University of Wisconsin-Madison


Published on

Presentation on MOOCs and their role in society. Part of the Euro-MOOC Workshop

Published in: Education, Technology
  • Be the first to comment

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide
  • Boyer, E. L. (1987). College: the undergraduate experience in America. New York:Harper & Row.Tinto, V. (1993). Leaving college: Rethinking the causes and cures of student attrition (2ed).: Chicago: University of Chicago Press.Sarason, Seymour B. (1974) Psychological sense of community: Prospects for a community psychology San Francisco: Jossey-Bass.
  • University of Wisconsin-Madison

    1. 1. Disruptor, Saviour, or Distractor:MOOCs and their role in highereducation‟George Siemens, PhDJune 19, 2013UW-Madison
    2. 2. Context
    3. 3. Education Sector Factbook, 2012
    4. 4. Allen & Seaman 2011
    5. 5. Increasing diversityof student profilesThe U.S. is now in a position whenless than half of students could beconsidered fulltime students. Inother words, students who can attendcampus five days a week nine-to-five, are now a minority.(Bates, 2013)
    6. 6. Center on Budget andPolicy Priorities, 2013
    7. 7. McKinsey Quarterly, 2012
    8. 8. Moody’s Investor Services, 2013
    9. 9. The “why we have MOOCs”formulaDK+ T+ L + (-)U= MOOCsPlus humans have been very naughty historically, so we deserve them
    10. 10. The MOOC formulaDiversification of knowledge needs +advancement of Tech/digital/mobile +increased proficiency of Learners +lack of University response =MOOCs
    11. 11. Prominent MOOCsenshrine, optimize, and instantiatethe education system of the past
    12. 12. This is bad
    13. 13. “Both student and teacher are unhappywhen chained to curricula and syllabi, totests and mediocre standards. An atmosphereof uninspired and uninspiring common sensemay well produce satisfactory mastery oftechnical “know how” and testable factualinformation. Such an atmosphere, however,stifles genuine understanding and the spiritof adventure in research.”Karl Jaspers, The Idea of the University 1959
    14. 14. An education system that fails to emulate thecharacteristics information in an era is doomed tofail.Information today is:OpenDistributedScalableSocialGenerativeNetworkedSelf-organizedAdaptiveGlobal
    15. 15. (I‟ll pick up on this later)
    16. 16. What we are seeing is thecomplexification of highereducationLearning needs are complex, ongoingSimple singular narrative won‟t suffice goingforwardThe idea of the university is expanding anddiversifying
    17. 17. Much of what MOOCs address is theshadow education system.They are not actual competition with theexisting education system
    18. 18. The university among us
    19. 19. From the current standpoint, wesee the MOOC as the hub ofchangeMOOCs are more accurately seen as anode in an expanding ecosystem of edtechinnovation, emerging pedagogy, andcomplexification of society‟s educationneeds.
    20. 20. Ed-tech startupsWith transformations already underway in news,music, videos/movies, startup gold rush nowturning focus to education
    21. 21. 2013: The year of the anti-MOOC
    22. 22. Ian Bogost, Georgia Institute of Technology
    23. 23. (Brief interlude, aka rant)
    24. 24. We (faculty) have lost the narrativeEducation=employmentBasic research=devaluedMarket forces and competition driveeducation‟s future
    25. 25. The day Coursera became mortal
    26. 26. A little bit about change models
    27. 27. Kuhn: accumulation of anomalies, create“phase changes” (sorry, hate the „p‟ word):dramatic change, alteration of corepremises, development of a framework toaccount for sub-changes
    28. 28. Carlota Perez: techno-economic change
    29. 29. So, together with this
    30. 30. and this guy
    31. 31. To unchain students fromcurriculum and syllabi and fostercreativity
    32. 32. Distributed content and conversations
    33. 33. “…the fundamental task of education is toenculturate youth into this knowledge-creating civilization and to help them finda place in it…traditional educationalpractices – with its emphasis on knowledgetransmission – as well as newer constructivistmethods both appear to be limited in scope ifnot entirely missing the point”Scardamalia and Bereiter (2006, Cambridge Handbook of LearningSciences)
    34. 34. When systems are distributed, alternativemodes of integration are neededStasser-Titus (1985)
    35. 35. Challenge then is to create a newintegrated whole
    36. 36. Social and academic connection to theuniversityBoyer (1987), Tinto (1993)Psychological sense of community:“Acknowledged interdependence”Sarason (1974)To integrate the university more deeply with theknowledge needs of our societyMe (2013)
    37. 37. Disruptor? Saviour? Distractor?
    38. 38. Twitter/Gmail:gsiemens