The first two styled King’s Open Online Courses (KOOCs): “Scientific Writing” led by Dr Alison Snape and “Data Analysis using Sigmaplot” led by Dr Lawrence Moon were launched at the end of September 2015. Around 250 Year 2 Biomedical students have been enrolled on these two KOOCs. They will have the opportunity to be the first students trialing this new King’s venture.
This launch follows months of work by a small team of developers within the Centre for Technology Enhanced Learning. Led by Elena Hernandez-Martin, Senior e-learning content developer and supported by Vanessa Skiadelli and Dr Andreas Konstantinidis, e-learning content developers, the work has resulted in a new and bespoke design and development of a KEATS interface. It has been designed to suit the style of learning expected of these type of online courses, comparable to that of MOOCs (Massive Open Online Courses). The media-rich courses contain among textual and graphic content, 35 videos and 64 multimedia objects.
The infrastructure is set within KEATS (King’s Moodle) and will be making use of Moodle functionalities (Quizzes and Forums) and plugins such as TurnItin. Additionally, the KOOCs are introducing other engagement opportunity via the use of Google Hangouts. Formative and summative assessments have been used to suit the learning intentions of each course.
The management of this project has allowed for the creation of a framework and associated templates to 1) aid learning design, 2) facilitate the construction of different types of content and for the introduction of literature relating to the assessment scope of KEATS. These elements can be employed for the development of larger and smaller projects.
The work also benefitted from the collaborative effort and support from John Woodcock, Emilie Tapping and Dr Michael Curtis (Scientific Writing), as well as Claudia Kathe and Pratish Thakore (Data Analysis).
For further information please contact Elena Hernandez-Martin (firstname.lastname@example.org)
Here are some highlights of the development process initiated at the beginning of the year 2015.
0. Preparation work
In order to help academics and other content providers envisage a finished course, we designed a ‘course visualiser’ created on Power point that would simulate a basic interface, where different elements (text, graphics, videos, …) could be included. Graphics aiding the course structure creation, week by week and page by page were also provided. Academics were also introduced to the iCare learning design model.
1. Same templates, two totally different courses
Although both courses had as a base the same aiding elements mentioned above, each has resulted in a different learning and teaching model.
- Duration: 12 Weeks
- 28 Article pages
- 28 Video (Content)
- 5 Multimedia Learning Objects (Camtasia)
- 10 Assessments (Formative and Summative, TurnitIn submissions)
- Themed based Google Hangouts
Data analysis for biomedicine using SigmaPlot
- Duration: 6 Weeks
- 32 Article pages
- 7 Video (Introduction to Weeks)
- 59 Multimedia Learning Objects (Camtasia)
- 29 Assessments (Formative)
- Weekly Google Hangouts
2. From Maps to Project planning
It was fundamental that the course maps were produced before any development work could commence. This would permit the content providers to organise their materials and the structure of the course, and also that we could identify all the required elements, like videos, multimedia objects, graphics, forums and assessments needed to create rich media and engaging courses. Having this information at this stage, allowed us to organise activities and human resources coherently.
More on our next post: Ready, steady… KOOC (Part 2)
Senior E-Learning Content Developer
Centre for Technology Enhanced Learning