Fulbright Specialist Diary: Day 11

Day 11 – Wednesday, July 18, 2018

Today, I facilitated the last of the four workshops planned at UTP. This one was on the development of MOOCs and was preceded by their history.

Workshop Title: History and Development of MOOCs 
Workshop Description: In this workshop, participants will learn the best practices for developing a MOOC.  The facilitator has developed three MOOCs on the canvas network and Udemy and will show how these best practices were used to develop one of the MOOCs.  We will go through the content development of video lectures, text, objectives, quizzes, and certifications.

The participants were quite interested in the timeline of the history of MOOCs.  They connected well with the original premise and success of cMOOCs, and how the xMOOCs have evolved/reduced to a vehicle for continuing education for corporations, micro degrees, and online certifications.


I demonstrated the platforms options of Udemy, Canvas, and openlearning.org they have access to as individual faculty members.  Malaysia has a nationwide initiative on the development of MOOCs under the Malaysia Education Blueprint 2015-2025 (Higher Education) plan.  Launched in 2015, openlearning.org/Malaysia now has 450 courses and growing.

The Malaysian Qualification Agency is determining ways to certify MOOCs for university course credit.  I raised the question on authentication and equivalency.  For the former, we brought up the ideas from competency-based education, on-campus examinations and use of software such as Proctorio that “is focused on bringing integrity and analytics to online exams.”

Four parts of MOOC development – home page, course information and expectations, the content of modules and assessment were introduced.  Best practices for each of the parts were shared and it was emphasized that they could take these practices to face-to-face classes for a blended and flipped approaches and to fully online courses.


This material is based upon work supported by the Fulbright Specialist Grant and the products of the National Science Foundation Grants# 0126793, 0341468, 0717624,  0836981, 0836916, 0836805, 1322586, 1609637.  Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation or the Fulbright Program.

Author: Autar Kaw

Autar Kaw (http://autarkaw.com) is a Professor of Mechanical Engineering at the University of South Florida. He has been at USF since 1987, the same year in which he received his Ph. D. in Engineering Mechanics from Clemson University. He is a recipient of the 2012 U.S. Professor of the Year Award. With major funding from NSF, he is the principal and managing contributor in developing the multiple award-winning online open courseware for an undergraduate course in Numerical Methods. The OpenCourseWare (nm.MathForCollege.com) annually receives 1,000,000+ page views, 1,000,000+ views of the YouTube audiovisual lectures, and 150,000+ page views at the NumericalMethodsGuy blog. His current research interests include engineering education research methods, adaptive learning, open courseware, massive open online courses, flipped classrooms, and learning strategies. He has written four textbooks and 80 refereed technical papers, and his opinion editorials have appeared in the St. Petersburg Times and Tampa Tribune.

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