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Canary in a Coalmine: The Future of Higher Ed?
Canary in a Coalmine: The Future of Higher Ed?
Canary in a Coalmine: The Future of Higher Ed?
Canary in a Coalmine: The Future of Higher Ed?
Canary in a Coalmine: The Future of Higher Ed?
Canary in a Coalmine: The Future of Higher Ed?
Canary in a Coalmine: The Future of Higher Ed?
Canary in a Coalmine: The Future of Higher Ed?
Canary in a Coalmine: The Future of Higher Ed?
Canary in a Coalmine: The Future of Higher Ed?
Canary in a Coalmine: The Future of Higher Ed?
Canary in a Coalmine: The Future of Higher Ed?
Canary in a Coalmine: The Future of Higher Ed?
Canary in a Coalmine: The Future of Higher Ed?
Canary in a Coalmine: The Future of Higher Ed?
Canary in a Coalmine: The Future of Higher Ed?
Canary in a Coalmine: The Future of Higher Ed?
Canary in a Coalmine: The Future of Higher Ed?
Canary in a Coalmine: The Future of Higher Ed?
Canary in a Coalmine: The Future of Higher Ed?
Canary in a Coalmine: The Future of Higher Ed?
Canary in a Coalmine: The Future of Higher Ed?
Canary in a Coalmine: The Future of Higher Ed?
Canary in a Coalmine: The Future of Higher Ed?
Canary in a Coalmine: The Future of Higher Ed?
Canary in a Coalmine: The Future of Higher Ed?
Canary in a Coalmine: The Future of Higher Ed?
Canary in a Coalmine: The Future of Higher Ed?
Canary in a Coalmine: The Future of Higher Ed?
Canary in a Coalmine: The Future of Higher Ed?
Canary in a Coalmine: The Future of Higher Ed?
Canary in a Coalmine: The Future of Higher Ed?
Canary in a Coalmine: The Future of Higher Ed?
Canary in a Coalmine: The Future of Higher Ed?
Canary in a Coalmine: The Future of Higher Ed?
Canary in a Coalmine: The Future of Higher Ed?
Canary in a Coalmine: The Future of Higher Ed?
Canary in a Coalmine: The Future of Higher Ed?
Canary in a Coalmine: The Future of Higher Ed?
Canary in a Coalmine: The Future of Higher Ed?
Canary in a Coalmine: The Future of Higher Ed?
Canary in a Coalmine: The Future of Higher Ed?
Canary in a Coalmine: The Future of Higher Ed?
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Canary in a Coalmine: The Future of Higher Ed?

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This presentation was delivered at HighEdWeb New England on March 15, 2013. It presents a case study comparing two online learning experiences: on a traditional, Blackboard-driven graduate degree …

This presentation was delivered at HighEdWeb New England on March 15, 2013. It presents a case study comparing two online learning experiences: on a traditional, Blackboard-driven graduate degree program and the other a MOOC, or massively open online course.

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  1. The Future of Higher Ed? #ne2A Canary in the Coal Mine of Online Learning Lori Packer HighEdWeb New England March 18, 2013Monday, March 18, 13
  2. “Online” learning isn’t new Walter Lewin, “Electricity and Magnetism” http://ocw.mit.edu/courses/physics/8-02-electricity-and- magnetism-spring-2002/ License: Creative Commons BY-NC-SAMonday, March 18, 13
  3. “Online” learning isn’t new Walter Lewin, “Electricity and Magnetism” http://ocw.mit.edu/courses/physics/8-02-electricity-and- magnetism-spring-2002/ License: Creative Commons BY-NC-SAMonday, March 18, 13
  4. “Online” learning isn’t new Walter Lewin MIT Physics professor His courses have been on MIT CableTV for almost 20 years. Broadcast on PBS stations in the 1990s. Walter Lewin, “Electricity and Magnetism” http://ocw.mit.edu/courses/physics/8-02-electricity-and- magnetism-spring-2002/ License: Creative Commons BY-NC-SAMonday, March 18, 13
  5. Technology has changed. Business models have changed. Expectations have changed. Commitment to open learning and teaching is the same. #ne2Monday, March 18, 13
  6. Case Study #1: Traditional Online degree in Library and Information Sciences from Syracuse University’s iSchool #ne2Monday, March 18, 13
  7. Case Study #2: MOOC Gamification course offered by University of Pennsylvania’s Wharton School through Coursera Taught by Kevin Werbach (@kwerb) #ne2Monday, March 18, 13
  8. What is a MOOC, you ask? • Massively Open Online Course • Free, open to anyone who signs up, all online (no classroom component) • Udacity (Stanford), edX (MIT and Harvard, Berkeley), Coursera (now up to 62 partner schools in 16 countries) #ne2Monday, March 18, 13
  9. What is Coursera, you ask? • Consortium founded by Penn, Michigan, Princeton • Major expansions in September 2012 (17 new schools added) and February 2013 (29 new schools added) • For-profit, venture capital funded • 313 courses, 2.8 million students • Costs universities ~$30,000 to produce a Coursea MOOCMonday, March 18, 13
  10. StudentsMonday, March 18, 13
  11. Case Study #1: Traditional • Students apply to the graduate program, are accepted or rejected • 20-30 students per class • Mix of students who need the MLS credential and students changing, expanding careers #ne2Monday, March 18, 13
  12. Case Study #2: MOOC • 80,000 students enrolled • 43,000 have watched 1st lecture video • 12,800 submitted 1st written assignment • 10,700 submitted 2nd written assignment • 8,280 completed course & earned certificate #ne2Monday, March 18, 13
  13. Case Study #2: MOOC • Students were STILL signing up with only one week left in the course -- Why? • For future access to video lectures, maybe? #ne2Monday, March 18, 13
  14. FacultyMonday, March 18, 13
  15. Personal Takeaway #1 Faculty are HUGELY important to the online learning experience ... ... maybe even more so than in an in-person classroom experience. #ne2Monday, March 18, 13
  16. Case Study #1: Traditional • Create syllabi • Prepare lectures (usually) • Moderate discussions forums (usually) • Devise assignments • Grade assignments #ne2Monday, March 18, 13
  17. Case Study #2: MOOC • Prepare lectures • Devise assignments • ... and that’s pretty much it. • Grading = online quizzes, peer grading #ne2Monday, March 18, 13
  18. More on Peer Grading • Must complete 3 written assignments • Must evaluate essays from 3 students • BUT ... why would a student in this class know more than me on this topic? #ne2Monday, March 18, 13
  19. LecturesMonday, March 18, 13
  20. Case Study #1: TraditionalMonday, March 18, 13
  21. Case Study #1: TraditionalMonday, March 18, 13
  22. Case Study #2: MOOCMonday, March 18, 13
  23. Case Study #2: MOOCMonday, March 18, 13
  24. Personal Takeaway #2 The lecture isn’t going away. The lecture -- as a format, as content -- is what binds the students together in an online class, more so than “discussions.” It’s what we have in #ne2 common. It provides structure.Monday, March 18, 13
  25. CollaborationMonday, March 18, 13
  26. Personal Takeaway #3 “Discussions” are not discussions. Discuss. #ne2Monday, March 18, 13
  27. Case Study #1: Traditional • Discussions are treated as homework • Effectiveness depends on the role taken by the professor • Blackboard makes following discussion threads difficult #ne2Monday, March 18, 13
  28. Case Study #1: Traditional • Other “collaboration” tools in Blackboard: • Blogs • Wikis • Messaging • File sharing • However, real collaboration took place on Google Docs, FacebookMonday, March 18, 13
  29. Monday, March 18, 13
  30. Case Study #2: MOOC • Discussion forums actually didn’t play a role in the class for me at all • Real discussions were on Twitter, mostly with friends outside the class • Discussion platform in Coursera more user-friendly #ne2Monday, March 18, 13
  31. TechnologyMonday, March 18, 13
  32. Personal Takeaway #4 Less is more with educational technology. I don’t need a Swiss-army-knife kitchen-sink LMS. Make it easy to use, easy to collaborate. #ne2Monday, March 18, 13
  33. Case Study #1: Traditional “Blackboard is not awesome.” http://goddessofclarity.com/ 2011/07/18/blackboard-is- not-awesome/ #ne2Monday, March 18, 13
  34. Case Study #2: MOOC #ne2Monday, March 18, 13
  35. The Future of Higher Ed?Monday, March 18, 13
  36. “The world is simply moving too fast.” -- University of Virginia Board of Visitors Rector Helen Dragas #ne2 http://www.cavalierdaily.com/article/2012/06/sullivan- resignation-spotlights-long-running-debate-about-online- education/Monday, March 18, 13
  37. “Rarely is the question asked, ‘Is our children learning?’” http://www.insidehighered.com/blogs/hack-higher-education/dropping-out-moocs-it-really-okayMonday, March 18, 13
  38. “MIT and Harvard will use the jointly operated edX platform to research how students learn and how technologies can facilitate effective teaching both on-campus and online. The edX platform will enable the study of which teaching methods and tools are most successful. ” #ne2 http://web.mit.edu/newsoffice/2012/mit-harvard-edx- announcement-050212.htmlMonday, March 18, 13
  39. Credentialling •Coursera courses approved for college credit by ACE http://www.informationweek.com/education/online-learning/coursera-courses- approved-for-college-cr/240148119 •Legislation would require all CA systems schools to accept ACE courses http://www.insidehighered.com/news/2013/03/13/california-bill- encourage-mooc-credit-public-colleges •“Signature Track” offers potential for for-credit courses for a fee http://chronicle.com/blogs/wiredcampus/coursera-announces-details-for-selling- certificates-and-verifying-identities/41519Monday, March 18, 13
  40. Credentialling •Colorado State’s Global Campus offers transfer credits for Udacity’s “Intro to Computer Science” course http://www.nytimes.com/2012/09/07/education/colorado-state-to- offer-credits-for-online-class.html •EdX offers students option to take proctored exams http://www.insidehighered.com/news/2012/09/07/site-based- testing-deals-strengthen-case-granting-credit-mooc-students #ne2Monday, March 18, 13
  41. Adding value: Education or Prestige? “Think about how impressed you’d be if your cousin got into Harvard. Then think about how impressed you’d be if your cousin told you she was going to enroll in Harvard’s free online course. Then subtract those two. The difference is the value of a Harvard education.” --University of Rochester #ne2 professor Ben Hayden http://www.psychologytoday.com/blog/the-decision-tree/ 201205/how-harvard-and-mit-can-give-away-their-only- product-freeMonday, March 18, 13
  42. “In five to 10 years, people are going to look back and wonder why universities ever crammed 500 students into an auditorium to listen to a lecture for an hour and a half.” -- Coursera co-founder Daphne Koller #ne2 http://www.npr.org/2012/09/30/162053927/online-education- grows-up-and-for-now-its-freeMonday, March 18, 13
  43. Questions? @LoriPA I’m all ears. < do canaries have ears? >Monday, March 18, 13

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