Course Content and Design: The course covered topics such as sustainable development, instructional design and computer hardware. The eclectic nature of the content was of value to participants from particular sectors due to the complementarity – there was something to be learned by all participants. The varied places/countries of origin of instructors and participants were of value to participants with reference to experiencing a range of perspectives and to have better contextualization of content. The instructional design was didactic (and characterized as an xMOOC), and benefited from multiple pathways to communicate among instructors and participants and from timely responses from instructors.
Course Platform: The mooKIT platform piloted with the MoM course is customizable, of low cost to run, and scalable. Combined with its aesthetically appealing interface and intuitive navigation, the platform has the potential for wide use as an open source educational tool.
Assessment and Certification: Although two types of certificates were offered for successful completion, the pathways to certification could have been clearer. Once established, the assessment activities leading to a certification appeared adequate and appropriate, but participant input reflected a desire for greater volume and variance in assessment activities.
Cost Analysis: The cost analysis does not offer a complete picture of resources invested in the MoM course. In particular the amount of labour required to run the course, which was spread among 13 individuals, is absent. In future offerings, an accounting of time commitment may be worthwhile to serve as a benchmark of value, particularly considering there are future MOOC projects in the pipeline at IIT-K. Overall, the products of the MoM course and the mooKIT platform are deemed to be of tremendous value and cost effective based on the data available.
Course Analytics: Tracking some patterns of participants’ postings (e.g., comments) revealed unexpected behaviour. As the course progressed postings decreased, then increased, then decreased again. The introduction of the video assignment mid-course, and the commensurate strategy to invite participant feedback to individuals’ assignment submissions, may have jolted participants to re-engage with the activity of submitting postings with regularity, as occurred at the early stages of the course. Analyzing certain participant behaviour at intervals, or making mid-course alterations during the offering of a MOOC, may offer insights to augment participant interaction, or more importantly, sustain participant interest through the duration of a MOOC.