MOOC DEVELOPMENT ON MULTIMEDIA SYSTEMS AND APPLICATIONS COURSE

IJAEDU- International E-Journal of Advances in Education, Vol. III, Issue 9, December 2017 MOOC DEVELOPMENT ON MULTIMEDIA SYSTEMS AND APPLICATIONS COURSE Murizah Kassim1, Hashimah Hashim, Shahrani Shahbudin 1 Dr. Faculty of Electrical Engineering, Universiti Teknologi MARA, 40450 UiTM Shah Alam, Selangor, Malaysia, Abstract Massive Open Online Course (MOOC) is one of an e-learning platform to cater Education 4.0 and Industry 4.0 today. It is identified that MOOC on Multimedia Systems and Applications Course (MSAC) yet to be developed on Open Learning platform. Thus, this research presents a design of MSAC MOOC to provide students with essential knowledge on multimedia systems and applications based on interactive teaching and learning. Students can apply the acquired knowledge in designing multimedia systems and applications such as text, graphics images, audio, video, animation which can be presented online on MOOC. The designed MOOC is different to attracts everybody in the world to participate online no matters which academic background they have. The MOOC course started with a promo video, introductory video, course synopsis, course learning outcome, durations and course plan for 14 weeks. It is also designed with badges and certificates to excellent students who finish the course and able to gain understanding with interactive and active students on the MOOC. Theoretically, eleven topics are covered throughout the MOOC that consists of learning outcome for each topic. Content in text, images, animation and video is designed in subtopic. Practically three activities in each topic are designed with assessment on quizzes and interactive online questions. Educational hyperlink is supported on the MOOC for interactive knowledge based module, video on YouTube and Multimedia channel forum related to the course. Online discussion with students and submitted online short reports is applied to show their understanding of Intellectual Property Rights concept in designing multimedia system and applications. The designed MOOC then is analyzed and result based on student’s participations, origins, assessment and feedback from the students is presented. Research is significant in identifying students’ completion of the course understanding applied tools. The MOOC course is significant for today’s teaching and learning strategy that need to be ready align with new technologies and development. Keywords: Massive open online course (MOOC), e-learning, blended learning, multimedia systems, multimedia applications, course outcome, program outcome. 1 INTRODUCTION Teaching and learning today has become innovative that need to be implemented or adapt to latest technology in communication, its environment and technology gadgets. Massive Open Online Course (MOOC) has become the new platform for certain courses to run that applied some good method and implemented techniques in accessing course on MOOCS. Some projects on development on MOOCs have developed and strengthen an open network for cooperation on open education such as MOOCs. Among the objectives are to determine the opportunities and characteristics for cooperation on MOOCs and to further http://ijaedu.ocerintjournals.org 556 IJAEDU- International E-Journal of Advances in Education, Vol. III, Issue 9, December 2017 develop these characteristics based on values like openness, equity, quality and diversity. Others are to explicate and develop the didactic and pedagogic models for MOOCs on a scale and to develop the conditions for shared educational services in offering and monitoring MOOCs. An article has reviewed the entrepreneurship education literature to expose the need for engaging teaching methods. Methods of teaching and learning entrepreneurship are concerned that stated that the definition of entrepreneurship education researchers in the various viewpoints of previous researchers, followed by teaching and learning methods are often used by lecturers in teaching entrepreneurship to students (Wahid, Ibrahim, & Hashim, 2017). This article also examines innovation entrepreneurship teaching and learning methods based on empirical findings from previous research studies but it does not concentrate on teaching on MOOC. The used of MOOCs also presents how students are able to learn by themselves using the latest technology platform today such as web and mobile applications. One research has presented how Self-learning website development through online internet knowledge among engineering students which analysed that today’s people are align and updated according to technologies trend (Kassim, Kamal, Sani, & Johari, 2015). Used of online material implemented in Cisco academy platform also has presented that e-learning activities would help engineering students to develop technical skills levels with a good assessment through online materials (Ab Rahman, Ahmad, Kassim, Ku Haroswati, & Ku Yahaya, 2009), (Rahman, Zan, Abidin, Kassim, & Yahaya, 2010). Since Massive Open Online Courses (MOOCs) started to become part of the scene of Higher Education (HE), many institutions have joined the race of MOOC creation. It is discussed that producing MOOCs has shown to be a cumbersome and expensive activity for HE institutions. Thus, many universities have started to explore and experiment with hybrid initiatives in which locally produced and third-party MOOCs are reused and integrated into traditional courses. Most of the hybrid initiatives described in the literature so far focus on flipped classroom experiences (Arnott & Planey, 2017), although there are some other possibilities for integrating MOOCs in the curriculum. Some project using MOOCs approach has been done in few developing countries (Murugesan, Nobes, & Wild, 2017). Moreover, few studies have reported on the institutional support required for implementing hybrid initiatives, and their benefits from a curriculum perspective. In order to shed some light on the opportunities that arise from the reuse of MOOCs, a research presents H-MOOC, a framework that describes hybrid MOOC which is based initiatives as a continuum of two factors which is first, the institutional support to reuse an existing MOOC, and secondly curricular content alignment between the MOOC and the program or called hybridized course. This research presents that HMOOC proposes indicators to measure the impact of these initiatives at both educational and institutional levels. Examples of actual hybrid initiatives and a set of guiding questions are presented to show how to apply the H-MOOC framework in different contexts (Pérez-Sanagustín, Hilliger, Alario-Hoyos, Kloos, & Rayyan, 2017). A different aspect from student’s perspectives is also analysed. Recent research on the diversity for MOOCs learners has been done in analysing students varied motivations and interests on MOOCs. It is identified that yet MOOCs are often run and judged on the assumption that learners would progress through the course in its entir (...truncated)