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CENTRE FOR INNOVATIONIN TECHNOLOGIES & EDUCATION
How are MOOCs Disrupting the Educational Landscape?
April 2014
Hugh Davis @HughDavisProfessor of Learning TechnologiesDirector of EducationDirector of CITEDirector of PDU
CSEDU. Barclelona 2014
Founded 1862, Charter 1952
25,000 StudentsRussell Group
Top 20 UKWUN
Excellence in:(Opto) ElectronicsComputer Science
OceanographyEngineering (esp. Nautical and Aero)
Acoustics
2012 - FutureLearn
FutureLearn today
CENTRE FOR INNOVATIONIN TECHNOLOGIES & EDUCATION
5@HughDavisCSEDU 2014
A quick tour of MOOCs
Criticisms of MOOCs
Current HE Context
Why are Universities making MOOCs? - Business models
What can we gain from MOOCs?
Addressing the criticisms
Challenges for HE
This Talk
A Quick Tour of MOOCs
(and a comparison with OERS and on-line courses)
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CENTRE FOR INNOVATIONIN TECHNOLOGIES & EDUCATION
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Massive - some have 10,000s registered.
Open = free
anyone can register
Online although many have a parallel blended incarnation
Course - that runs at a given time with a given cohort
(but not necessarily accredited for anything)
-
What is a MOOC?
Short (often 4-8 weeks, 3 hrs /week)No formal assessment and feedback
Rely on Social Learning
CENTRE FOR INNOVATIONIN TECHNOLOGIES & EDUCATION
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MOOC Timeline
Florida Institute of Technologyhttp://libguides.lib.fit.edu/HistoryofMOOCs
CENTRE FOR INNOVATIONIN TECHNOLOGIES & EDUCATION
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xMOOCs –
• Defined based on learning outcomes
• Well defined journey through learning
• Instructor led – “broadcast” mode
• Learning can be assessed and certified
cMOOCs
• Based on educational theories of connectivism – which hold that knowledge resides in the network and that learning is about making connections. See:- http://bit.ly/lyNmGX
Types of MOOCs
CENTRE FOR INNOVATIONIN TECHNOLOGIES & EDUCATION
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MIT OpenCourseware Openlearn (OU)
Courses but not MOOCs
CENTRE FOR INNOVATIONIN TECHNOLOGIES & EDUCATION
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What to share? The course or the content?
CENTRE FOR INNOVATIONIN TECHNOLOGIES & EDUCATION
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Udacity the first “democratizing education”but still for profit. Started at Stanford.
Coursera for profitbusiness model emerging Easily the largest
EdX not for profitMIT, Harvard, Berkeley
Miríada X Iberian platformSponsored by Banco Santander and Telefónica - 2012Largest European platform
FutureLearn for profit – UK CentricWholly owned by UK OU - launched Oct 2013
MOOC Providers
CENTRE FOR INNOVATIONIN TECHNOLOGIES & EDUCATION
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Most MOOCs consist of:
• Many short videos• Some talking heads• Some “worked examples”• Some experiments etc.
• On-line papers etc.
• On-line activities
• Links to external resources
• Discussions on platform
• Off platform activity
What are MOOCs made of?
CENTRE FOR INNOVATIONIN TECHNOLOGIES & EDUCATION
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Assessment (and feedback) will need to be
• Objective (multiple choice etc.)
• Peer review
• Self evaluation
The emphasis must be on the student as a self-motivated learner.
No “Conversational Framework” here!
Assessment and Feedback?
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Criticisms?
CENTRE FOR INNOVATIONIN TECHNOLOGIES & EDUCATION
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Cultural Imperialism?
CENTRE FOR INNOVATIONIN TECHNOLOGIES & EDUCATION
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Demographics of Edinburgh’s MOOCs
(MOOCs @ Edinburgh 2013 - Report #1)
CENTRE FOR INNOVATIONIN TECHNOLOGIES & EDUCATION
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The literature quotes figures of 7 – 13%
(See Katy Jordan’s Blog - http://moocmoocher.wordpress.com/)
An interesting observationis the drop off with time.
Completion Rates
But is completionthe correct measure of
satisfaction or learning?
CENTRE FOR INNOVATIONIN TECHNOLOGIES & EDUCATION
@HughDavisCSEDU 2014
Pedagogy
Learning Unit 1 Learning
Unit 2 Learning Unit 3 Learning
Unit 4 Learning Unit 5 Learning
Unit 6 Up to 10
Learning Unit n
Weekly Learning Units: , 2- 6 hours study timeMeaningful title, clear learning goals, end-of-unit assessment
1 2 3 Each with 2 or 3 self-contained Learning Blocks
Learning Block
Video Text Discuss Quiz
Learning BlocksSequence of elements(This is just one example)
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Its not exactly the leading edge
of online pedagogy
There is no real interaction between
educators and learners
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Current HE Context
“The Avalanche Report”Barber, M. Donnelly, K & Rizvi, S. (March 2013). An Avalanche is Coming; Higher Education and the Revolution Ahead. Institute for Public Policy Research.
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Time
Perf
orm
ance
/In
com
e Traditional Business
NewTechnology
The Napster moment
Disruptive Technologies
CENTRE FOR INNOVATIONIN TECHNOLOGIES & EDUCATION
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Fees going up faster than value of degree (in most of the developed world)
Increased demand for flexibility of study (particularly CPD)
Challenge from alternative educational providers (particularly for MSc’s/CPD) becoming real
All these things imply a greater engagement with on-line
Changing Business model for higher education
Need for universities to globalize or specialize
MOOCs are the vanguard for on-line programmes
HE Context
End of the campus...?
Clicks not bricks?
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Business Models
CENTRE FOR INNOVATIONIN TECHNOLOGIES & EDUCATION
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The Fremium Model
You get added value if you pay e.g. • Statements of participation, or
attainment – or actual credits?• Tutoring – the eBay model
Sponsored MOOCs• Someone pays me to make the
MOOC I want (for their marketing purposes)
• Someone pays me to make the MOOC they want – but I can use too.
Access to student data
How do MOOCs make money?
But this is all money for the Platform Provider.Why do Universities
and Academics do this?
CENTRE FOR INNOVATIONIN TECHNOLOGIES & EDUCATION
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Southampton is runningWeb Science and Oceanography based MOOCs as its first offerings..
Enhancing our Reputation and Brand
CENTRE FOR INNOVATIONIN TECHNOLOGIES & EDUCATION
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New Markets (1)
Informal Learning
YouTube,iTunesU
Non Formal Learning
MOOCsOERs
Formal Learning
Modules
Formal Learning
WholeProgrammes
Pulling Students through from the Informal to the Formal
CENTRE FOR INNOVATIONIN TECHNOLOGIES & EDUCATION
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“When employers accept on-line certification then things will really change”
There can be many other options than “boarding school” degrees
New markets (2)
HE for non-traditional students, students from developing countries and CPD
CENTRE FOR INNOVATIONIN TECHNOLOGIES & EDUCATION
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Provide a public service
http://iberry.com/cms/OER.htm
Democratising Education
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What can we gain from MOOCs?
CENTRE FOR INNOVATIONIN TECHNOLOGIES & EDUCATION
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MOOCs in campus based learning
External non-paying MOOCers
MOOC
Paying Students
The Embedded MOOC
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Berkley Scratch Course- shows F2F and MOOC version of course
http://inst.eecs.berkeley.edu/~cs10/fa12/
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The flipped MOOC / flipped classroom
End of the lecture?
From http://www.washington.edu/teaching/teaching-resources/flipping-the-classroom/
CENTRE FOR INNOVATIONIN TECHNOLOGIES & EDUCATION
@HughDavisCSEDU 2014
MOOCs are the vanguard of online degrees
Lots of $$$$ looking for brands willing to go online
Their belief is that there are are new markets waiting for online opportunities• Cheaper Course fees• No boarding fees or travel• Any time, and place• Flexible (CPD)• International markets
lacking provision
Online Degrees
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CENTRE FOR INNOVATIONIN TECHNOLOGIES & EDUCATION
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Venture Capitalists
Publishers
Education-business start-ups
Online Programmes in partnership (for profit)
CENTRE FOR INNOVATIONIN TECHNOLOGIES & EDUCATION
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Articulated Degrees
F2F Module
MOOC at
Stanford
OUModule
MOOC at Soton
CapstoneProject
Degree Programme
CENTRE FOR INNOVATIONIN TECHNOLOGIES & EDUCATION
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Fully accredited programmes offered as MOOCs
CENTRE FOR INNOVATIONIN TECHNOLOGIES & EDUCATION
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Marketing people are happy to get email listsBut much more than that….
The massive cohorts give us new opportunities for experimenting in and understanding learning and assessment
• Adaptive feedback• Adaptive learning paths• Adaptive Content• Gameification• Peer Review• Self Review
Big Data
Mike Wheatley http://siliconangle.com
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Addressing the Criticisms
CENTRE FOR INNOVATIONIN TECHNOLOGIES & EDUCATION
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Criticisms
Pedagogically Simplistic
No support and feedback
Poor Completion rates
No accreditation
This is going to kill Universities
Observation
Really? Worse than the lecture?-and innovations in social learning
There could be: You’d have to pay
Retention is not the aim – satisfaction is. We are not dealing with paying students.
There could be. You would have to pay for it.
Only those that are not agile and responsive to new business models – but expect some unbundling
Addressing the Criticisms
CENTRE FOR INNOVATIONIN TECHNOLOGIES & EDUCATION
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There are three major cohorts in the learners
• Lifelong learners 25-65 years old (almost always with at least 1 degree)
• People looking to acquire skills (CPD)
• International learners with poor access to HE
(a much smaller 4th cohort is those investigating university learning)
Who is doing MOOCs?
CENTRE FOR INNOVATIONIN TECHNOLOGIES & EDUCATION
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Patterns of engagement
Auditing: Just interested. Not looking for credit.
Completing: Looking for credit – either passive or actively engaged with discussions etc.
Sampling: Looking for interesting material
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Concluding
MOOCs = more choice & flexibility
We are developing our capacity to develop high quality on-line
courses
CENTRE FOR INNOVATIONIN TECHNOLOGIES & EDUCATION
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• Changing Beliefs – online works!
• Curriculum Design
• Working with the right academic staff time. Who pays them?
• Growing teams of Learning Designers and Multimedia Production
• Legal Matters
• Speed and Agility
• Budget
• Marketing
Challenges for Institutional Strategy
End of the campus...?
Clicks AND Bricks
Just as people still throng to music concerts for the
unique experiences they entail, the rich and dense
ecosystems of communities of learning that are
embedded in place-based universities will remain precious, cherished and
revered.
Galager & Garrett, 2013
CENTRE FOR INNOVATIONIN TECHNOLOGIES & EDUCATION
@HughDavisCSEDU 2014
MOOCs are a good marketing device
MOOCs have the potential to democratize education
But they are also useful Providing high quality content for re-use /embedded MOOCsChanging teaching practiceProviding big data about how learners learnBuilding capacity for on-line
MOOCS are the vanguard of the online disruption. Watch this space!
Conclusions
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