Recommended Action Members of the Learning, Teaching and Assessment Sub-committee are invited to

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1 Massive Open Online Courses (MOOCs): London Business School Brand Management: Aligning Business, Brand and Behaviour Purpose Members of the Learning, Teaching and Assessment Sub-committee (LTAS) are invited to consider the report from a panel event held in the time period August 2015 to consider the MOOC: Brand Management: Aligning Business, Brand and Behaviour. Background The MOOC Brand Management: Aligning Business, Brand and Behavior is due to launch on 7 October It has been developed by the University of London in collaboration with London Business School. Recommended Action Members of the Learning, Teaching and Assessment Sub-committee are invited to consider the approval panel report and course team response endorse the panel s recommendation for approval to launch the MOOC: Brand Management: Aligning Business, Brand and Behaviour Quality, Standards and Governance University of London International Academy September 2015

2 LEARNING, TEACHING AND ASSESSMENT SUB-COMMITTEE Report of a panel convened on behalf of the Learning, Teaching and Assessment Subcommittee to consider the approval of a Massive Open Online Course (MOOC): Brand Management: Aligning Business, Brand and Behaviour Date: The Panel considered the MOOC in the time period August PART A: THE APPROVAL PROCESS AND FORMAT OF THE EVENT Introduction and Background 1. MOOCs allow participants to undertake free, bitesize units of learning. The University of London International Academy became a partner with Coursera 1 in September 2012, which is the chosen platform for the International Programmes MOOCs. To date, the University of London has launched 11 MOOCs, with a further 6 MOOCs planned for development in Brand Management: Aligning Business, Brand and Behaviour is the second MOOC to be developed by the London Business School, in collaboration with the International Programmes. 2. Brand Management: Aligning Business, Brand and Behaviour is due to launch on 7 th October The aim of the course is stated as being to change the conception of brands as being an organisation s visual identity and image, to an experience along moments-that-matter along the customer journey and, therefore, delivered by people across the entire organisation. Brands are thus not only an external promise to customers, but a means of executing business strategy via internal brand-led behaviour and culture change. MOOC Structure and Assessment 3. The course will run over five weeks and consists of five modules (i.e. one module per week). Each module will cover 1 2 hours of lecture videos, plus reading assignments. Should participants wish to explore topics in more detail, further reading and video resources will be recommended. 4. Participants will be assessed in the following ways: a. Weekly quizzes (Total weighting: 40%) there will be one quiz per week in weeks 1-4. Each weekly quiz will be weighted at 8% and based on the video material for the respective module. It is estimated that it should take minutes to complete each quiz. Participants will only be permitted one attempt when undertaking the quizzes. b. Short To Do assignments (Total weighting: 40%) there will be four short practical assignments in weeks 1-4. Each assignment will be weighted at 10%. These assignments will be peer-assessed. In order to pass each short assignment, participants will need to complete three peer evaluations. If participants complete 1 https://www.coursera.org/ 2

3 less than three peer evaluations per assignment, they will receive a 50% penalty for their respective assignment. It is expected to take 30 minutes to complete each assignment and fifteen minutes to complete three evaluations (i.e. 45 minutes per module). c. Reflection assignment (Total weighting: 20%) Participants will complete a reflection assignment at the end of the course. This will be peer-assessed. In order to pass the reflection assignment, participants will need to complete the assignment as well as three evaluations. If participants complete less than three peer evaluations per assignment, they will receive a 50% penalty for their reflective assignment. It is estimated to take 60 minutes to complete the reflection assignment and 30 minutes to complete three evaluations (i.e. 90 minutes in total) d. Bonus questions (an extra 8 points available) Participants will have the option to answer three survey questions about the To Do assignments in modules 1-4, for which they will be able to earn up to 8 bonus points. 5. Participants have the option to verify their work for this MOOC using Coursera s identity verification tools. For a small fee ($49), participants will be able to obtain a Course Certificate. To receive a Course Certificate, participants must earn a grade of at least 60% in the course. For a distinction, an overall grade of 80% is required. MOOCs are not credit rated. Therefore the Course Certificate would not be eligible for Accreditation of Prior Learning for a University of London award. If participants choose not to verify their work, they can still participate in and complete the course. The final score will be noted on the participant s course records page, but they will not receive a Statement of Accomplishment. International Programmes Approval 6. The University of London International Academy has procedures in place to ensure that University of London International Programmes MOOCs are informed by good practice and provide a coherent learning experience. A Panel is convened on behalf of the Learning, Teaching and Assessment Sub-committee (LTAS) to review each proposed MOOC. 7. Members of the Panel were invited to consider the coherency of the curriculum, the appropriateness of the teaching, learning and assessment activities, and the overall experience of the MOOC participants. The Terms of Reference for the MOOC Review Panel are attached in Appendix The MOOC review process was conducted online, with discussion carried out via . Panel members were provided with a pro-forma to help focus the Panel s considerations, with any conflicting views reconciled by the Chair. Panel Constitution 9. Membership of the MOOC Review Panel was as follows: 3

4 Dr Roger Mills (Chair) Prof Stuart Roper Dr Simon Rofe Mr Tobias Tretter Mr Robert D Ath (Secretary) Member of the Learning, Teaching and Assessment Sub- Committee Distance Education Consultant Peer Reviewer Professor of Marketing, Bradford University School of Management Member of the Learning Teaching and Assessment Sub- Committee Programme Director, Global Diplomacy, SOAS Student member of the University of London International Academy Academic Committee Quality Officer University of London International Programmes PART B: CONSIDERATION OF THE MOOC Introduction 10. Panel members were provided with access to the Coursera website where the materials to be considered were available. Some content was unavailable at the time of the review and so the Panel focused its attention on a sample of material, specifically: Module 1 Brand purpose and experience Module 5 Brand metrics and returns 11. Materials for consideration by the Panel included: Videos/video lectures Assessment activities Overview information provided to participants Summary of Observations Made by the Panel 12. Members of the MOOC Review Panel considered the various aspects of the MOOC s content, structure and delivery. A synopsis of these considerations is provided in the following paragraphs. The Appropriateness of the Title of the MOOC in Relation to its Content 13. The Panel felt that the title for the MOOC was entirely appropriate and related well to the content. The Brand, Business and Behaviour model was introduced at the beginning and continually referenced throughout the modules. 4

5 Coherency and Relevance of the Curriculum 14. The curriculum was coherent and relevant, with an interesting syllabus. The course was laid out in a logical and structured way and linked together well to enable continuity of study and thought. The accuracy of information provided to prospective participants 15. The course outline provided to participants was very clear, and successfully addressed the questions of What?, Who?, and Why? The aims of the course were well set out and explained to participants what they would be able to expect as they progressed through the modules. It was suggested that further detail could be provided in order to clarify the target audience for the MOOC. 16. The Panel was satisfied with the explanation regarding the Course Certificate and how this could be attained. Teaching, Learning and Assessment Methods 17. The syllabus maintained attention throughout and was supported by clear instruction. The modules were well differentiated, and became increasingly challenging as participants progressed. 18. The teaching and learning methods follow established MOOC delivery approaches. The video lectures are well placed and logical, and of a good length. The presentation style was considered to be effective and accomplished, making the content easy to follow yet appropriately challenging. Videos with interviews of experts were used in addition to more traditional lecture style delivery, and this variety helped enhance participant engagement. The videos are accompanied by clear slides that avoid overwhelming participants with text, complementing the videos effectively. 19. The Panel noted that the instructions for the quizzes were clear and easy to understand. The quizzes succeeded in allowing participants to consolidate the information learned in the modules. Participants were well prepared for the quizzes after watching the video lectures. The quizzes increased in difficulty as the course developed thus testing students progress. 20. The assignments were presented with clear instructions and deadlines and complemented the quiz based assessment well. 21. Open source material has been used in places to support the subject matter. This reinforced the topics well. It was noted that these would need to be monitored for currency prior to any future sessions of the MOOC. The suitability of the assessment activities to test the learning outcomes described in the MOOC outline 22. The quizzes were largely set at an appropriate level and increased in difficulty moving towards the latter modules. It was suggested that the inclusion of one or two more 5

6 challenging questions could help to stretch the thinking of participants. The instructions were easy to understand and the multiple choice interface presented no problems. It was noted that there was a certain amount of ambiguity in some of the multiple choice questions, although it was acknowledged that it is very difficult to write completely unambiguous multiple choice questions for discursive subjects. 23. The modules were set out in a logical way, with understanding of later modules informed by those which preceded them. 24. The assignments are clearly described and the reflective element helped to balance the more knowledge based approach used in the quizzes. 25. The Panel noted the potential for bonus points in the grading system, and would be interested to see how this is received by participants. The alignment of the MOOC with the University of London s brand and associated reputation 26. The MOOC content includes clear University of London branding and was presented well. The high quality of the Lead Instructor was noted and the senior guest speakers involved in the reviewed modules were thought to be highly beneficial in portraying a professional product. The viability of the technical delivery of the MOOC 27. The Panel raised no concerns with the viability of the technical delivery of the MOOC. It was noted that the Flash player was the preferred software used to enable smooth playing of the video content. The overall participant experience of the MOOC 28. The Panel noted that the MOOC was interesting and well presented. It enhanced knowledge, understanding and thinking about branding with a relevant and well structured syllabus. 29. The Panel commended the presentation style of Professor Tavassoli, which helped with participant engagement, enthusiasm and understanding of the content. 30. The majority of the content is delivered through video presentations. Whilst these were considered to be of a good length and engaging, it was suggested that the addition of further interactive elements, such as in-video questions (e.g. the introductory video with the Volvo case study), may help maintain participants attention. PART C: CONCLUSIONS Outcome 31. The Panel gives its support to the introduction of the MOOC, Brand Management: Aligning Business, Brand and Behaviour. 6

7 32. The Panel recommends that the suggestions in this report be: 1) considered and, where practicable, incorporated before the launch or; 2) considered for implementation if the MOOC is reviewed prior to any future relaunch Panel recommendations 33. The multiple choice questions should be reviewed to ensure ambiguity is avoided as far as possible. 34. The inclusion of some more difficult questions in the quizzes would help to challenge participants. 35. The current structure of the MOOC may require some amendment if the course is ultimately delivered through the OnDemand platform. Greater opportunities for student reflection, and/or student to student interaction could round out the offering. 36. The introductory pages would benefit from information identifying the target audience of this MOOC. 37. The Panel suggested that participants engagement in the course may be increased by the inclusion of more in-video quizzes for heightened interaction with the content. The Panel cited the Volvo case study video as an effective example. Response from the MOOC development team 38. The Panel requested a response from the MOOC development team on the observations provided. 7

8 Appendix 1 MOOC Review Panel Terms of Reference Terms of Reference 1. To ensure appropriate scrutiny of the content of the MOOC against its proposed title; 2. To consider the MOOC outline (curriculum, teaching, learning and assessment specification) and pedagogy to establish: (a) the coherency and relevance of the intended curriculum; (b) the accuracy of the information to be publicly provided to prospective participants about the nature of the MOOC (including the status of the Verified Certificate) so as to inform participant expectations; 3. To determine that the MOOC aligns with the University of London International Programmes brand and associated reputation; 4. To consider whether the assessment activities test the learning outcomes in an appropriate manner and timescale; 5. To consider the overall participant experience, particularly in the context of mass open learning; 6. To provide suggestions for the enhancement of future MOOC developments and to identify good practice for wider dissemination; 7. To recommend the following outcomes for each MOOC: approval improvements and enhancements rejection 8

9 Brand Management: Aligning business, brand and behaviour MOOC: Response to Peer Review Panel Thank you for the review of and recommendations on my MOOC. I am very pleased about the positive response and thankful for the feedback. The recommendations were: (1) To avoid any ambiguity in the quiz questions and to consider including more difficult questions: 22. The quizzes were largely set at an appropriate level and increased in difficulty moving towards the latter modules. It was suggested that the inclusion of one or two more challenging questions could help to stretch the thinking of participants. The instructions were easy to understand and the multiple choice interface presented no problems. It was noted that there was a certain amount of ambiguity in some of the multiple choice questions, although it was acknowledged that it is very difficult to write completely unambiguous multiple choice questions for discursive subjects. (2) To include more in-video quizzes 30. it was suggested that the addition of further interactive elements, such as in-video questions (e.g. the introductory video with the Volvo case study), may help maintain participants attention. (3) To better describe the target audience: 36. The introductory pages would benefit from information identifying the target audience of this MOOC. These are all very sensible and helpful suggestions. I will be addressing them as follows: (1) Eva has been helpful in sourcing examples of more difficult questions and I will use these as reference: https://www.coursera.org/learn/competitivestrategy/exam/j4igx/final-exam and https://www.coursera.org/learn/learning-how-to-learn/exam/tdegm/final. I will also have my 2 TAs go through every question to avoid any ambiguity as best as possible. (2) I will include in-video quizzes, as suggested, for every video that includes me only, but probably not for the interviews. I fully agree that this adds to the engagement. Moreover, I plan to use the average of the responses (or word cloud when textual) as a basis for weekly discussion and transition to the next module. (3) The Target Audience tab does not, unfortunately, provide a more appropriate choice than Other. The selection that best describes the typical executive I teach (and I only teach managers, no longer degree students) is someone with a graduate degree in a variety of fields, not necessarily business. However, choosing the Advanced Graduate tab would unduly discourage people from participating in the course, especially in developing countries. Alternatively, selecting a more beginner label would under-sell the level in terms of business experience. I thus would very much prefer to keep it as Other. I do describe the target audience in some detail under Who? and Why? the latter in terms of their motivations. Please let me know if this is acceptable, or if I misunderstood the request (i.e., to update the latter, rather than to select a tab on the target audience section. 9

10 For reference, here is what I say currently: About the Course What? The aim of the course is to change the conception of brands as being an organisation's visual identity (e.g., logo) and image (customers' brand associations) to an experience along "moments-that-matter" along the customer journey and, therefore, delivered by people across the entire organisation. Brands are thus not only an external promise to customers, but a means of executing business strategy via internal brand-led behaviour and culture change. You will learn and practice the following skills: Who? 1. How to build brands from a broad organisational perspective 2. How to lead brand-led culture change with human resource practices at the core (i.e., brand as a lever and not just an outcome) 3. How to build brands in multi-brand companies, across cultures and geographies 4. How to measure brand health in new ways, that is, internally in addition to externally 5. How to value and capture returns to brands across the organisation - introducing the new concept of employee-based brand equity - and how this is different from the valuation of brands as intangible assets. This course is designed for a broad audience of marketing and non-marketing professionals, in particular human resources and finance but extending to all employees who need to understand their critical role in delivering on the brand promise. It is also accessible to students, to complement a more traditional course on branding. This course is NOT for couch potatoes as you will be challenged to do stuff in the real world! Why? This course allows you to develop the following aspects of yourself: 1. Head. Gain a deeper understanding of the evolving practice of brand management, one that goes further than practiced in most organisations today 2. Heart. Be motivated to engage in delivering your own brands regardless of where you are in your organisation thereby creating superior value for customers and for your organisation 3. Hands. Translate learnings into action. As Confucius is supposed to have said: I hear and I forget. I see and I remember. I do and I understand. Dr Nader Tavassoli, Professor of Marketing, London Business School- 3 September

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