SlideShare a Scribd company logo
1 of 74
Download to read offline
Why MOOCs Are Good for Higher
     and Continuing Education
       (And What MOOCs Will Make Your University Do)




              GARY W. MATKIN, PH.D., DEAN
CONTINUING EDUCATION, DISTANCE LEARNING AND SUMMER SESSION
           UNIVERSITY OF CALIFORNIA, IRVINE

   UPCEA MANAGEMENT OF ONLINE PROGRAMS SEMINAR
                NOVEMBER 7, 2012
To Retrieve This Presentation
              Visit:

s l i d e s h ar e . n e t / g a r y m a t k i n / u p c e a o nl i ne
Summary of Converging Themes

1. The commercialization of OpenCourseWare
2. The creation of low cost degrees
Summary of Emerging Themes

1. Improving teaching and learning through
     online delivery
2.   Concentration on assessments
3.   The proliferation of open materials
4.   The incorporation of open material in
     "regular" (or traditional) degrees
5.   The creation of viable and sustained
     learning communities
Low Cost Degrees

THE WORLD-WIDE AND DESPERATE
  NEED FOR LOW-COST HIGHER
         EDUCATION
By 2025, 98 million graduates of
secondary education WILL NOT be
able to attend college
To serve these students, 4 large
campuses, serving 30,000
students, would have to be built
EVERY WEEK for the next 15 years
Imagine a World in Which

       everyone
       could learn
       anything
       anywhere
        anytime
           for
          free
Commoditization and its Impact on Education

 Education becomes ubiquitously available at little or
  no cost
 Two elements that are essential to education—
  content and communication—which are already
  commoditized
 The commodification of education both threatens
  and provides huge opportunities for universities
Commoditization Pushes the “Value
  Proposition” to the Periphery

                 Content/Information
  Wikipedia          Google         iTunes          YouTube



    Communication/Interaction (Web 2.0)
    Skype                  Facebook                Twitter



                     Learning Pathways
                                      Flat World       Kahn
  OCWC      Merlot     Connexions
                                      Knowledge      Academy
Open Education Channels

GROWTH AND DEVELOPMENT
The Growth and Development of
            Open Education Channels

1. Early Repositories       3. Utilities
  Merlot                     YouTube

  Connexions                 iTunes

  Subject-matter   based   4. Open Textbooks
2. OpenCourseWare
  MIT

  OCWC

  UCI
Open Repositories: The First Generation

1. Merlot
2. Connexions
3. Subject-matter based
Merlot
                  http://www.merlot.org
1.   Founded in 1997, a program of the CSU system
2.   Learning materials are categorized into 19
     different learning material types
3.   Over 38,000 learning materials are available in
     the Merlot repository
4.   Received 638,000 visits since January 2012
5.   Community of over 108,000 members
Open Repositories: The First Generation

1. Merlot
2. Connexions
3. Subject-matter based
Connexions
                    http://cnx.org/
1.   Founded in 1999
2.   More than 17,000 learning objects or modules
3.   Over 1000 collections (textbooks, journal
     articles)
4.   Used by over 2 million people per month
Open Repositories: The First Generation

1. Merlot
2. Connexions
3. Subject-matter based
Subject Matter Open Based Repositories

 Eisenhower National Clearinghouse for Mathematics
    and Science http://www.goenc.com/
   National Science Digital Library http://nsdl.org/
   The Math Forum at Drexel University
    http://mathforum.org/
   iLumina for Science and Mathematics
    http://www.ilumina-dlib.org/
   Digital Library for Earth Science Education
    http://www.dlese.org/library/index.jsp
OpenCourseWare

GROWTH AND DEVELOPMENT
OpenCourseWare: Growth & Development

1. MIT (Defining Event)
2. OCWC
3. UCI
MIT Starts the Ball Rolling
Featured in NY
Times, April 4, 2001



―The giveaway
idea came in a
traditional
Eureka
moment…‖
Charles M. Vest
upceaonline
upceaonline
Users
                Educators     Students    Self Learners    Other
MIT OCW‘s
has had                             6%    9%
significant
impact and          43%
                                                      42%
site visitors
expect more
in the future
                   80% of visitors rate OCW's impact as extremely
                    positive or positive; 91% expect that level of
                    future impact
                   96% of educators say the site has/will help
                    improve courses
                   96% of visitors would recommend the site
OpenCourseWare: Growth & Development

1. MIT (Defining Event)
2. OCWC
3. UCI
OCWC Carries the Ball
OpenCourseWare: Growth & Development

1. MIT (Defining Event)
2. OCWC
3. UCI
UCI as an Institutional Example
UC Irvine‘s OCW

 Launched November 2006
 90 complete courses, 300 video lectures, 1,500
    learning assets
   Contributions from over 80 UCI faculty members
   38% of site visitors are from outside the U.S.
   Most visited courses are CSET, receiving over 50% of
    all traffic 2-3 days prior to exam
   Project received 5 awards in 2011 and 1 award in
    2012
OpenCourseWare: Growth & Development Utilities

1. YouTube
2. iTunes
YouTube Uses Video to Open a New OCW Channel
700,000 video
lectures available
80% of education
channel traffic
comes from outside
of the U.S.
University partners
include MIT, UC
Berkeley, Stanford,
Yale, Harvard, Carn
egie Mellon
OpenCourseWare: Growth & Development Utilities

1. YouTube
2. iTunes
An iTunes Course it Easier
   Entire Makes in One App
 500,000 lectures
 From institutions in 26 countries
 Stanford, Yale, MIT, Oxford, UC
 Berkeley, MoMA, the New York Public
 Library, and the Library of Congress
OpenCourseWare: Open Textbooks
The Institutional Case for OCW

1.  Serve current students (supports teaching and learning)
2.  Attract new students
3.  Support faculty in both course authoring and delivery
4.  Facilitate accountability and aid continuous improvement
5.  Advance institutional recognition and reputation
6.  Support the public service role of institutions
7.  Disseminate the results of research and thereby attract
    research funding
8. Serve as a repository for a wide range of digital assets
9. Serve learning communities of all types
10. Enhance international service and reputation
11. Serves as a mechanism for fundraising
MOOCs
MOOCs: Stanford Starts the Ball Rolling
March 2011      Sebastian Thrun of Stanford attends Ted talk by
                Salman Kahn
July 2011       Thrun and Norwig announce the Stanford AI course

October 2011    New York Times front page article on the AI course
                enrollments

December 2011   Udacity and ―MITx‖ launched
January 2012    Kohler and Ng of Stanford launch Coursera with $16
                million in VC funds

May 2012        MIT and Harvard announce edX with $60 million in start
                up funding

July 2012       Coursera has 16 universities and 100 courses

August 2012     Coursera hits 1 million students
September       Coursera expands to 33 institutions offering over 200
2012            courses
upceaonline
The Response
upceaonline
 Coursera was launched on April 18, 2012
 Started with 2 founders, Daphne Koller and Andrew
    Ng, now with 20+ employees, 13 of which are Stanford
    Grads
   Coursera has raised over $16 million in funding
   33 University Partners, 1.7 million followers, 200 courses
   Each course registering over 100,000 students
   No solid business plan developed
   Uses cohort model
   Wants to present the ―world‘s best courses‖
   Admits only elite universities: ―top 50‖
1.    Berklee College of Music                   20.   University of Edinburgh
2.    Brown University                           21.   University of Florida
3.    California Institute of Technology         22.   University of Illinois at Urbana-
4.    Columbia University                              Champaign
5.    Duke University                            23.   University of London International
6.    École Polytechnique Fédérale de Lausanne         Programmes
7.    Emory University                           24.   University of Maryland, College Park
8.    Georgia Institute of Technology            25.   University of Melbourne
9.    Hebrew University of Jerusalem             26.   University of Michigan
10.   Johns Hopkins University                   27.   University of Pennsylvania
11.   Mount Sinai School of Medicine             28.   University of Pittsburgh
12.   Ohio State University                      29.   University of Toronto
13.   Princeton University                       30.   University of Virginia
14.   Rice University                            31.   University of Washington
15.   Stanford University                        32.   Vanderbilt University
16.   The Hong Kong University of Science and    33.   Wesleyan University
      Technology
17.   The University of British Columbia
18.   University of California, Irvine
19.   University of California, San Francisco
Coursera‘s Model Will Disrupt Higher Education

 Offers high-quality, university level courses (from top 50
    universities) particularly in Social Sciences and
    Humanities
   Courses are 6-10 weeks long with 1-2 hours of video per
    week
   Uses a cohort model
   Snap quizzes, weekly exercises, ranging from problem
    sets to spreadsheets to design projects or essays, and
    sometimes a final project or exam
   Virtual student study groups by language or time zone
   Limits video to less than 10 minutes
How Does Coursera Plan to Make Money in the Future?


 Certifications
 Offering "Secure Assessments‖
 Employee Recruiting
 Employee or University Screening
 Tutoring or Manual Grading
 Corporate/University Enterprise Model
 Sponsorships
 Selling Courses to Community Colleges
 Charging Tuition
The Unstated Monetization Models

 Advertising
 Selling student data/personal information
 Selling ancillary materials
UCI‘s Coursera Student Survey Data

 UCI‘s report is based on 11,194 survey responses
  received during the period 9/19/12 - 11/1/12
 During this same period, 94,246 enrollments were
  generated across 7 courses
 Indications:
    Nearly 6 in 10 students registering for UCI classes on
     Coursera are from outside the United States
Coursera Student Survey Data

 Slightly more than 1/2 of students state they selected their classes
  because they expect it to be enjoyable; nearly the same number also
  state the course they selected relates to their current or future career
  plans
           I selected this course because it was developed by the
                       University of California, Irvine

         I'm curious about what it's like to take an online course


          This class relates to my current employment or career


            I want to earn a credential to add to my resume/CV


           This subject is relevant to my academic field of study


                     This class relates to my future career plans


                    I think this course will be fun and enjoyable


                                                                     0%   10%   20%   30%   40%   50%   60%
   Launched April 2o12
   Founded by 3 Roboticists: Sebastian Thrun, David Stavens, Mike Sokolsky
   Funded by Charles River Ventures
   1st Class was ―Introduction to Artificial Intelligence,‖ enrolling over
    160,000 students in more than 190 countries
   800,000 students in 16 Open Courses
   Not a cohort model, Start Class at any Time, Self-Paced
   Courses Categorized by Beginning, Intermediate, Advanced
   Each course consists of several units comprised of video lectures with
    closed captioning, in conjunction with integrated quizzes to help students
    understand concepts and reinforce ideas, as well as follow-up homework
    which promotes a "learn by doing" model
   Upon completing a course, students receive a certificate of completion
    indicating their level of achievement, signed by the instructors, at no cost.
    50,000 certificates of completion issued as of October 2012
   Not yet institutionally-sponsored
The Udacity Model: Plans for Monetizing

 Plans to monetize its ―students‘ skills‖
 Udacity will help with job placement by selling
  student leads to recruiters
 Final exams are proctored for a fee
 Further plans for certification options would include
  a "secured online examination" as a less expensive
  alternative to the in-person proctored exams
 Launched February 2010
 Founders are Eren Bali, Oktay Caglar, and Gagan Biyani
 Initial $1 million investment raised from angel investors
    in August 2010
   Current funding raised is at $4 million
   Over 5,000 courses (of those, 1,500 are paid courses)
   Over 200,000 students
   Web site allows anyone create and upload courses
   Offers new course authoring tool— ―teacher-facing
    course creation‖ platform
How Does Udemy Make Money

 About 90% of the courses on Udemy are free
 When an instructor does charge, Udemy pays the
  instructor 70% of the revenue
 Through affiliate marketing, anyone can make
  money by selling Udemy courses to their audience.
  The Udemy Affiliate Marketing Program rewards
  affiliates 50% of all course sales generated by an
  affiliate. Affiliates can start a campaign by choosing
  one of the many courses enrolled in the Udemy AMP
 Founded May 2012
 Harvard and MIT are founding partners
 edX offers online courses and Harvard and MIT will use edX
  to research how students learn and how technology can
  transform learning–both on-campus and worldwide
 Currently offers HarvardX, MITx and BerkeleyX classes
  online for free. Beginning in Summer 2013, edX will also offer
  UTx (University of Texas) classes online for free
 The UT System is making a $5 million investment in the edX
  platform
 More than 150,000 students from over 160 countries
  registered for MITx's first course, 6.002x: Circuits and
  Electronics. The age range of students certified in this course
  was from 14 to 74 years-old.
More About edX

 More than 140 institutions from around the world have
    expressed interest in collaborating with edX
   EdX is focused above all on quality and developing the best
    not-for-profit model for online education
   A―X University‖ Consortium is being established by
    Harvard, MIT, UCB and the UT System
   Each member of the consortium will offer courses on the edX
    platform as an ―X University‖
   Certificates of completion will be issued by edX under the
    name of the underlying "X University" from where the course
    originated, i.e. HarvardX, MITx or BerkeleyX
   The certificates for courses completed in Fall 2012 will be free
   There are plans to charge a modest fee for certificates in the
    future
The Cost of Degrees in the U.S.

                    Tuition, Fees, and         ENROLLMENT
                    Living

Public 2-year                        10,550                7,285,000


Public 4-Year                      $17,860                 9,925,000


Private 4-Year                     $39,518                 3,822,000


For Profit 4-Year      $15,172 (Room and                   2,426,000
                      Board not included)

                          SOURCE: The College Board, Trends in College Pricing 2012
Inflation-Adjusted Published Tuition and Fees Relative to
       1982-83, 1982-83 to 2012-13 (1982-83 =100)




                   SOURCE: The College Board, Trends in College Pricing 2012, Figure 5.
upceaonline
The Personal Cost and Peril
upceaonline
Institutional Responses—International

 Community Colleges
 Degree Completion—the Low Hanging Fruit
 New Entrants
 MOOCs
Degree Completion Institutions—The 1970s

1. Regents College (Excelsior)
2. Thomas Edison State University
3. Charter Oak State College (Connecticut)
New Providers of Low Cost Degrees

1. University of Washington
2. University of Wisconsin
3. University of North Carolina
4. Cal State University
OCW, MOOCs, and the Universal Degree

 Excelsior and Saylor
 University of Washington and Coursera
 Antioch and Coursera
upceaonline
upceaonline
The deal represents one of the first instances
     of a third-party institution buying
 permission to incorporate a MOOC into its
 curriculum — and awarding credit for the
                   MOOC.
Predictions About Effects of MOOCs on
      Higher Education: The MACRO Level

 MOOCs will:
  1. Help higher education institutions, especially the elite
     institutions, embrace online education in all its forms,
     including in classroom-based instruction
  2. Rapidly advance the creation and use of open educational
     resources (OER)
  3. Increase the use of transfer credits in the achieving of
     degrees
  4. Help lower the cost of higher education
Predictions About Effects of MOOCs on
      Higher Education: The MACRO Level

 MOOCs will:
  5. Be an important factor in the use of new instructional
     technology by all institutions to improve teaching and
     learning
  6. Promote peer to peer interactions and the learning
     associated with them and speed the development of viable
     online learning communities
  7. Speed the value, legitimacy, and use of degree-alternative
     certifications in both personal and employment-related
     learning projects
  8. Promote the use of competency-based assessments for
     degree and non-degree education
Predictions About Effects of MOOCs on
       Higher Education: The MICRO Level

 MOOCs will:
  1. Continue to proliferate as will the ―channels‖ and the
     number of institutions engaged in them, to become a
     permanent feature of the higher education landscape
  2. Content will be the most significant driver of MOOC
     enrollments (what do I want to know?)
  3. Elite universities will engage in MOOCs for reputational and
     revenue generating reasons
  4. Second and third tier institutions will engage in MOOCs to
     reduce costs
Predictions About Effects of MOOCs on
        Higher Education: The MICRO Level

 MOOCs will:
  5. The average enrollment size of MOOCs will decline as
     MOOCs proliferate
  6. MOOC channels, and institutional contributors will
     specialize along subject matter lines
  7. All LMS technologies will incorporate functions and utilities
     to serve MOOCs
  8. MOOC technology, channels, and institutions will continue
     to add service features for the learner, some of which will be
     free and some of which will require the payment of a fee
Predictions About Effects of MOOCs on
        Higher Education: The MICRO Level

 MOOCs will:
  9.  The ‗monetization‖ strategies of MOOC channels will soon
      become obvious and will feature learning
      assessment, advertising, data selling, and associated services
      (tutoring, the sale of supplemental learning materials, the
      tying of learning assessments to degrees and employment
      opportunities)
  10. Universities will receive enough revenue to cause them to
      continue to supply content
  11. All universities will become more flexible in accepting non-
      traditional learning assessments for transfer credit
Elements for Successfully Implementing Online
     and Open Education on Your Campus

1.       Institutionalized Receptivity will:
         Flexible staff willing to make changes
         An inventory/history of open content
         Technical infrastructure
         People and skill sets
         Institutional credibility
         Administrative structure
         Money to invest
         OER and OCW National and International contacts
         Technical capacity
         Responsible resource allocation planning
For More Information

CONTACT KATHY TAM AT KSTAM@UCI.EDU

     DOWNLOAD PRESENTATION AT:
 slideshare.net/garymatkin/upceaonline

More Related Content

What's hot

MOOCs and the Impact on Higher Education
MOOCs and the Impact on Higher EducationMOOCs and the Impact on Higher Education
MOOCs and the Impact on Higher EducationGary Matkin
 
Sustainability as Imperative: The Unavoidable Future for OCW
Sustainability as Imperative: The Unavoidable Future for OCWSustainability as Imperative: The Unavoidable Future for OCW
Sustainability as Imperative: The Unavoidable Future for OCWGary Matkin
 
Beyond Accreditation and Standards: The Distance Educator’s Opportunity for L...
Beyond Accreditation and Standards: The Distance Educator’s Opportunity for L...Beyond Accreditation and Standards: The Distance Educator’s Opportunity for L...
Beyond Accreditation and Standards: The Distance Educator’s Opportunity for L...Gary Matkin
 
March 2015 coursera presentation
March 2015 coursera presentationMarch 2015 coursera presentation
March 2015 coursera presentationGary Matkin
 
EdTech Europe 2015 [Track 2]: Sir John Daniel
EdTech Europe 2015 [Track 2]: Sir John DanielEdTech Europe 2015 [Track 2]: Sir John Daniel
EdTech Europe 2015 [Track 2]: Sir John DanielEdTech Europe
 
MOOCs and ICT Education: Disruptive or Merely Distractng
MOOCs and ICT Education: Disruptive or Merely DistractngMOOCs and ICT Education: Disruptive or Merely Distractng
MOOCs and ICT Education: Disruptive or Merely DistractngUna Daly
 

What's hot (20)

ocwc2014
ocwc2014ocwc2014
ocwc2014
 
upcea2013
upcea2013upcea2013
upcea2013
 
oeb2013
oeb2013oeb2013
oeb2013
 
MOOCs and the Impact on Higher Education
MOOCs and the Impact on Higher EducationMOOCs and the Impact on Higher Education
MOOCs and the Impact on Higher Education
 
Sustainability as Imperative: The Unavoidable Future for OCW
Sustainability as Imperative: The Unavoidable Future for OCWSustainability as Imperative: The Unavoidable Future for OCW
Sustainability as Imperative: The Unavoidable Future for OCW
 
NACUBO 2014
NACUBO 2014NACUBO 2014
NACUBO 2014
 
upcea2014
upcea2014upcea2014
upcea2014
 
Beyond Accreditation and Standards: The Distance Educator’s Opportunity for L...
Beyond Accreditation and Standards: The Distance Educator’s Opportunity for L...Beyond Accreditation and Standards: The Distance Educator’s Opportunity for L...
Beyond Accreditation and Standards: The Distance Educator’s Opportunity for L...
 
ncseonline
ncseonlinencseonline
ncseonline
 
March 2015 coursera presentation
March 2015 coursera presentationMarch 2015 coursera presentation
March 2015 coursera presentation
 
2015 05 20 e learning presentation for sharing
2015 05 20 e learning presentation   for sharing2015 05 20 e learning presentation   for sharing
2015 05 20 e learning presentation for sharing
 
Bisg
BisgBisg
Bisg
 
Considering MOOC Learner Experiences: An insider's perspective
Considering MOOC Learner Experiences: An insider's perspectiveConsidering MOOC Learner Experiences: An insider's perspective
Considering MOOC Learner Experiences: An insider's perspective
 
Online learning: an overview
Online learning: an overviewOnline learning: an overview
Online learning: an overview
 
MOOCs overview
MOOCs overviewMOOCs overview
MOOCs overview
 
OCW Consortium update may 2011
OCW Consortium update may 2011OCW Consortium update may 2011
OCW Consortium update may 2011
 
EdTech Europe 2015 [Track 2]: Sir John Daniel
EdTech Europe 2015 [Track 2]: Sir John DanielEdTech Europe 2015 [Track 2]: Sir John Daniel
EdTech Europe 2015 [Track 2]: Sir John Daniel
 
Presentation on UCT MOOCs to UWC's Public Health workshop
Presentation on UCT MOOCs to UWC's Public Health workshopPresentation on UCT MOOCs to UWC's Public Health workshop
Presentation on UCT MOOCs to UWC's Public Health workshop
 
MOOCs and ICT Education: Disruptive or Merely Distractng
MOOCs and ICT Education: Disruptive or Merely DistractngMOOCs and ICT Education: Disruptive or Merely Distractng
MOOCs and ICT Education: Disruptive or Merely Distractng
 
Learning through engagement: MOOCs as an emergent form of provision
Learning through engagement: MOOCs as an emergent form of provisionLearning through engagement: MOOCs as an emergent form of provision
Learning through engagement: MOOCs as an emergent form of provision
 

Viewers also liked

Writing Your Life
Writing Your LifeWriting Your Life
Writing Your Lifeguest687a4b
 
Crisis Fiananciera En Alemania2033
Crisis Fiananciera En Alemania2033Crisis Fiananciera En Alemania2033
Crisis Fiananciera En Alemania2033STHER.RODRIGUEZ.T
 
Guitar House
Guitar HouseGuitar House
Guitar Housenahun1385
 
Practicas Sql - Mauricio Guzman
Practicas Sql - Mauricio GuzmanPracticas Sql - Mauricio Guzman
Practicas Sql - Mauricio Guzmannahun1385
 
一般道実走行における 自車センサ情報を用いた車線変更の検出
一般道実走行における自車センサ情報を用いた車線変更の検出一般道実走行における自車センサ情報を用いた車線変更の検出
一般道実走行における 自車センサ情報を用いた車線変更の検出Ryo Neyama
 
A geomatics approach to the interpretation of Ground Penetrating Radar (GPR)
A geomatics approach to the interpretation of Ground Penetrating Radar (GPR)A geomatics approach to the interpretation of Ground Penetrating Radar (GPR)
A geomatics approach to the interpretation of Ground Penetrating Radar (GPR)Stuart Glenday
 

Viewers also liked (17)

Grupos
GruposGrupos
Grupos
 
Presentación1
Presentación1Presentación1
Presentación1
 
5 Amigos
5 Amigos5 Amigos
5 Amigos
 
Msl Presentation
Msl PresentationMsl Presentation
Msl Presentation
 
Curriculum Vitae
Curriculum VitaeCurriculum Vitae
Curriculum Vitae
 
Writing Your Life
Writing Your LifeWriting Your Life
Writing Your Life
 
Crisis Fiananciera En Alemania2033
Crisis Fiananciera En Alemania2033Crisis Fiananciera En Alemania2033
Crisis Fiananciera En Alemania2033
 
Guitar House
Guitar HouseGuitar House
Guitar House
 
Examen Aitana
Examen AitanaExamen Aitana
Examen Aitana
 
Practicas Sql - Mauricio Guzman
Practicas Sql - Mauricio GuzmanPracticas Sql - Mauricio Guzman
Practicas Sql - Mauricio Guzman
 
G R U P O S
G R U P O SG R U P O S
G R U P O S
 
Presentación1
Presentación1Presentación1
Presentación1
 
PresentacióN1
PresentacióN1PresentacióN1
PresentacióN1
 
一般道実走行における 自車センサ情報を用いた車線変更の検出
一般道実走行における自車センサ情報を用いた車線変更の検出一般道実走行における自車センサ情報を用いた車線変更の検出
一般道実走行における 自車センサ情報を用いた車線変更の検出
 
Crisis Financiera De Canada
Crisis Financiera De CanadaCrisis Financiera De Canada
Crisis Financiera De Canada
 
Appreciation Marketing
Appreciation MarketingAppreciation Marketing
Appreciation Marketing
 
A geomatics approach to the interpretation of Ground Penetrating Radar (GPR)
A geomatics approach to the interpretation of Ground Penetrating Radar (GPR)A geomatics approach to the interpretation of Ground Penetrating Radar (GPR)
A geomatics approach to the interpretation of Ground Penetrating Radar (GPR)
 

Similar to upceaonline

Higher Education: final countdown
Higher Education: final countdownHigher Education: final countdown
Higher Education: final countdownClay Casati
 
Open Education Revolution: From Open Access to Open Participation
Open Education Revolution: From Open Access to Open ParticipationOpen Education Revolution: From Open Access to Open Participation
Open Education Revolution: From Open Access to Open ParticipationUna Daly
 
Massive Open Online Courses (MOOCs): Entrepreneurial Instruction or the Death...
Massive Open Online Courses (MOOCs): Entrepreneurial Instruction or the Death...Massive Open Online Courses (MOOCs): Entrepreneurial Instruction or the Death...
Massive Open Online Courses (MOOCs): Entrepreneurial Instruction or the Death...University of Waterloo
 
Demystifying OER and Bridge to Success
Demystifying OER and Bridge to SuccessDemystifying OER and Bridge to Success
Demystifying OER and Bridge to SuccessBrandon Muramatsu
 
Eadtu Open Learn
Eadtu Open LearnEadtu Open Learn
Eadtu Open Learncplp
 
Open Educational Resources and Open Education
Open Educational Resources and Open EducationOpen Educational Resources and Open Education
Open Educational Resources and Open Educationanitadeciannibrown
 
New vistas in learning and government
New vistas in learning and governmentNew vistas in learning and government
New vistas in learning and governmentAkhuwat
 
Open Learning Presentation IFWE 2010
Open Learning Presentation IFWE 2010Open Learning Presentation IFWE 2010
Open Learning Presentation IFWE 2010LisaSnyder
 
4th World Chinese Economic Forum Melb Anthony Wong Nov 2012
4th World Chinese Economic Forum Melb Anthony Wong Nov 20124th World Chinese Economic Forum Melb Anthony Wong Nov 2012
4th World Chinese Economic Forum Melb Anthony Wong Nov 2012anthonywong
 
20120124 open content for opendata diner debat
20120124 open content for opendata diner debat20120124 open content for opendata diner debat
20120124 open content for opendata diner debatWillem van Valkenburg
 
#oersymposium2014 S4K Prof. Iiyoshi
#oersymposium2014 S4K Prof. Iiyoshi#oersymposium2014 S4K Prof. Iiyoshi
#oersymposium2014 S4K Prof. IiyoshiPat Toh
 
Open Educational Resources: What Happens When Knowledge is Free?
Open Educational Resources: What Happens When Knowledge is Free?Open Educational Resources: What Happens When Knowledge is Free?
Open Educational Resources: What Happens When Knowledge is Free?The University of Arizona
 
Open Educational Resources (OER): The Landscape of the Future
Open Educational Resources (OER): The Landscape of the FutureOpen Educational Resources (OER): The Landscape of the Future
Open Educational Resources (OER): The Landscape of the FutureBrandon Muramatsu
 
Making Sense of MOOCs from a Liberal Arts Perspective
Making Sense of MOOCs from a Liberal Arts PerspectiveMaking Sense of MOOCs from a Liberal Arts Perspective
Making Sense of MOOCs from a Liberal Arts Perspectivelms4w
 
OpenCourseWare for eurosakai conference
OpenCourseWare for eurosakai conferenceOpenCourseWare for eurosakai conference
OpenCourseWare for eurosakai conferenceWillem van Valkenburg
 

Similar to upceaonline (20)

Higher Education: final countdown
Higher Education: final countdownHigher Education: final countdown
Higher Education: final countdown
 
Open Education Revolution: From Open Access to Open Participation
Open Education Revolution: From Open Access to Open ParticipationOpen Education Revolution: From Open Access to Open Participation
Open Education Revolution: From Open Access to Open Participation
 
Massive Open Online Courses (MOOCs): Entrepreneurial Instruction or the Death...
Massive Open Online Courses (MOOCs): Entrepreneurial Instruction or the Death...Massive Open Online Courses (MOOCs): Entrepreneurial Instruction or the Death...
Massive Open Online Courses (MOOCs): Entrepreneurial Instruction or the Death...
 
Demystifying OER and Bridge to Success
Demystifying OER and Bridge to SuccessDemystifying OER and Bridge to Success
Demystifying OER and Bridge to Success
 
Eadtu Open Learn
Eadtu Open LearnEadtu Open Learn
Eadtu Open Learn
 
What, Why, Who of OER and How Libraries can Lead
What, Why, Who of OER and How Libraries can LeadWhat, Why, Who of OER and How Libraries can Lead
What, Why, Who of OER and How Libraries can Lead
 
What, Who, Why of OCW (and how Libraries can lead)
What, Who, Why of OCW (and how Libraries can lead)What, Who, Why of OCW (and how Libraries can lead)
What, Who, Why of OCW (and how Libraries can lead)
 
Open Educational Resources and Open Education
Open Educational Resources and Open EducationOpen Educational Resources and Open Education
Open Educational Resources and Open Education
 
New vistas in learning and government
New vistas in learning and governmentNew vistas in learning and government
New vistas in learning and government
 
Open Learning Presentation IFWE 2010
Open Learning Presentation IFWE 2010Open Learning Presentation IFWE 2010
Open Learning Presentation IFWE 2010
 
4th World Chinese Economic Forum Melb Anthony Wong Nov 2012
4th World Chinese Economic Forum Melb Anthony Wong Nov 20124th World Chinese Economic Forum Melb Anthony Wong Nov 2012
4th World Chinese Economic Forum Melb Anthony Wong Nov 2012
 
20120124 open content for opendata diner debat
20120124 open content for opendata diner debat20120124 open content for opendata diner debat
20120124 open content for opendata diner debat
 
Old wine in new bottles? Exploring MOOCs
Old wine in new bottles? Exploring MOOCsOld wine in new bottles? Exploring MOOCs
Old wine in new bottles? Exploring MOOCs
 
Open educational resources (OER): why they matter
Open educational resources (OER): why they matterOpen educational resources (OER): why they matter
Open educational resources (OER): why they matter
 
#oersymposium2014 S4K Prof. Iiyoshi
#oersymposium2014 S4K Prof. Iiyoshi#oersymposium2014 S4K Prof. Iiyoshi
#oersymposium2014 S4K Prof. Iiyoshi
 
Open Educational Resources: What Happens When Knowledge is Free?
Open Educational Resources: What Happens When Knowledge is Free?Open Educational Resources: What Happens When Knowledge is Free?
Open Educational Resources: What Happens When Knowledge is Free?
 
Open Educational Resources (OER): The Landscape of the Future
Open Educational Resources (OER): The Landscape of the FutureOpen Educational Resources (OER): The Landscape of the Future
Open Educational Resources (OER): The Landscape of the Future
 
Making Sense of MOOCs from a Liberal Arts Perspective
Making Sense of MOOCs from a Liberal Arts PerspectiveMaking Sense of MOOCs from a Liberal Arts Perspective
Making Sense of MOOCs from a Liberal Arts Perspective
 
2014 xi-s america universities
2014 xi-s america universities2014 xi-s america universities
2014 xi-s america universities
 
OpenCourseWare for eurosakai conference
OpenCourseWare for eurosakai conferenceOpenCourseWare for eurosakai conference
OpenCourseWare for eurosakai conference
 

More from Gary Matkin

Yunnan University: Lessons Learned from the U.S. and California for Yunnan Fa...
Yunnan University: Lessons Learned from the U.S. and California for Yunnan Fa...Yunnan University: Lessons Learned from the U.S. and California for Yunnan Fa...
Yunnan University: Lessons Learned from the U.S. and California for Yunnan Fa...Gary Matkin
 
The Present and Future of Alternative Digital Credentials
The Present and Future of Alternative Digital CredentialsThe Present and Future of Alternative Digital Credentials
The Present and Future of Alternative Digital CredentialsGary Matkin
 
Santa Ana Chamber of Commerce Presentation about UC Irvine Career Services
Santa Ana Chamber of Commerce Presentation about UC Irvine Career ServicesSanta Ana Chamber of Commerce Presentation about UC Irvine Career Services
Santa Ana Chamber of Commerce Presentation about UC Irvine Career ServicesGary Matkin
 
Career Services for New Generations of UCI Students and Employers
Career Services for New Generations of UCI Students and EmployersCareer Services for New Generations of UCI Students and Employers
Career Services for New Generations of UCI Students and EmployersGary Matkin
 
Alternative Digital Credentials for Brazil
Alternative Digital Credentials for BrazilAlternative Digital Credentials for Brazil
Alternative Digital Credentials for BrazilGary Matkin
 
Lessons from the U.S. and California for Sichuan University Faculty and Admin...
Lessons from the U.S. and California for Sichuan University Faculty and Admin...Lessons from the U.S. and California for Sichuan University Faculty and Admin...
Lessons from the U.S. and California for Sichuan University Faculty and Admin...Gary Matkin
 
The Present and Future of Alternative Digital Credentials. ICDE World Conference
The Present and Future of Alternative Digital Credentials. ICDE World ConferenceThe Present and Future of Alternative Digital Credentials. ICDE World Conference
The Present and Future of Alternative Digital Credentials. ICDE World ConferenceGary Matkin
 
UPCEA 2019 Regional Super Conference
UPCEA 2019 Regional Super ConferenceUPCEA 2019 Regional Super Conference
UPCEA 2019 Regional Super ConferenceGary Matkin
 
Alternative Digital Credentials and How They Will Transform Higher Education
Alternative Digital Credentials and How They Will Transform Higher EducationAlternative Digital Credentials and How They Will Transform Higher Education
Alternative Digital Credentials and How They Will Transform Higher EducationGary Matkin
 
Digital Credentials: Why, What, and How. Connecting Learning Outcomes with Em...
Digital Credentials: Why, What, and How. Connecting Learning Outcomes with Em...Digital Credentials: Why, What, and How. Connecting Learning Outcomes with Em...
Digital Credentials: Why, What, and How. Connecting Learning Outcomes with Em...Gary Matkin
 
The Present and Future of Alternative Digital Credentials.
The Present and Future of Alternative Digital Credentials. The Present and Future of Alternative Digital Credentials.
The Present and Future of Alternative Digital Credentials. Gary Matkin
 
Gary W. Matkin. UC Irvine. How ADCs are Impacting Higher Education.
Gary W. Matkin. UC Irvine. How ADCs are Impacting Higher Education.Gary W. Matkin. UC Irvine. How ADCs are Impacting Higher Education.
Gary W. Matkin. UC Irvine. How ADCs are Impacting Higher Education.Gary Matkin
 
The Present and Future of Alternative Digital Credentials: An Imperative for ...
The Present and Future of Alternative Digital Credentials: An Imperative for ...The Present and Future of Alternative Digital Credentials: An Imperative for ...
The Present and Future of Alternative Digital Credentials: An Imperative for ...Gary Matkin
 
Alternative Digital Credentials for Chinese Higher Education
Alternative Digital Credentials for Chinese Higher EducationAlternative Digital Credentials for Chinese Higher Education
Alternative Digital Credentials for Chinese Higher EducationGary Matkin
 
Operate Your CE Unit Like a Business to Stay in Business
Operate Your CE Unit Like a Business to Stay in BusinessOperate Your CE Unit Like a Business to Stay in Business
Operate Your CE Unit Like a Business to Stay in BusinessGary Matkin
 
Developing a MOOC Strategy for Your University
Developing a MOOC Strategy for Your UniversityDeveloping a MOOC Strategy for Your University
Developing a MOOC Strategy for Your UniversityGary Matkin
 

More from Gary Matkin (17)

Yunnan University: Lessons Learned from the U.S. and California for Yunnan Fa...
Yunnan University: Lessons Learned from the U.S. and California for Yunnan Fa...Yunnan University: Lessons Learned from the U.S. and California for Yunnan Fa...
Yunnan University: Lessons Learned from the U.S. and California for Yunnan Fa...
 
The Present and Future of Alternative Digital Credentials
The Present and Future of Alternative Digital CredentialsThe Present and Future of Alternative Digital Credentials
The Present and Future of Alternative Digital Credentials
 
Santa Ana Chamber of Commerce Presentation about UC Irvine Career Services
Santa Ana Chamber of Commerce Presentation about UC Irvine Career ServicesSanta Ana Chamber of Commerce Presentation about UC Irvine Career Services
Santa Ana Chamber of Commerce Presentation about UC Irvine Career Services
 
Career Services for New Generations of UCI Students and Employers
Career Services for New Generations of UCI Students and EmployersCareer Services for New Generations of UCI Students and Employers
Career Services for New Generations of UCI Students and Employers
 
Alternative Digital Credentials for Brazil
Alternative Digital Credentials for BrazilAlternative Digital Credentials for Brazil
Alternative Digital Credentials for Brazil
 
Lessons from the U.S. and California for Sichuan University Faculty and Admin...
Lessons from the U.S. and California for Sichuan University Faculty and Admin...Lessons from the U.S. and California for Sichuan University Faculty and Admin...
Lessons from the U.S. and California for Sichuan University Faculty and Admin...
 
The Present and Future of Alternative Digital Credentials. ICDE World Conference
The Present and Future of Alternative Digital Credentials. ICDE World ConferenceThe Present and Future of Alternative Digital Credentials. ICDE World Conference
The Present and Future of Alternative Digital Credentials. ICDE World Conference
 
UPCEA 2019 Regional Super Conference
UPCEA 2019 Regional Super ConferenceUPCEA 2019 Regional Super Conference
UPCEA 2019 Regional Super Conference
 
Alternative Digital Credentials and How They Will Transform Higher Education
Alternative Digital Credentials and How They Will Transform Higher EducationAlternative Digital Credentials and How They Will Transform Higher Education
Alternative Digital Credentials and How They Will Transform Higher Education
 
Digital Credentials: Why, What, and How. Connecting Learning Outcomes with Em...
Digital Credentials: Why, What, and How. Connecting Learning Outcomes with Em...Digital Credentials: Why, What, and How. Connecting Learning Outcomes with Em...
Digital Credentials: Why, What, and How. Connecting Learning Outcomes with Em...
 
The Present and Future of Alternative Digital Credentials.
The Present and Future of Alternative Digital Credentials. The Present and Future of Alternative Digital Credentials.
The Present and Future of Alternative Digital Credentials.
 
Gary W. Matkin. UC Irvine. How ADCs are Impacting Higher Education.
Gary W. Matkin. UC Irvine. How ADCs are Impacting Higher Education.Gary W. Matkin. UC Irvine. How ADCs are Impacting Higher Education.
Gary W. Matkin. UC Irvine. How ADCs are Impacting Higher Education.
 
The Present and Future of Alternative Digital Credentials: An Imperative for ...
The Present and Future of Alternative Digital Credentials: An Imperative for ...The Present and Future of Alternative Digital Credentials: An Imperative for ...
The Present and Future of Alternative Digital Credentials: An Imperative for ...
 
Alternative Digital Credentials for Chinese Higher Education
Alternative Digital Credentials for Chinese Higher EducationAlternative Digital Credentials for Chinese Higher Education
Alternative Digital Credentials for Chinese Higher Education
 
Operate Your CE Unit Like a Business to Stay in Business
Operate Your CE Unit Like a Business to Stay in BusinessOperate Your CE Unit Like a Business to Stay in Business
Operate Your CE Unit Like a Business to Stay in Business
 
Developing a MOOC Strategy for Your University
Developing a MOOC Strategy for Your UniversityDeveloping a MOOC Strategy for Your University
Developing a MOOC Strategy for Your University
 
cms 2016
cms 2016cms 2016
cms 2016
 

Recently uploaded

ClueX 2024 - Inter School Quiz question and Answer set
ClueX 2024 - Inter School Quiz question and Answer setClueX 2024 - Inter School Quiz question and Answer set
ClueX 2024 - Inter School Quiz question and Answer setPragya - UEM Kolkata Quiz Club
 
Auto-Reconcile Feature in the Odoo 17 ERP
Auto-Reconcile Feature in the Odoo 17 ERPAuto-Reconcile Feature in the Odoo 17 ERP
Auto-Reconcile Feature in the Odoo 17 ERPCeline George
 
KARNAADA.pptx made by - saransh dwivedi ( SD ) - SHALAKYA TANTRA - ENT - 4...
KARNAADA.pptx  made by -  saransh dwivedi ( SD ) -  SHALAKYA TANTRA - ENT - 4...KARNAADA.pptx  made by -  saransh dwivedi ( SD ) -  SHALAKYA TANTRA - ENT - 4...
KARNAADA.pptx made by - saransh dwivedi ( SD ) - SHALAKYA TANTRA - ENT - 4...M56BOOKSTORE PRODUCT/SERVICE
 
3.26.24 Race, the Draft, and the Vietnam War.pptx
3.26.24 Race, the Draft, and the Vietnam War.pptx3.26.24 Race, the Draft, and the Vietnam War.pptx
3.26.24 Race, the Draft, and the Vietnam War.pptxmary850239
 
class 8 geography chapter no.1 resources
class 8 geography chapter no.1 resourcesclass 8 geography chapter no.1 resources
class 8 geography chapter no.1 resourcesnaminabibi33
 
From Leadership to Communityship: The Heart, the Heat, and the Harmony of Goo...
From Leadership to Communityship: The Heart, the Heat, and the Harmony of Goo...From Leadership to Communityship: The Heart, the Heat, and the Harmony of Goo...
From Leadership to Communityship: The Heart, the Heat, and the Harmony of Goo...Sadegh Hashemi
 
Vani Magazine - Quarterly Magazine of Seshadripuram Educational Trust
Vani Magazine - Quarterly Magazine of Seshadripuram Educational TrustVani Magazine - Quarterly Magazine of Seshadripuram Educational Trust
Vani Magazine - Quarterly Magazine of Seshadripuram Educational TrustSavipriya Raghavendra
 
The Macardle Moore - PRESENTATION - Frank OCallaghan.pptx
The Macardle Moore - PRESENTATION - Frank OCallaghan.pptxThe Macardle Moore - PRESENTATION - Frank OCallaghan.pptx
The Macardle Moore - PRESENTATION - Frank OCallaghan.pptxJason McGee
 
Teaching English to the Test: Why Does Negative Washback Exist within Seconda...
Teaching English to the Test: Why Does Negative Washback Exist within Seconda...Teaching English to the Test: Why Does Negative Washback Exist within Seconda...
Teaching English to the Test: Why Does Negative Washback Exist within Seconda...Adduha3
 
language diversity of the world and india ppt.pptx
language diversity of the world and india ppt.pptxlanguage diversity of the world and india ppt.pptx
language diversity of the world and india ppt.pptxvasupavanibhonagiri
 
How to Send Emails From Odoo 17 Using Code
How to Send Emails From Odoo 17 Using CodeHow to Send Emails From Odoo 17 Using Code
How to Send Emails From Odoo 17 Using CodeCeline George
 
P4C x ELT = P4ELT: Its Theoretical Background (Kanazawa, 2024 March).pdf
P4C x ELT = P4ELT: Its Theoretical Background (Kanazawa, 2024 March).pdfP4C x ELT = P4ELT: Its Theoretical Background (Kanazawa, 2024 March).pdf
P4C x ELT = P4ELT: Its Theoretical Background (Kanazawa, 2024 March).pdfYu Kanazawa / Osaka University
 
CRYOTHERAPY BY DR. ANERI PATWARI.. .pptx
CRYOTHERAPY BY DR. ANERI PATWARI.. .pptxCRYOTHERAPY BY DR. ANERI PATWARI.. .pptx
CRYOTHERAPY BY DR. ANERI PATWARI.. .pptxAneriPatwari
 
What is Subcontract Service in Odoo 17 ERP
What is Subcontract Service in Odoo 17 ERPWhat is Subcontract Service in Odoo 17 ERP
What is Subcontract Service in Odoo 17 ERPCeline George
 
Social Media Algorithms - Part of the "Computers in out Life" Erasmus+ Project
Social Media Algorithms - Part of the "Computers in out Life" Erasmus+ ProjectSocial Media Algorithms - Part of the "Computers in out Life" Erasmus+ Project
Social Media Algorithms - Part of the "Computers in out Life" Erasmus+ ProjectApostolos Syropoulos
 
Quality Assurance_GOOD LABORATORY PRACTICE
Quality Assurance_GOOD LABORATORY PRACTICEQuality Assurance_GOOD LABORATORY PRACTICE
Quality Assurance_GOOD LABORATORY PRACTICESayali Powar
 
How to Setup Multi Branch Operations in Odoo 17
How to Setup Multi Branch Operations  in Odoo 17How to Setup Multi Branch Operations  in Odoo 17
How to Setup Multi Branch Operations in Odoo 17Celine George
 
CHUYÊN ĐỀ DẠY THÊM TIẾNG ANH LỚP 11 - GLOBAL SUCCESS - NĂM HỌC 2023-2024 - HK...
CHUYÊN ĐỀ DẠY THÊM TIẾNG ANH LỚP 11 - GLOBAL SUCCESS - NĂM HỌC 2023-2024 - HK...CHUYÊN ĐỀ DẠY THÊM TIẾNG ANH LỚP 11 - GLOBAL SUCCESS - NĂM HỌC 2023-2024 - HK...
CHUYÊN ĐỀ DẠY THÊM TIẾNG ANH LỚP 11 - GLOBAL SUCCESS - NĂM HỌC 2023-2024 - HK...Nguyen Thanh Tu Collection
 
Empowering Student Engagement with Open Education
Empowering Student Engagement with Open EducationEmpowering Student Engagement with Open Education
Empowering Student Engagement with Open EducationLorna Campbell
 

Recently uploaded (20)

ClueX 2024 - Inter School Quiz question and Answer set
ClueX 2024 - Inter School Quiz question and Answer setClueX 2024 - Inter School Quiz question and Answer set
ClueX 2024 - Inter School Quiz question and Answer set
 
Auto-Reconcile Feature in the Odoo 17 ERP
Auto-Reconcile Feature in the Odoo 17 ERPAuto-Reconcile Feature in the Odoo 17 ERP
Auto-Reconcile Feature in the Odoo 17 ERP
 
KARNAADA.pptx made by - saransh dwivedi ( SD ) - SHALAKYA TANTRA - ENT - 4...
KARNAADA.pptx  made by -  saransh dwivedi ( SD ) -  SHALAKYA TANTRA - ENT - 4...KARNAADA.pptx  made by -  saransh dwivedi ( SD ) -  SHALAKYA TANTRA - ENT - 4...
KARNAADA.pptx made by - saransh dwivedi ( SD ) - SHALAKYA TANTRA - ENT - 4...
 
March 2024 Directors Meeting, Division of Student Affairs and Academic Support
March 2024 Directors Meeting, Division of Student Affairs and Academic SupportMarch 2024 Directors Meeting, Division of Student Affairs and Academic Support
March 2024 Directors Meeting, Division of Student Affairs and Academic Support
 
3.26.24 Race, the Draft, and the Vietnam War.pptx
3.26.24 Race, the Draft, and the Vietnam War.pptx3.26.24 Race, the Draft, and the Vietnam War.pptx
3.26.24 Race, the Draft, and the Vietnam War.pptx
 
class 8 geography chapter no.1 resources
class 8 geography chapter no.1 resourcesclass 8 geography chapter no.1 resources
class 8 geography chapter no.1 resources
 
From Leadership to Communityship: The Heart, the Heat, and the Harmony of Goo...
From Leadership to Communityship: The Heart, the Heat, and the Harmony of Goo...From Leadership to Communityship: The Heart, the Heat, and the Harmony of Goo...
From Leadership to Communityship: The Heart, the Heat, and the Harmony of Goo...
 
Vani Magazine - Quarterly Magazine of Seshadripuram Educational Trust
Vani Magazine - Quarterly Magazine of Seshadripuram Educational TrustVani Magazine - Quarterly Magazine of Seshadripuram Educational Trust
Vani Magazine - Quarterly Magazine of Seshadripuram Educational Trust
 
The Macardle Moore - PRESENTATION - Frank OCallaghan.pptx
The Macardle Moore - PRESENTATION - Frank OCallaghan.pptxThe Macardle Moore - PRESENTATION - Frank OCallaghan.pptx
The Macardle Moore - PRESENTATION - Frank OCallaghan.pptx
 
Teaching English to the Test: Why Does Negative Washback Exist within Seconda...
Teaching English to the Test: Why Does Negative Washback Exist within Seconda...Teaching English to the Test: Why Does Negative Washback Exist within Seconda...
Teaching English to the Test: Why Does Negative Washback Exist within Seconda...
 
language diversity of the world and india ppt.pptx
language diversity of the world and india ppt.pptxlanguage diversity of the world and india ppt.pptx
language diversity of the world and india ppt.pptx
 
How to Send Emails From Odoo 17 Using Code
How to Send Emails From Odoo 17 Using CodeHow to Send Emails From Odoo 17 Using Code
How to Send Emails From Odoo 17 Using Code
 
P4C x ELT = P4ELT: Its Theoretical Background (Kanazawa, 2024 March).pdf
P4C x ELT = P4ELT: Its Theoretical Background (Kanazawa, 2024 March).pdfP4C x ELT = P4ELT: Its Theoretical Background (Kanazawa, 2024 March).pdf
P4C x ELT = P4ELT: Its Theoretical Background (Kanazawa, 2024 March).pdf
 
CRYOTHERAPY BY DR. ANERI PATWARI.. .pptx
CRYOTHERAPY BY DR. ANERI PATWARI.. .pptxCRYOTHERAPY BY DR. ANERI PATWARI.. .pptx
CRYOTHERAPY BY DR. ANERI PATWARI.. .pptx
 
What is Subcontract Service in Odoo 17 ERP
What is Subcontract Service in Odoo 17 ERPWhat is Subcontract Service in Odoo 17 ERP
What is Subcontract Service in Odoo 17 ERP
 
Social Media Algorithms - Part of the "Computers in out Life" Erasmus+ Project
Social Media Algorithms - Part of the "Computers in out Life" Erasmus+ ProjectSocial Media Algorithms - Part of the "Computers in out Life" Erasmus+ Project
Social Media Algorithms - Part of the "Computers in out Life" Erasmus+ Project
 
Quality Assurance_GOOD LABORATORY PRACTICE
Quality Assurance_GOOD LABORATORY PRACTICEQuality Assurance_GOOD LABORATORY PRACTICE
Quality Assurance_GOOD LABORATORY PRACTICE
 
How to Setup Multi Branch Operations in Odoo 17
How to Setup Multi Branch Operations  in Odoo 17How to Setup Multi Branch Operations  in Odoo 17
How to Setup Multi Branch Operations in Odoo 17
 
CHUYÊN ĐỀ DẠY THÊM TIẾNG ANH LỚP 11 - GLOBAL SUCCESS - NĂM HỌC 2023-2024 - HK...
CHUYÊN ĐỀ DẠY THÊM TIẾNG ANH LỚP 11 - GLOBAL SUCCESS - NĂM HỌC 2023-2024 - HK...CHUYÊN ĐỀ DẠY THÊM TIẾNG ANH LỚP 11 - GLOBAL SUCCESS - NĂM HỌC 2023-2024 - HK...
CHUYÊN ĐỀ DẠY THÊM TIẾNG ANH LỚP 11 - GLOBAL SUCCESS - NĂM HỌC 2023-2024 - HK...
 
Empowering Student Engagement with Open Education
Empowering Student Engagement with Open EducationEmpowering Student Engagement with Open Education
Empowering Student Engagement with Open Education
 

upceaonline

  • 1. Why MOOCs Are Good for Higher and Continuing Education (And What MOOCs Will Make Your University Do) GARY W. MATKIN, PH.D., DEAN CONTINUING EDUCATION, DISTANCE LEARNING AND SUMMER SESSION UNIVERSITY OF CALIFORNIA, IRVINE UPCEA MANAGEMENT OF ONLINE PROGRAMS SEMINAR NOVEMBER 7, 2012
  • 2. To Retrieve This Presentation Visit: s l i d e s h ar e . n e t / g a r y m a t k i n / u p c e a o nl i ne
  • 3. Summary of Converging Themes 1. The commercialization of OpenCourseWare 2. The creation of low cost degrees
  • 4. Summary of Emerging Themes 1. Improving teaching and learning through online delivery 2. Concentration on assessments 3. The proliferation of open materials 4. The incorporation of open material in "regular" (or traditional) degrees 5. The creation of viable and sustained learning communities
  • 5. Low Cost Degrees THE WORLD-WIDE AND DESPERATE NEED FOR LOW-COST HIGHER EDUCATION
  • 6. By 2025, 98 million graduates of secondary education WILL NOT be able to attend college
  • 7. To serve these students, 4 large campuses, serving 30,000 students, would have to be built EVERY WEEK for the next 15 years
  • 8. Imagine a World in Which everyone could learn anything anywhere anytime for free
  • 9. Commoditization and its Impact on Education  Education becomes ubiquitously available at little or no cost  Two elements that are essential to education— content and communication—which are already commoditized  The commodification of education both threatens and provides huge opportunities for universities
  • 10. Commoditization Pushes the “Value Proposition” to the Periphery Content/Information Wikipedia Google iTunes YouTube Communication/Interaction (Web 2.0) Skype Facebook Twitter Learning Pathways Flat World Kahn OCWC Merlot Connexions Knowledge Academy
  • 12. The Growth and Development of Open Education Channels 1. Early Repositories 3. Utilities  Merlot  YouTube  Connexions  iTunes  Subject-matter based 4. Open Textbooks 2. OpenCourseWare  MIT  OCWC  UCI
  • 13. Open Repositories: The First Generation 1. Merlot 2. Connexions 3. Subject-matter based
  • 14. Merlot http://www.merlot.org 1. Founded in 1997, a program of the CSU system 2. Learning materials are categorized into 19 different learning material types 3. Over 38,000 learning materials are available in the Merlot repository 4. Received 638,000 visits since January 2012 5. Community of over 108,000 members
  • 15. Open Repositories: The First Generation 1. Merlot 2. Connexions 3. Subject-matter based
  • 16. Connexions http://cnx.org/ 1. Founded in 1999 2. More than 17,000 learning objects or modules 3. Over 1000 collections (textbooks, journal articles) 4. Used by over 2 million people per month
  • 17. Open Repositories: The First Generation 1. Merlot 2. Connexions 3. Subject-matter based
  • 18. Subject Matter Open Based Repositories  Eisenhower National Clearinghouse for Mathematics and Science http://www.goenc.com/  National Science Digital Library http://nsdl.org/  The Math Forum at Drexel University http://mathforum.org/  iLumina for Science and Mathematics http://www.ilumina-dlib.org/  Digital Library for Earth Science Education http://www.dlese.org/library/index.jsp
  • 20. OpenCourseWare: Growth & Development 1. MIT (Defining Event) 2. OCWC 3. UCI
  • 21. MIT Starts the Ball Rolling Featured in NY Times, April 4, 2001 ―The giveaway idea came in a traditional Eureka moment…‖ Charles M. Vest
  • 24. Users Educators Students Self Learners Other MIT OCW‘s has had 6% 9% significant impact and 43% 42% site visitors expect more in the future  80% of visitors rate OCW's impact as extremely positive or positive; 91% expect that level of future impact  96% of educators say the site has/will help improve courses  96% of visitors would recommend the site
  • 25. OpenCourseWare: Growth & Development 1. MIT (Defining Event) 2. OCWC 3. UCI
  • 27. OpenCourseWare: Growth & Development 1. MIT (Defining Event) 2. OCWC 3. UCI
  • 28. UCI as an Institutional Example
  • 29. UC Irvine‘s OCW  Launched November 2006  90 complete courses, 300 video lectures, 1,500 learning assets  Contributions from over 80 UCI faculty members  38% of site visitors are from outside the U.S.  Most visited courses are CSET, receiving over 50% of all traffic 2-3 days prior to exam  Project received 5 awards in 2011 and 1 award in 2012
  • 30. OpenCourseWare: Growth & Development Utilities 1. YouTube 2. iTunes
  • 31. YouTube Uses Video to Open a New OCW Channel
  • 32. 700,000 video lectures available 80% of education channel traffic comes from outside of the U.S. University partners include MIT, UC Berkeley, Stanford, Yale, Harvard, Carn egie Mellon
  • 33. OpenCourseWare: Growth & Development Utilities 1. YouTube 2. iTunes
  • 34. An iTunes Course it Easier Entire Makes in One App
  • 35.  500,000 lectures  From institutions in 26 countries  Stanford, Yale, MIT, Oxford, UC Berkeley, MoMA, the New York Public Library, and the Library of Congress
  • 37. The Institutional Case for OCW 1. Serve current students (supports teaching and learning) 2. Attract new students 3. Support faculty in both course authoring and delivery 4. Facilitate accountability and aid continuous improvement 5. Advance institutional recognition and reputation 6. Support the public service role of institutions 7. Disseminate the results of research and thereby attract research funding 8. Serve as a repository for a wide range of digital assets 9. Serve learning communities of all types 10. Enhance international service and reputation 11. Serves as a mechanism for fundraising
  • 38. MOOCs
  • 39. MOOCs: Stanford Starts the Ball Rolling March 2011 Sebastian Thrun of Stanford attends Ted talk by Salman Kahn July 2011 Thrun and Norwig announce the Stanford AI course October 2011 New York Times front page article on the AI course enrollments December 2011 Udacity and ―MITx‖ launched January 2012 Kohler and Ng of Stanford launch Coursera with $16 million in VC funds May 2012 MIT and Harvard announce edX with $60 million in start up funding July 2012 Coursera has 16 universities and 100 courses August 2012 Coursera hits 1 million students September Coursera expands to 33 institutions offering over 200 2012 courses
  • 43.  Coursera was launched on April 18, 2012  Started with 2 founders, Daphne Koller and Andrew Ng, now with 20+ employees, 13 of which are Stanford Grads  Coursera has raised over $16 million in funding  33 University Partners, 1.7 million followers, 200 courses  Each course registering over 100,000 students  No solid business plan developed  Uses cohort model  Wants to present the ―world‘s best courses‖  Admits only elite universities: ―top 50‖
  • 44. 1. Berklee College of Music 20. University of Edinburgh 2. Brown University 21. University of Florida 3. California Institute of Technology 22. University of Illinois at Urbana- 4. Columbia University Champaign 5. Duke University 23. University of London International 6. École Polytechnique Fédérale de Lausanne Programmes 7. Emory University 24. University of Maryland, College Park 8. Georgia Institute of Technology 25. University of Melbourne 9. Hebrew University of Jerusalem 26. University of Michigan 10. Johns Hopkins University 27. University of Pennsylvania 11. Mount Sinai School of Medicine 28. University of Pittsburgh 12. Ohio State University 29. University of Toronto 13. Princeton University 30. University of Virginia 14. Rice University 31. University of Washington 15. Stanford University 32. Vanderbilt University 16. The Hong Kong University of Science and 33. Wesleyan University Technology 17. The University of British Columbia 18. University of California, Irvine 19. University of California, San Francisco
  • 45. Coursera‘s Model Will Disrupt Higher Education  Offers high-quality, university level courses (from top 50 universities) particularly in Social Sciences and Humanities  Courses are 6-10 weeks long with 1-2 hours of video per week  Uses a cohort model  Snap quizzes, weekly exercises, ranging from problem sets to spreadsheets to design projects or essays, and sometimes a final project or exam  Virtual student study groups by language or time zone  Limits video to less than 10 minutes
  • 46. How Does Coursera Plan to Make Money in the Future?  Certifications  Offering "Secure Assessments‖  Employee Recruiting  Employee or University Screening  Tutoring or Manual Grading  Corporate/University Enterprise Model  Sponsorships  Selling Courses to Community Colleges  Charging Tuition
  • 47. The Unstated Monetization Models  Advertising  Selling student data/personal information  Selling ancillary materials
  • 48. UCI‘s Coursera Student Survey Data  UCI‘s report is based on 11,194 survey responses received during the period 9/19/12 - 11/1/12  During this same period, 94,246 enrollments were generated across 7 courses  Indications:  Nearly 6 in 10 students registering for UCI classes on Coursera are from outside the United States
  • 49. Coursera Student Survey Data  Slightly more than 1/2 of students state they selected their classes because they expect it to be enjoyable; nearly the same number also state the course they selected relates to their current or future career plans I selected this course because it was developed by the University of California, Irvine I'm curious about what it's like to take an online course This class relates to my current employment or career I want to earn a credential to add to my resume/CV This subject is relevant to my academic field of study This class relates to my future career plans I think this course will be fun and enjoyable 0% 10% 20% 30% 40% 50% 60%
  • 50. Launched April 2o12  Founded by 3 Roboticists: Sebastian Thrun, David Stavens, Mike Sokolsky  Funded by Charles River Ventures  1st Class was ―Introduction to Artificial Intelligence,‖ enrolling over 160,000 students in more than 190 countries  800,000 students in 16 Open Courses  Not a cohort model, Start Class at any Time, Self-Paced  Courses Categorized by Beginning, Intermediate, Advanced  Each course consists of several units comprised of video lectures with closed captioning, in conjunction with integrated quizzes to help students understand concepts and reinforce ideas, as well as follow-up homework which promotes a "learn by doing" model  Upon completing a course, students receive a certificate of completion indicating their level of achievement, signed by the instructors, at no cost. 50,000 certificates of completion issued as of October 2012  Not yet institutionally-sponsored
  • 51. The Udacity Model: Plans for Monetizing  Plans to monetize its ―students‘ skills‖  Udacity will help with job placement by selling student leads to recruiters  Final exams are proctored for a fee  Further plans for certification options would include a "secured online examination" as a less expensive alternative to the in-person proctored exams
  • 52.  Launched February 2010  Founders are Eren Bali, Oktay Caglar, and Gagan Biyani  Initial $1 million investment raised from angel investors in August 2010  Current funding raised is at $4 million  Over 5,000 courses (of those, 1,500 are paid courses)  Over 200,000 students  Web site allows anyone create and upload courses  Offers new course authoring tool— ―teacher-facing course creation‖ platform
  • 53. How Does Udemy Make Money  About 90% of the courses on Udemy are free  When an instructor does charge, Udemy pays the instructor 70% of the revenue  Through affiliate marketing, anyone can make money by selling Udemy courses to their audience. The Udemy Affiliate Marketing Program rewards affiliates 50% of all course sales generated by an affiliate. Affiliates can start a campaign by choosing one of the many courses enrolled in the Udemy AMP
  • 54.  Founded May 2012  Harvard and MIT are founding partners  edX offers online courses and Harvard and MIT will use edX to research how students learn and how technology can transform learning–both on-campus and worldwide  Currently offers HarvardX, MITx and BerkeleyX classes online for free. Beginning in Summer 2013, edX will also offer UTx (University of Texas) classes online for free  The UT System is making a $5 million investment in the edX platform  More than 150,000 students from over 160 countries registered for MITx's first course, 6.002x: Circuits and Electronics. The age range of students certified in this course was from 14 to 74 years-old.
  • 55. More About edX  More than 140 institutions from around the world have expressed interest in collaborating with edX  EdX is focused above all on quality and developing the best not-for-profit model for online education  A―X University‖ Consortium is being established by Harvard, MIT, UCB and the UT System  Each member of the consortium will offer courses on the edX platform as an ―X University‖  Certificates of completion will be issued by edX under the name of the underlying "X University" from where the course originated, i.e. HarvardX, MITx or BerkeleyX  The certificates for courses completed in Fall 2012 will be free  There are plans to charge a modest fee for certificates in the future
  • 56. The Cost of Degrees in the U.S. Tuition, Fees, and ENROLLMENT Living Public 2-year 10,550 7,285,000 Public 4-Year $17,860 9,925,000 Private 4-Year $39,518 3,822,000 For Profit 4-Year $15,172 (Room and 2,426,000 Board not included) SOURCE: The College Board, Trends in College Pricing 2012
  • 57. Inflation-Adjusted Published Tuition and Fees Relative to 1982-83, 1982-83 to 2012-13 (1982-83 =100) SOURCE: The College Board, Trends in College Pricing 2012, Figure 5.
  • 59. The Personal Cost and Peril
  • 61. Institutional Responses—International  Community Colleges  Degree Completion—the Low Hanging Fruit  New Entrants  MOOCs
  • 62. Degree Completion Institutions—The 1970s 1. Regents College (Excelsior) 2. Thomas Edison State University 3. Charter Oak State College (Connecticut)
  • 63. New Providers of Low Cost Degrees 1. University of Washington 2. University of Wisconsin 3. University of North Carolina 4. Cal State University
  • 64. OCW, MOOCs, and the Universal Degree  Excelsior and Saylor  University of Washington and Coursera  Antioch and Coursera
  • 67. The deal represents one of the first instances of a third-party institution buying permission to incorporate a MOOC into its curriculum — and awarding credit for the MOOC.
  • 68. Predictions About Effects of MOOCs on Higher Education: The MACRO Level  MOOCs will: 1. Help higher education institutions, especially the elite institutions, embrace online education in all its forms, including in classroom-based instruction 2. Rapidly advance the creation and use of open educational resources (OER) 3. Increase the use of transfer credits in the achieving of degrees 4. Help lower the cost of higher education
  • 69. Predictions About Effects of MOOCs on Higher Education: The MACRO Level  MOOCs will: 5. Be an important factor in the use of new instructional technology by all institutions to improve teaching and learning 6. Promote peer to peer interactions and the learning associated with them and speed the development of viable online learning communities 7. Speed the value, legitimacy, and use of degree-alternative certifications in both personal and employment-related learning projects 8. Promote the use of competency-based assessments for degree and non-degree education
  • 70. Predictions About Effects of MOOCs on Higher Education: The MICRO Level  MOOCs will: 1. Continue to proliferate as will the ―channels‖ and the number of institutions engaged in them, to become a permanent feature of the higher education landscape 2. Content will be the most significant driver of MOOC enrollments (what do I want to know?) 3. Elite universities will engage in MOOCs for reputational and revenue generating reasons 4. Second and third tier institutions will engage in MOOCs to reduce costs
  • 71. Predictions About Effects of MOOCs on Higher Education: The MICRO Level  MOOCs will: 5. The average enrollment size of MOOCs will decline as MOOCs proliferate 6. MOOC channels, and institutional contributors will specialize along subject matter lines 7. All LMS technologies will incorporate functions and utilities to serve MOOCs 8. MOOC technology, channels, and institutions will continue to add service features for the learner, some of which will be free and some of which will require the payment of a fee
  • 72. Predictions About Effects of MOOCs on Higher Education: The MICRO Level  MOOCs will: 9. The ‗monetization‖ strategies of MOOC channels will soon become obvious and will feature learning assessment, advertising, data selling, and associated services (tutoring, the sale of supplemental learning materials, the tying of learning assessments to degrees and employment opportunities) 10. Universities will receive enough revenue to cause them to continue to supply content 11. All universities will become more flexible in accepting non- traditional learning assessments for transfer credit
  • 73. Elements for Successfully Implementing Online and Open Education on Your Campus 1. Institutionalized Receptivity will:  Flexible staff willing to make changes  An inventory/history of open content  Technical infrastructure  People and skill sets  Institutional credibility  Administrative structure  Money to invest  OER and OCW National and International contacts  Technical capacity  Responsible resource allocation planning
  • 74. For More Information CONTACT KATHY TAM AT KSTAM@UCI.EDU DOWNLOAD PRESENTATION AT: slideshare.net/garymatkin/upceaonline

Editor's Notes

  1. There are two very powerful trends in higher education that are converging—the commercialization of OpenCourseWare (OCW) and the strong national and international interest in lowering the cost of degree attainment. This presentation will trace the history and then detail the current events leading up to the converging of these two trends as symbolized by several recent announcements about the granting of credit for learning achieved primarily through OCW.
  2. This presentation will also consider some emerging trends that will continue with increased vigor—the proliferation of high-quality open materials, the incorporation of open material in traditional degree offerings,including the "flipped classroom” concept, and the creation of sustained online learning communities.
  3. UNESCO calculatesthat by 2015 just about 1 billion people who could benefit from higher education will not be able to get it. Serving these people is impossible with traditional campus-based higher education. The answer to this crisis is in online education as is indicated by a list of the universities (all using online education extensively) enrolling over 100,000.
  4. Yet there is absolutely no way that the demand for education, to sustain social and economic growth and to address our many problems, can be satisfied by traditional higher education.
  5. The demands for workforce education cannot be met by traditional degree programs. Degree education is not affordable by world economies and is often not the appropriate format for many learning objectives.
  6. The purpose of this presentation is to make and document the point that this is no longer a vision, but now a prediction. This prediction presents serious threats to traditional higher education, and, in fact, gives us a window into what has been called “post-traditional” higher education. Institutions now have a responsibility to help our institutions recognize the opportunities and threats that this “imperative” holds for their futures.
  7. First, two critical aspects of education, content and communication have become free or very low cost. Commoditization is a more recent concept, created by Tim O’Reilly, founder and CEO of O’Reilly Media, Inc., and who coined “Web 2.0” to distinguish what he saw as the use of the Web as a communication and social networking vehicle as contrasted with its initial use as a content and information delivery vehicle. Observing the growth and dynamics behind the development and progress of open source software (free, developed through voluntary communities), O’Reilly applied the “law of conservation of attractive profits” to the phenomenon of open products. When attractive profits disappear at one stage in the value chain because a product becomes modular and commoditized, the opportunity to earn attractive profits with proprietary products will usually emerge at an adjacent stage.
  8. Commoditization pushes the traditional “value proposition” of an industry to the periphery of the good or service. The consequences of the commodification of education are more clearly seen if we observe what happened in the content and communication industries. Providers of content (publishers, encyclopedias) gave way to organizations which provided free content but charged or benefitted from peripheral services (Wikipedia, Google, iTunes and YouTube). Commodification of communications spawned the social network industry and web-based communication (Skype, Facebook, and Twitter). In education we’re seeing the creation of organizations and businesses designed to deliver free services associated with learning pathways (repositories of learning objects and supplemental instruction). Again, the OER/OCW movements are the result of and benefit from the long-term shift in education toward commodification.
  9. The development of the OCW and Open Educational Resources (OER) movements both started in the form of open, easily accessible repositories of "learning objects,” discrete files containing material that were intended for use in the teaching/learningprocess.
  10. Begun in 1997 at the California State University System, MERLOT has grown into a multi-campus and multi-state consortium serving over 108,000 members, with a collection of over 38,000 online learning resources. The MERLOT collection, which has been designed to help people find learning materials quickly and easily, is a continually growing catalog of teaching tools and support resources supported by an active community of people interested in enriching educational experiences using technology.MERLOT’s collection is an open access, user-centered, searchable repository of peer-reviewed and selected resources, catalogued by its members, and curated by editorial boards organized around academic disciplines. The collection also features annotations from MERLOT members—user comments, assignments, and personal collections. While primarily oriented towards higher education, MERLOT’s communities and collections of Open Educational Resources (OER) are used by others in secondary education, K-12 initiatives, workforce development, and continuing education.
  11. Founded in October 1999, Connexions is a dynamic digital educational ecosystem consisting of an educational content repository and a content management system optimized for the delivery of educational content. Connexions is one of the most popular open education sites in the world. Its more than 17,000 learning objects or modules in its repository and over 1000 collections (textbooks, journal articles, etc.) are used by over 2 million people per month. Its content services the educational needs of learners of all ages, in nearly every discipline, from math and science to history and English to psychology and sociology.
  12. Here is a list of a few open repositories that were created to serve the needs of certain populations but which were also open to everyone.
  13. Perhaps the most significant event in the creation of the OCW movement was the decision by MIT's faculty in 2001 to place all of MIT's courses online in an open format. By 2007, MIT had placed 1800 courses on its OCW site.
  14. The MIT OCW site remains one of the most heavily used of all such open sites. The site currently experiences over 1 million visits per month.
  15. MIT, with support from the Hewlett Foundation, started the OCWC which grew quickly in its international institutional membership and most impressively with its production of open courses which today numbers well over 25,000 courses.
  16. UCI’s open education project has grown significantly in just six years to include contributions from 80 UCI faculty members, 90 complete courses, 300 video lectures and over 1,500 learning assets. The Web site has achieved global appeal, receiving over 1 million cumulative visits, not including traffic to our YouTube and iTunes sites. Over 38% of visitors are from countries outside of the U.S. The site is consistently ranked alongside the top ten OCW projects in the U.S., among MIT, Tufts, Notre Dame, and Johns Hopkins University. UCI’s faculty members have experienced and understand the significance of OCW, for themselves, their colleagues, and their students. UCI is a sustaining member of the OCWC. Unlike many other institutional OCW projects that offer only degree courses as OCW, UCI has paid special attention to the targeting of specific, deserving audiences who seek to continue their education. These audiences are served with stand alone or self- paced courses designed specifically for their needs.
  17. The development of the OCW and Open Educational Resources (OER) movements both started in the form of open, easily accessible repositories of "learning objects,” discrete files containing material that was intended for use in the teaching/learningprocess.
  18. In a pathway parallel to the organized and separately developed model for OCW, YouTube attracted several universities, including most prominently UC Berkeley, with its capacity of accepting lecture-length videos of classroom lectures. This opened a huge channel for OCW, one in which any university willing to simply video capture a lecture and post it for the world to see could do so easily and cheaply. YouTube currently hosts over 700,000 video lectures, allowing users to browse for courses within three categories: primary/secondary, higher education, and lifelong learning.
  19. iTunes created an section called iTunesU to provide a channel for open education. While it offered a broader format, not restricted to video formats in the YouTube manner, iTunesU was initially restricted in its scope. But with its recent announcement regarding the lifting of restrictions, the volume of OCW materials in their repository will rise significantly. The site features more than 500,000 lectures, videos, books, and other resources on thousands of subjects from Algebra to Zoology from education and cultural institutions in 26 countries--including Stanford, Yale, MIT, Oxford, UC Berkeley, MoMA, the New York Public Library, and the Library of Congress.
  20. Again, in a separate and parallel fashion, fueled by the rapidly rising cost of textbooks, the Open Text Book movement formed and today is making sharp inroads on the textbook publishing industry. In fact, a number of publishers are exploring very low cost or free access to their textbooks seeking income from the services that surround textbooks such as tutoring and digital learning supplements. Many textbooks today resemble courses in their digital expression. 
  21. The first MOOC was created in August 2011 by two Stanford professors, Peter Norvig and Sebastian Thrun. It's unlikely subject for such a popular course was artificial intelligence. It rapidly enrolled 58,000students who learned about it through a network of people interested in the subject, but as word spread enrollments jumped to over 160,000. The huge publicity gained by this effort and the very large numbers of enrollments quickly caught the attention of seed and venture investors and MOOCs were the newest big thing in higher education. 
  22. The response to Stanford's success in two courses was immediate. A number of start-up companies or organizations were formed to take advantage of what looked like a version of another Facebook. The variety of the responses and the ways that investors believe that they can gain a return on their investments is interesting. 
  23. Coursera a higher-ed startup focused on bringing Ivy League caliber courses to the masses, for free. Coursera has the ability to reach a vastly engaged audience from their partnerships with universities like Stanford, Princeton, and UPenn.
  24. Coursera is a social entrepreneurship company that partners with the top universities in the world to offer courses online for anyone to take, for free. Coursera envisions a future where the top universities are educating not only thousands of students, but millions. Its technology enables professors to teach tens or hundreds of thousands of students.
  25. Coursera doesn’t know exactly how it will profit from the free courses it is offering with major universities. The contract proposes 8 potential ways to generate income, which the universities agreed to in spirit. But few if any of these ideas are currently happening and seem to be ideas for the future.
  26. Udacity believes that university-level education can be both high quality and low cost. Using the economics of the Internet, we've connected some of the greatest teachers to hundreds of thousands of students in almost every country on Earth. Udacity was founded by three roboticists who believed much of the educational value of their university classes could be offered online for very low cost. A few weeks later, over 160,000 students in more than 190 countries enrolled in our first class, "Introduction to Artificial Intelligence." The class was twice profiled by the New York Times and also by other news media.
  27. Udemy claims to recruit the world's top experts, including New York Times best-selling authors, CEOs, celebrities, and Ivy League professors. These expert instructors have taught over 200,000 students on Udemy, helping them learn everything from programming to yoga to design to salsa and more. Udemy's platform makes it easy for experts to build an online course. Instructors can use video, PowerPoint, PDFs, audio, zip files and live classes to quickly build a course and share their expertise with anyone in the world with an internet connection.The million-dollar milestone and the redesign of its teacher-facing UI come on the heels of strong growth for the startup over the last year. Over the last nine months, the co-founder said, the company has been seeing steady 20 percent month-over-month growth. To date, instructors have published 5,000 courses on Udemy in subjects ranging from self-help and design to photography and programming, with 1,500 of those being paid courses — a number that has increased 7-fold since last year.
  28. EdX is a not-for-profit enterprise of its founding partners Harvard University and the Massachusetts Institute of Technology that features learning designed specifically for interactive study via the web. Based on a long history of collaboration and their shared educational missions, the founders are creating a new online-learning experience with online courses that reflect their disciplinary breadth. Along with offering online courses, the institutions will use edX to research how students learn and how technology can transform learning–both on-campus and worldwide. Anant Agarwal, former Director of MIT's Computer Science and Artificial Intelligence Laboratory, serves as the first president of edX. EdX's goals combine the desire to reach out to students of all ages, means, and nations, and to deliver these teachings from a faculty who reflect the diversity of its audience. EdX is based in Cambridge, Massachusetts and is governed by MIT and Harvard.
  29. U.S. students today graduate with an average student debt of about $26,000, but this average masks the scope of the problem for individuals. Debt for a bachelor’s degree can range has high as $50,000 +. For graduates starting out in a tough job market with an obligation to make monthly payments is discouraging to say the least and weighs on the public psychology. This burden is virtually inescapable—such debts, which are usually guaranteed by the federal government cannot be relieved by bankruptcy proceedings and are subject to the same collection methods as those who owe delinquent taxes.  Total student debt in the U.S. now topped $1 trillion in 2012. When compared to the total consumer debt in the U.S. of $11 trillion, which has been falling in recent years, student debt threatens the very economic health of the nation just as mortgage debt did a few years ago.
  30. Unlike almost every other country in the world, the U.S. has a tradition of education as a primary means of upward social mobility and the treatment of the cost of education as an investment in the future of its children, investment in the very literal sense of saving and then spending money on a college education. This investment mentality has underlined the market aspects of education in the U.S. and, of course, the cost of education is a significant market element. The cost of education was also extremely important during the time when the U.S. was moving from elite to mass higher education. For instance, the GI bill immediately after WWII dramatically reduced the personal cost of higher education for millions of Americans, driving an otherwise unemployed workforce into colleges to gain the skills needed for the growth of our economy in the 1950s and 1960s. Both to provide additional infrastructure for mass higher education, and to improve access, both financial and geographical, and particularly to provide a nation-wide "second chance" pathway, the U.S. system of community colleges became one of the first efforts to reduce the cost of higher education and remains so today. In addition, the U.S. system for "banking" academic credits created a large number of students with some college education (including education from the inexpensive community colleges) but not enough for a four year degree. Targeting this population has been important in our history and has recently attracted much attention as unemployment and the shortage of skilled workers in the U.S. has converged in a highly politicized climate. The forces we see at play now, rising personal costs of higher education, increasing student debt, unemployment, unmet workforce needs, and the political climate which encourages wide spread criticism of public institutions has paved the way for new providers in the low cost degree and degree completion field. Finally, the role of OCW as revealed by the publicity surrounding MOOCs has begun to be a major factor in lowering the cost of degree education in the U.S.
  31. The 1970s saw a surge of interest in helping people complete their degrees, some of whom had their education interrupted by war or financial difficulties. Several states started institutions with an emphasis on giving 4-year degree credit for courses taken at other institutions or who could "test out" of courses, obtain credit for experience or non-accredited learning, and take additional courses to complete their degrees.
  32. The current climate has created an imperative for public universities to provide a low cost, part-time, non-residential, online, option for a low cost degree.
  33. Just now becoming evident is the use of OCW by major institutions and organizations in the offering of low cost degrees. These three examples provide different models for the future of higher education in the U.S. (first) and the world.
  34. Coursera and Antioch College have entered “into a contract to license several of the courses Courserahas built. Antioch University, would offer versions of the MOOCs for credit as part of a bachelor’s degree program. ”The deal represents one of the first instances of a third-party institution buying permission to incorporate a MOOC into its curriculum…..in an effort to lower the full cost of a degree for students.” Kolowich, Steve. “MOOCs for Credit,” Inside Higher Ed, October 29, 2012.