Five Lessons for Online Teaching from Finishing a MOOC

16 Apr


Photo “Sydney Tech.Ed 06: Labs after Hours” by Flickr user K.C.
[ Creative Commons licensed BY-NC-ND-2.0 ]

[This is a guest post by Michelle Moravec, a historian currently working on the politics of women’s culture, which you can read about at Follow her on Twitter at @professmoravec.–@JBJ]

At the end of January 2014, I enrolled in an MOOC on corpus linguistics offered by the U.K.-based Open University’s Future Learn. CorpusMOOC, as it was affectionately known and hashtagged on Twitter, was billed as a “practical introduction to the methodology of corpus linguistics for researchers in social sciences and humanities” (See the video introduction here). Tony McEnrey, a leading scholar in the field, aimed to deliver a hefty eight learning objectives in as many weeks. One in particular, to “demonstrate the use of corpus linguistics in the humanities, especially History” aligned nicely with my prior work using corpus linguistics as a digital history methodology. I am happy to report that I beat the odds (or rather, fit most of the profile of a successful MOOCer) and successfully completed the course.

CorpusMOOC was top notch from start to finish. Each week consisted of a series of video lectures, complete with PDF transcripts and downloadable powerpoints. Participants gained access to many resources including proprietary ones. The range of expertise was impressive, especially in the video interviews between McEnrey and leaders in the field. The realtime online support from paid course mentors offered an astounding 12 hours of coverage on weekdays and 5 hours on weekends.

[ Full article available at The Chronicle of Higher Education: ]

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Posted by on April 16, 2014 in Best Practices


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