MOOCs – 2 years later m oocs.epfl.ch Karl Aberer

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MOOC overview | September 2014

MOOCs – 2 years latermoocs.epfl.ch

Karl AbererContributions from Patrick Jermann, Pierre Dillenbourg, Dimitris NoukakisCenter for Digital Educationcede.epfl.ch

MOOC overview | September 2014 2

The MOOCs phenomenon

Khan Academy• Created 2006 by a Wall Street analyst • BS in math, MS in EECS and MBA• 3500 lectures for high school kids• 250 Mio lessons delivered

Stanford University, Fall 2011• One class attracts 160’000 students• Intro to Artificial Intelligence, Thrün and Norvig• 22’000 completed the course• 420 perfect scores …• none from Stanford

MOOC overview | September 2014 3MOOC overview | September 2014

There’s a Tsunami coming [ John Hennessy, President of Stanford ]

“The Tsunami” (2012) Massive Open Online Courses (2008)Technology-enhanced learning (2004)

Swiss Virtual Campus (2000)Learning Management Systems (1999)

Virtual University (1999)Open Learning (1995)

e-Learning (1993)Online Education (1993)

Computer-Mediated Learning (1990)Educational telematics (1988)

Computer-Assisted Learning (1985)Computer-Based Learning (1980)

Computer-Assisted Instruct ion (1960)

Why now?

1. Demand– Top lectures from top universities– Classical pedagogy with strict schedules

2. Problem– Raising tuition fees in US

3. Opportunity– Social networks– Big Data

4. Innovation– Open content– Synchronization– Personalization

Community

Economy of ScaleQuality

MOOC overview | September 2014MOOC overview | March 2014 5

Sign in VideoQuizzTests

Social Interaction Certificate MOOC

Key elements of a MOOCs

cMOOCs• Social interaction, crowdsourcing

• YouTube, web2.0

• Free and open content

xMOOCs• Lectures + Assignments

• Strict Schedule

• Certification

Platforms (update)

Stanford startup (2011)

For profit, 15 Mio VC

Proprietary platform

104 universities, 763 courses (Sep 2014)

MIT & Harvard foundation (2012)

Non-profit, 60 Mio funding

Open source platform

53 universities, 287 courses

Big Question

Why should a (European) university engage in MOOCs?

Immediate answer: Visibility in the global competition

Obvious opportunity: Improving teaching• Peer pressure, flipped classrooms, data

Long-term perspective: Evolving mission of universities• Continuous education, international networking and outreach to developing countries

• Visibility and reputationUnique Selling Proposition

• Enhance teachingInternal

• OutreachAfrica

What are EPFL’s motivations to do MOOCs ?

MOOC overview | September 2014MOOC overview | March 2014 9Green = French coursesBlue = English courses

Visibility: MOOCs = Massive Open Online Courses

600’000 +students in 2 years

One university professor

10’000students in a lifetime

MOOC overview | September 2014

European MOOC participants

A Variety of Participants

• Students • appreciate flexibility

• like watching the course in groups

• want the contact with the professors

• are concerned about data privacy

• Professors• invest a huge energy

• take a risk to open their teaching

• strive for excellence

Teaching: Students’ & Professors’ voice

«In the future, I would prefer to take this course…. »Dat

14 online 7 online + 7 on campus

14 on campus

no opinion0%

After the tsunami: new course formats

Traditional (Status Quo)

Flipped classroom

100% online

We strongly believe so

“Good MOOCs are (in general) better than bad MOOCs” (Pierre Dillenbourg)

Will MOOCs improve teaching?

New mission: Example Africa

MOOCs in Africa

• The average age 26 years• Educated, with 34% bachelor's and

31% having a master's degree.• > 90% cite “life-long learning,” • 79% to advance their career • 51% of students want a certificate• Want entry-level courses where

they can apply the knowledge learned to their every day life.

edX Partner News 20, august 2013

Continued EducationD

Design

Record

Review

Publish

MOOC Studio

MOOCs Factory

1 MOOC = 93.000CHF

• Resources: More? Less? Different ones?• Revenues: How? How much?• Certificates: Who? How? How much?• Intellectual Property: Who owns the MOOCs? Teacher? University? Platform?• Privacy: Who owns the data? Student? Teacher? Platform?• On campus teaching: Why? Added Value?• Professional education: Opportunity? Competition?• Fair access to knowledge: Facilitated? Tow-class education?• Students: No more prisoners of university!

Economics: Universities out of Control

Better be an actor than a spectator

MOOCs – 2 years later m oocs.epfl.ch Karl Aberer

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