Uploaded byMark Brown
A View from Downunder: Lessons from an Institutional MOOC Experience
The document discusses the evolution and impact of Massive Open Online Courses (MOOCs) in higher education, highlighting debates around their viability and future. It presents the Open2Study initiative as a case study, noting its benefits for institutions and students, while emphasizing the ongoing need for strategic considerations regarding online learning. Key questions regarding the sustainability and educational effectiveness of MOOCs are raised throughout the discussion.
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A View from Downunder: Lessons from an Institutional MOOC Experience
- 1. A cutting-edge digitallearning strategy A View from Downunder: Lessons from an Institutional MOOC Experience Mark Brown, Maggie Hartnett, Andrew Jamieson, Scott Symonds & Amy Wilson Ed Tech Conference 30th May 2014 Dublin
- 2. A view fromthe udder-side…
- 3. 1. The MOOCdebate 2. The Open2Study initiative 3. Questions about the future of MOOCs Outline
- 4. 1. The MOOCdebate…
- 5. 1. The MOOCdebate…
- 6. Page 3 Professor MarkBrown 1. The MOOC debate…
- 7. Page 3 Professor MarkBrown 1. The MOOC debate…
- 8. An avalanche iscoming. It’s hard of course, to say exactly when. It may be sooner than we think. Certainly there is no better time than now to seek to understand what lies ahead for higher education – and to prepare (p.8) Barber, M., Donnelly, K., & Rizvi, S. (2013). An avalanche is coming: Higher education and the revolution ahead. Institute for Public Policy Research. London. 1. The MOOC debate…
- 9. 1. The MOOCdebate…
- 10. 1. The MOOCdebate… “The burning issues for MOOCs are the exploration of a viable business model and the accreditation of MOOC learning” (p.7).
- 11. 1. The MOOCdebate…
- 12. 1. The MOOCdebate… Another Colonialist tool?
- 13. 1. The MOOCdebate… • a type of marketing • a financial policy for higher education • an academic labor policy • an expression of Silicon Valley values • a kind of entertainment media MOOCs are… Peters, M. (2013). Massive Open Online Courses and Beyond: the Revolution to Come. Truthout, August 17
- 14. Page 3 Professor MarkBrown 2. The Open2Study initiative…
- 15. Palmerston NorthAuckland Wellington Distance Worldwide 2.The Open2Study initiative… 33,000 students
- 16. 2. The Open2Studyinitiative…
- 17. Page 3 Professor MarkBrown 2. The Open2Study initiative…
- 18. 2. The Open2Studyinitiative…
- 19. 2. The Open2Studyinitiative…
- 20. • Agriculture andthe World Around Us • Emergency Management • Indigenous Cultures Initially three subjects… 2. The Open2Study initiative…
- 21. 2. The Open2Studyinitiative…
- 22. 2. The Open2Studyinitiative…
- 23. 2. The Open2Studyinitiative…
- 24. • Enhance reputation •Profile signature platforms • Promote Massey to international students 2. The Open2Study initiative… Perceived benefits…
- 25. • Enhance reputation •Profile signature platforms • Promote Massey to international students • Enhance student retention by selecting the right course • Promote student readiness – learning to be an online learner 2. The Open2Study initiative… Perceived benefits…
- 26. • Enhance reputation •Profile signature platforms • Promote Massey to international students • Enhance student retention by selecting the right course • Promote student readiness – learning to be an online learner • Help shape the digital platform and learning design model • Learn from the experience – innovation agenda! 2. The Open2Study initiative… Perceived benefits…
- 27. 2. The Open2Studyinitiative… Actual Benefits… Still research in progress
- 28. 2. The Open2Studyinitiative…
- 29. 3. Questions aboutthe future of MOOCs…
- 30. 3. Questions aboutthe future of MOOCs… • Why develop MOOCs? • What are the perceived benefits? • What is the most viable business model? • To what extent are we really behind the game? • How can MOOCs serve the type of education system we want to create? In the Irish context…
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- 32. Professor Mark Brown 2013 Conclusion “Thereis no doubt that the advent of MOOCs has precipitated many institutions to consider or revisit their strategy with respect to online learning, whether at large scale or small” (Hollands & Tirthali, 2014, p.7).
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- 34. Contact details… Professor MarkBrown Director, National Institute for Digital Learning mark.brown@dcu.ie @mbrownz http://www.slideshare.net/mbrownz