GO-GN seminar, April 2015 - Mattias MANO

IntroductionMOOC and Labour market - employee and public authorities side

MOOC and Labour market - employer sideEmpirical results on MOOCs learning analytics

Conclusion

Are MOOCs a disruptive innovation on labourmarket?

Mattias MANO1

1Laboratoire Sciences, Techniques, Éducation et Formation - STEFÉcole Normale Supérieur de Cachan, France

GO-GN seminar, Banff, April 20th, 2015

Mattias MANO Are MOOCs a disruptive innovation on labour market?



Conclusion

Outline

1 Introduction

2 MOOC and Labour market - employee and public authorities side

3 MOOC and Labour market - employer side

4 Empirical results on MOOCs learning analytics

5 Conclusion




Conclusion

Introduction

Society of 21th century bear witness of important technological evo-lutions:

Screens and connected devices overwhelmed our lifeIndividuals and informations travel all over the world faster thannever

Technological evolutions modified our life but compel us to learnnew skills! The life model developed by G. Becker (1963) - twoperiods: one to learn, the other to work - seems to be over and anew one appears : after a first period of learning, individuals need toconstantly learn and work in the same time.




Conclusion

Introduction

Society of 21th century bear witness of important technological evo-lutions:

Screens and connected devices overwhelmed our lifeIndividuals and informations travel all over the world faster thannever

Technological evolutions modified our life but compel us to learnnew skills! The life model developed by G. Becker (1963) - twoperiods: one to learn, the other to work - seems to be over and anew one appears : after a first period of learning, individuals need toconstantly learn and work in the same time.




Conclusion

Introduction MOOC




Conclusion

Introduction MOOC and labour market in France

Public MOOC platform

45% of registrants declare to be a job-seeker!With an increasing training demand, with an unemployment rate toohigh (10% in France), can MOOC be the answer?




Conclusion

Outline

1 Introduction




5 Conclusion




Conclusion

Outline

1 Introduction




5 Conclusion




Conclusion

Public policies engagements

French government has developed several tools to follow IT evolu-tions:

Jan. 1st 2015: creation of the Personal Formation AccountApr. 2015: French unemployment agency → Pôle Emploi StoreSept. 2015: free access to Open Classroom, private "MOOC"agency, for all job seekers




Conclusion

Training framework

The Personal Formation Accountfollows an individual through all her life, both in employmentand unemployment periodsafter having paid enough into the system, access to trainingteaching "verified skills" and giving at the end a certification→ weight of certification as final goal of the formation (Signaltheory, M. Spence - 1973)

What can be done on research side?

Proposal: a new economic theoretical model taking into accountthe initial formation in one hand, and introduce continuous traininginto the second period. Allow us to test the importance, if any, ofthe "continuous training" signal.




Conclusion

Training framework

The Personal Formation Accountfollows an individual through all her life, both in employmentand unemployment periodsafter having paid enough into the system, access to trainingteaching "verified skills" and giving at the end a certification→ weight of certification as final goal of the formation (Signaltheory, M. Spence - 1973)


Proposal: a new economic theoretical model taking into accountthe initial formation in one hand, and introduce continuous traininginto the second period. Allow us to test the importance, if any, ofthe "continuous training" signal.




Conclusion

Empirical work

Pôle Emploi Store produced several professional MOOCs (im-prove your CV, your cover letter, how to recontact employer,...).Jean Bass, CEO of Pôle Emploi affirmed that they will measureresults on two criteria: "rate of return to employment and sat-isfaction".

French government and private MOOC agency Open Classroomjust signed a contract that will allow, from September, to everyjob-seekers (register to Pôle Emploi), access to all services ofthe platform. Open Classroom, being specialized in digital field,proposes to learn skills that are really seek by employer.




Conclusion

Empirical work

Pôle Emploi Store produced several professional MOOCs (im-prove your CV, your cover letter, how to recontact employer,...).Jean Bass, CEO of Pôle Emploi affirmed that they will measureresults on two criteria: "rate of return to employment and sat-isfaction".

French government and private MOOC agency Open Classroomjust signed a contract that will allow, from September, to everyjob-seekers (register to Pôle Emploi), access to all services ofthe platform. Open Classroom, being specialized in digital field,proposes to learn skills that are really seek by employer.




Conclusion

Empiral work - proposal researches


I want to evaluate if MOOCs could improves skills of job seekers,signaled by certification from MOOCs on the job market. → Doesit improve their employability?

Proposal: those fields are perfect to conduct a randomized experi-ment to evaluate the rate of return to employment, following a similarmethodology like in L. Behaghel, B. Crépon and M. Gurgand (2013).




Conclusion

Outline

1 Introduction




5 Conclusion




Conclusion

What have firms already done?

Several firms have already used MOOCs to train employees:AT&T teamed up with Georgia Tech and Udacity → 1st MOOCmaster’s degree in Computer Science for a tuition fee of $7, 000(against an average of $19, 339). AT&T wants to use it todetect best learners for internship position.

Microsoft: shared platform for programmers → 15,000 employeesalready trained through this platform

Two issues:

MOOCs as hiring tool → Aquent (temporary work agency,digital sector) with Aquent Gymnasium (issue of MOOC level)MOOCs for professional training → Orange (French telecom)with Solerni and Corporate Open Online Course




Conclusion




Two issues:MOOCs as hiring tool → Aquent (temporary work agency,digital sector) with Aquent Gymnasium (issue of MOOC level)

MOOCs for professional training → Orange (French telecom)with Solerni and Corporate Open Online Course




Conclusion




Two issues:MOOCs as hiring tool → Aquent (temporary work agency,digital sector) with Aquent Gymnasium (issue of MOOC level)MOOCs for professional training → Orange (French telecom)with Solerni and Corporate Open Online Course




Conclusion

MOOC and employer - proposal research?


I want to evaluate if MOOCs could improves productivity of em-ployees.

Proposal:Theoretical economic model could be set up to analyze moreprecisely the productivity of firms taking into account profes-sional training within human capital. New equilibrium couldarise

Survey to question employers about their knowledge about MOOCand if they take into account MOOC certification when theyneed to hire someoneRandom experience to follow employees’ productivity after MOOCsession




Conclusion




Proposal:Theoretical economic model could be set up to analyze moreprecisely the productivity of firms taking into account profes-sional training within human capital. New equilibrium couldariseSurvey to question employers about their knowledge about MOOCand if they take into account MOOC certification when theyneed to hire someone

Random experience to follow employees’ productivity after MOOCsession




Conclusion




Proposal:Theoretical economic model could be set up to analyze moreprecisely the productivity of firms taking into account profes-sional training within human capital. New equilibrium couldariseSurvey to question employers about their knowledge about MOOCand if they take into account MOOC certification when theyneed to hire someoneRandom experience to follow employees’ productivity after MOOCsession




Conclusion

Outline

1 Introduction




5 Conclusion




Conclusion

A tale of two MOOCs - M. Cisel, M. Mano, R. Bachelet &P. Silberzahn - Emooc 2015

Study engagement through learning analytics, crossing with so-ciodemographic questionnaire. Furthermore, we look at persistenceanalyzing several iterations of two French MOOCs:

Effectuation, entrepreneurship course, 3 iterations → MOOC 1Gestion de Projet, project management course, 4 iterations →MOOC 2

In both, participants had to submit quizzes and to pass an examto earn a normal certificate. In the project management course,they had to hand over assignments to get an advanced certificate.Response rates to background questionnaire ranged from 40% to60% of enrollees.




Conclusion

Typology

Figure: Profiles of registrantsMattias MANO Are MOOCs a disruptive innovation on labour market?



Conclusion

Evolution of profiles of registrants

Table: Repartition of registrants




Conclusion






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Conclusion

Quiz and video consumption

Figure: Quiz and video consumption




Conclusion

Evolution of consumption over iteration

Figure: Survival rate over decile consumption




Conclusion

Impact of background over certification

Significance threshold: *** : <0.001 ; ** : 0.01 ; * : 0.05

Table: Impact of background over certification - Odds ratio




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Conclusion

Further research

Improve typology → objectivize itUse stronger statistical analysis → looking at sequence of actionAnalyzing a panel of MOOCs, to have robust results




Conclusion

Outline

1 Introduction




5 Conclusion




Conclusion

Conclusion

MOOCs offer an important object of researchFor now, researches focus on the object itselfI would like to analyze the impact (improvement of skills, bettersignal) of MOOC over job seekers in one hand, the impact (as ahiring tool, improvement of productivity) of MOOC on employerside. Those kinds of questions need to set up a survey and followregistrant several times after their trainingI am looking for a grant to do such research work within a Ph.D.programAny questions or/and comments are more than welcome to im-prove my proposal


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GO-GN seminar, April 2015 - Mattias MANO

Education