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MOOCs: Lessons Learned from the Front Lines.

MOOCs: Lessons Learned from the Front Lines.

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  • The supply of OER is how so large that it is attracting a great deal of attention. Most major institutions are now regularly contributing to the store of OER. For instance, the OCW Consortium now has over 280 members offering more than 30,000 courses in several different languages. YouTube EDU and iTunes U both offer thousands of video lectures and courses.
  • As higher education tuition, particularly in public colleges and universities increases, the public (and state and federal legislators) are demanding lower costs and greater accountability. One indication of this problem is the huge amount of student debt which is approaching one trillion dollars, exceeding credit card debt.
  • The huge supply of OER produced a mass that began to have a gravitation pull on the idea of lowering the cost of higher education, but the two driving forces were held apart because of the issue of quality—people could not imagine how open education could be offered at quality. Then Stanford came along with the first publically visible MOOC and the quality link was made: if Stanford could produce a very good MOOC then quality open education was possible.
  • The big step ahead in making the connection between OER and low cost higher education is making the connection between open content and academic credit. Many of the parts of this puzzle are on the table. There are many open “channels” for open course and curricula. These channels include YouTube, iTunesU, Coursera, Udacity, edX, and individual institutional OCW sites. There are the beginnings of ways in which these open educational resources can be used by students to gain credit. The first step is to create learning assessments that can be administered to students in order to verify that they have mastered the subject. Allied with the assessment issue is the student authentication issue—how can institutions verify that there is no cheating on the assessments. The first connections were made between individual intuitions and particular sets of open material. For instance, Excelsior University is willing to provide assessments and authentication processes for open courses offered by the Saylor Foundation. Similar arrangements were made between Coursera and Antioch College and Coursera and the U. of Washington. In November 2013 ACE and courser announced a joint experiment whereby ACE would give academic credit for five Coursera courses (2 of which are UCI courses). Thus for the first time a national “credit bank” is available for students seeking credit.
  • UCI: In some cases, the content did not fall into these three buckets and our instructors removed them (Mike Dennin replaced movie snippets with examples from YouTube) OR our instructors created new elements from scratch (Math).

upcea2013 Presentation Transcript

  • 1. Presented by: Gary W. Matkin, Ph.D, Dean University of California, Irvine Carin Nuernberg, Dean Berklee College of Music MOOCS: LESSONS LEARNED FROM THE FRONT LINESDisruption 2.0: Game Changers in Professional, Continuing and Online Education UPCEA 98th Annual Conference: April 3-5, 2013, Boston MA
  • 2. THE SUPPLY OF OER IS HUGE AND GROWING • 280 Members OCWC • Over 30,000 Courses • Over 700,000 OER YOU TUBE videos on Education channel • Over 500,000 iTUNESu courses/learning materials
  • 3. PUBLIC DEMAND FOR LOWER COST EDUCATION IS INCREASING Average tuition in higher education increased 27% over the last 5 years Graduates leave college with an average debt of $27,000 U.S. student debt is approaching $1 trillion, exceeding credit card debt
  • 4. MOocs Seemed tolink these two driving elements Demand by adding the OER for Lower Costspossibility of quality to the equation
  • 5. THE CONNECTIONBETWEEN OER AND CREDIT CHOOSE LEARNK LEARN NOW DO DISCOVER ADOPT• UCI OCW • Open • Preview• YouTube Course • Supplement EDU Module • Assess• iTunesU Learning• Coursera • Full Open • Certify• edX Course Learning• Merlot • Full Open • Gain• Connexions Curriculum Academic Credit • Get Job
  • 6. WHY DID BERKLEE AND UCI JOIN COURSERA• UCI • Natural outgrowth of commitment to open education developed over the last 10 years • Open education is a natural part of a public and land grant mission• Berklee • Continue commitment to providing free access to curriculum and promoting the value of music education • Build awareness of college and its online programs • Learn from this “disruptive” offering—social learning, peer review, Coursera platform
  • 7. WHO MADE THE DECISION? • UCI • The Dean of Continuing Education, Distance Learning and Summer Session supported by Distance Learning and Open Education staff • Berklee • Plan developed within Continuing Education Division, approved by senior administrators of the college, in consultation with board of trustees
  • 8. HOW WERE THE COURSES SELECTED?• UCI • Because of time limitations, well developed online courses with willing faculty were chosen• Berklee courses were selected based on: • Popular subject areas within online school • Their compatibility with (not duplication of) existing Berklee Online courses • Strong faculty who have developed online courses before and have a strong presence on camera
  • 9. WHAT ARE THE ROLES OF THE FACULTY• UCI • Faculty agree to having their courses put on Coursera and adapt them to Coursera platform • They are paid a small amount to “teach,” according to the minimal requirement by Coursera for the first offering• Berklee • Faculty develop course outline and lesson plans, including announcements, quizzes, and peer review assignments, in consultation with an instructional designer • With video production team, faculty shoot video segments in campus video studio and review all footage • Faculty monitor forums with support from instructional designer and Berklee Online customer support • Faculty are paid an authoring fee, in addition to a teaching fee for the first offering
  • 10. Courses offered and sign ups?UCI COURSES SIGN UPSPersonal Financial 90,303PlanningAlgebra (ACE Credit) 45,480Micro Econ for Managers 36,857Pre-Calculus (ACE Credit) 36,262Intro to Biology 16,459Principles of Public Health 16,642Science to Superheroes 12,038TOTAL (3/18) 254,041
  • 11. Courses offered and sign ups?BERKLEE COURSES SIGN UPSIntroduction to Guitar 75,855Songwriting 64,780Introduction to Music 53,552ProductionIntroduction to 31,623ImprovisationTOTAL (3/27) 225,810
  • 12. Results• UCI • Course completion rate is 8%, which is at the high end of Courseras average range which is 6-8%.• BERKLEE • First two courses will not yet be complete, but Carin to add retention info here
  • 13. Cost and funding• UCI • Courses were already developed as fully online courses. Cost between $8,000 - $10,000 to adapt the courses to the Coursera platform mainly in “re- chunking” the courses into smaller “bites” • Funding came from online operating income• Berklee • Courses are new offerings, developed as “lead-ins” to instructor-led, 20-student courses offered through Berklee Online. Cost is about $20,000 per course. • Funding came from online operating income.
  • 14. Instructional design elements implemented• UCI • Focused on right-sizing lecture material • Learner engagement with content: focus-present-review design, self quizzes, animated voice• Berklee • High production values—3 camera shoots, extensive post- production • Video chunked in short, bite-sized segments where possible • Quiz questions embedded in video to test recall/reinforce learning • Social, collaborative learning
  • 15. Proprietary assets removed• UCI/Berklee • Assets within Coursera fall into the following three buckets: • We own them (UCI or Berklee) • They are already under creative commons licensing • They are owned by a publisher, but we have explicit permission to utilize them
  • 16. Why are students enrolling in moocs?• Want a skill or set of knowledge to be successful in an academic setting (e.g., they need algebra to prepare for college pre-calculus)• Need skills to be successful in a professional setting (many public health practitioners took UCI public health class to stay current in ideas, research and trends; many students in Berklee courses aspire to be in the music industry)• Failed the subject in an academic setting and want to prepare for the retake of the subject (UCI had one student failed algebra 3 times in community college and is taking its MOOC before she attempts it a 4th time)• Reputation of faculty member (Berklee songwriting professor gives clinics and seminars around the world, known entity)
  • 17. Why are students enrolling in moocs?• Supplement their own personal knowledge (UCI had many people over the age of 60 in microeconomics and public health; Berklee has many music hobbyists)• Connect and collaborate with other people around the world interested in the subject (we had hundreds of Facebook groups start up associated with PFP and public health)• Homeschooled children in English speaking countries (they flocked to Dennin’s Physics course and loved it)• Instructor in an academic setting and who wants to refresh or deepen their knowledge of a subject
  • 18. Faculty intellectual property issues• UCI • Coursera contract rewritten to place UCI between faculty and Coursera • UCI signs a licensing agreement with faculty• Berklee • Faculty sign separate contract with Berklee • Berklee owns IP • Faculty earn royalty on Berklee Online courses they author, may see increase in enrollment due to Coursera courses
  • 19. Next steps• UCI • Continue to 3 of 7 courses through Coursera • 2-3 more may be added in the future• Berklee • Introduction to Guitar and Introduction to Improvisation launching April 22 • Two additional courses slated for the upcoming fiscal year
  • 20. Lessons learned• Really good content and instructional design makes a big difference; be careful with repurposed courses and/or materials• Students want to connect to one another and the instructor; must provide ample opportunities specific to the Coursera setting and with social media tools for this• Faculty need to understand their role clearly; they serve the Coursera students more than they teach them• Strong support staff are critical, especially for the first iteration of any course• Faculty and support staff need to be careful not to overreact to student concerns; many issues work themselves out within the community
  • 21. Lessons learned• Staff should be monitoring discussion activity once per day to catch any course design issues, especially in the first iteration of the course.• Students provide a great deal of support and encouragement to each other. There are high performers who devote a great deal of time to helping others.• Craft peer assessments very carefully, with the understanding of the diversity of your audience in mind. Provide examples that students can model.• Build in some flexibility with due dates, particularly in the early lessons, to accommodate students who enroll late.• Overall, remember every student is in a different time zone, has a different reason for taking the course, and brings his/her own perspective to the course.
  • 22. Questions To contact Gary Maktin email gmatkin@uci.eduTo contact Carin Nuernberg email cnuernberg@berklee.edu Download presentation at slideshare.net/upcea2013