MOOCs: A diminution, evolution or revolution in University Teaching?

Massive Open On-line Courses (MOOCs) are being launched with increasing frequency through aggregators such as Coursera, Udacity and edX, and this mode of delivery is evolving rapidly. Key pedagogical issues include: 1) packaging content to suit a student cohort with widely different backgrounds; 2) avoiding over-simplification of material and maintaining rigor; and 3) developing the correct mix of assessment tools, especially the implementation of peer-to-peer review. This talk describes our experience preparing the first MOOC for NTU entitled Beauty, Form and Function: An Exploration of Symmetry. The team-nature of course delivery is emphasized, as developing content goes beyond studio recording of lectures, and also includes integration of animation, off-campus recording, student focus groups and expert interviews. Clarity in assessment procedures requires particular attention, and exercises must be tailored to match the medium of instruction. Social media provide a means for students to form study groups, but pathways to regularly interact with the instructor and teaching assistants must be provided. Finally, comprehensive technical support during MOOC delivery is paramount. MOOC production standards are rising, and students less forgiving of poor quality teaching - in fact, MOOCs now receive a star rating from students. While some views of MOOCs are extreme, with detractors worried they spell the end of the `professoriate´ and proponents saying they will democratize education, our view is more nuanced. We believe that with careful execution, MOOCs provide an outstanding opportunity to showcase NTU globally, allow JC students to gain preadmission credits, and when placed in the context of a blended-learning environment will lead to superior learning outcomes.