughts on MOOCs? I think we have seconds left. One question maybe? Okay, I can have a question. Sorry, two questions, go for it. Any thoughts about MOOCs, Moodle? I'm afraid I will shock you again like yesterday. I think I need some coffee. I've been coordinating MOOCs in Italy and we found that analytics in MOOCs are only useful if you know who is there. So it's not enough to use data and anonymise the data you need to know the people you are analysing because they are such a lot of persons, such a lot of motivations for being there and many of these motivations are not completing the course. So we introduced always with Moodle an initial feedback as a separate course that's a condition to get into the Moodle so you don't have to answer to all the questions but it's the first thing you see. And then you have an analysis of the population that can give you quality input to your data because they are going there maybe just to see what is in there. They are competitors or they just want to download everything so you cannot say everybody is abandoning because they were not intended to conclude or to obtain a certificate. So we are working that direction and that's awesome because people who declare they want certificates they will arrive almost there or there and if you give partial certificates there will be less people going away. So that's the direction. I think that's a great approach it is about finding that upfront what are the motivations what do they want out of the course? Hi my name is Andrew Ferrier I'm from Greenwich and I'm just interested in the business case for MOOCs because one of the issues our university is discussed MOOCs but we seem to come against a brick wall that and the question we are asked is how can you monetise them how can you justify the time for the investment in setting up MOOCs? I just wanted people to comment on that. I'm going to horrify you it's my turn to shock those who know me won't be shocked I think MOOCs having too purpose and earning money is not necessarily one of them. One, they can be used for innovation if you have a module, if you have a course which you're running being able to do AB testing on two different aspects of a MOOC or different kinds of assessment strategy within that group it's going to have a greater challenge getting ethical approval than with learners on a MOOC when you've got a few thousand people you can also look at having the type of questions you do and you can actually use a MOOC to innovate in your learning so it depends on what the purpose is I don't think monetising is the purpose there however, if I was to say this as my marketing head a MOOC is the modern day equivalent of the little booklet I got in 1989 from Trinity College outlining what that course was what that subject was in higher ed it was going hey, so it's a taster it's a taster of online education from university so I think it's a marketing spend if you get one student back or two students in from that course is that going to pay for itself and I think so monetising it by certificate income or other things I think is a although lots of them are doing that I'm not sure that's going to be a business model that will work I think recognising that it's a place for innovative research and also just for pure marketing is probably a better way