This document outlines the drivers for Dublin City University to adopt MOOCs and their deliberations around different MOOC platform options. The main drivers for DCU are extending access, fostering innovation, promoting curriculum renewal, establishing their international brand, and supporting research on new teaching models. Key questions in their deliberation include how technically and pedagogically fit different platforms are, the sustainability of platforms, reputability of partners, and strength of pedagogical community support. DCU analyzes platforms like FutureLearn, Open2Study, OpenEdX, and Moodle according to these criteria to determine the best option. Their conclusion is that understanding institutional drivers, focusing funds on the institutional mission, and leveraging partnerships

1. Why Adopt MOOCs?
Defining Institutional Drivers
1st May 2015
National MOOC Symposium
Dublin City University
Prof Mark Brown & Dr Eamon Costello

2. 1. DCU
2. Drivers
3. Deliberations
Outline…
3Ds

3. “MOOCs should
be in the service of
big ideas, not as
a big idea in itself”
(Brown & Costello, 2015;
adapted from Barnett, 2011).

4. 1. DCU

5. 1. DCU
The DCU context…
A modern digital-era university for the 21st Century

6. “To transform lives and societies through education,
research and innovation”
1. DCU

7. 1. DCU
“A Digital Campus will underpin the educational experience, both on and
off campus, enabling students to flourish in the 21st century”

8. 1. DCU

9. Vision…
To be recognised as a world leader at the
forefront of education, research and
innovation in contemporary models of
teaching and learning that help to
transform lives and societies.
1. DCU

10. 1. DCU
Building on
a long history

14. 2. DRIVERS

15. Allan, I., & Seaman, J. (2015). Grade Level: Tracking Online Education in the
United States.
2. DRIVERS

16. 2. DRIVERS
Jensen, D., & Schuwer, R. (2015). Institutional MOOC
strategies in Europe: Status report based on a mapping
survey conducted in October – December 2014.

17. 2. DRIVERS

18. 2. DRIVERS
O’Connor, K. (2014). MOOCs, institutional policy and change dynamics in
higher education. Higher Education, 68 (5), 623-635.

19. 2. DRIVERS
• e-learning policy a vehicle for curriculum redesign
• emphasis on internal curriculum redesign and
transformation of the student learning experience was a
core rationale
• Desire to capitalise on promotional opportunities but at
the same time a reticence around wholly embracing the
phenomenon
• Absence of access-driven concerns in university policy
despite the prominence of the goal of widening
participation in broader public debate about MOOCs
O’Connor, K. (2014). MOOCs, institutional policy and change dynamics in
higher education. Higher Education, 68 (5), 623-635.

20. 2. DRIVERS
Gap in the Literature

21. 2. DRIVERS
Our Main Drivers

22. 2. DRIVERS
• Extending Access
• Fostering Culture of Innovation
• Promoting Curriculum Renewal
1st
Our Main Drivers

23. 2. DRIVERS
Our Main Drivers
• Establishing International Brand
• Showcasing World-class Programs
• Building New Partnerships and
International Reputation as a Top
Young University
2nd

24. 2. DRIVERS
Our Main Drivers
• Assisting Prospective Students in
their Course Selection
• Promoting Online Readiness,
Academic Capital and Student
Success
3rd

25. 2. DRIVERS
Our Main Drivers
• Promoting an Open Philosophy
• Supporting Research on New
Models of Teaching and Learning
• Shaping Direction of Future
Developments in Higher Education
4th

26. 3. DELIBERATIONS

27. - Open2Study
- ALISION
- Moodle
- EdX
- OER universitas
- Udemy
- Iversity
- OpenUpEd
- FutureLearn
Options…
3. DELIBERATIONS

28. Strong Pedagogical Community
LowBrandAwareness
HighBrandAwareness
Weak Pedagogical Community
3. DELIBERATIONS

29. Strong Pedagogical Community
LowBrandAwareness
HighBrandAwareness
Weak Pedagogical Community
3. DELIBERATIONS

30. Strong Pedagogical Community
Weak Pedagogical Community
3. DELIBERATIONS
InconsistentDesign
ConsistentDesign

31. Strong Pedagogical Community
InconsistentDesign
ConsistentDesign
Weak Pedagogical Community
3. DELIBERATIONS

32. Open to Shaping
Closed to Shaping
3. DELIBERATIONS
InconsistentDesign
ConsistentDesign

33. Open to Shaping
Closed to Shaping
3. DELIBERATIONS
InconsistentDesign
ConsistentDesign

34. ?
Open to Shaping
Closed to Shaping
3. DELIBERATIONS
InconsistentDesign
ConsistentDesign

35. #moocsym2015
1. Why this event…
http://en.wikipedia.org/wiki/Massive_open_online_course

36. 3. DELIBERATIONS

37. 3. DELIBERATIONS

38. • How technically fit for purpose is the platform?
• How pedagogically fit for purpose is the platform?
• How sustainable is the business model for the platform?
• How confident are you in the sustainability of the platform?
• How reputable are the partners associated with the platform?
• How well is the platform suited to supporting academic
readiness?
Key questions…
3. DELIBERATIONS

39. • How strong is the pedagogical community supporting
innovation through the platform?
• How well suited is the platform to promoting the goals of
outreach and wider access to higher education for all?
• What are your measures of success? How well will the
MOOC platform met your success criteria?
• What will be lost if you do nothing? What are the opportunity
costs associated with the specific initiative?
Key questions…
3. DELIBERATIONS

40. Key
Questions
Future
Learn
Open
2Study
Open
UpEd
Open
EdX
Moodle Udemy
How technically fit for
purpose is the platform? (3 x 3)
= 9
(3 x 3)
= 9
(0 x 3)
= 0
(3 x 3)
= 9
(2 x 3)
= 6
(1 x 3)
= 3
How pedagogically fit for
purpose is the platform? (3 x 3)
= 9
(3 x 3)
= 9
(1 x 3)
= 3
(3 x 3)
= 9
(3 x 3)
= 6
(1 x 3)
= 3
How confident are you in
the sustainability of the
platform?
(2 x 2)
= 4
(1 x 2)
= 2
(1 x 2)
= 2
(1 x 2)
= 2
(1 x 2)
= 2
(1 x 2)
= 2
How reputable are the
partners associated with
the platform?
(3 x 3)
= 9
(2 x 3)
= 6
(2 x 3)
= 6
(3 x 3)
= 9
(1 x 3)
= 3
(0 x 3)
= 0
How strong is the
pedagogical community
supporting innovation
through the platform?
(3 x 3)
= 9
(1 x 3)
= 2
(2 x 3)
= 6
(2 x 3)
= 6
(2 x 3)
= 6
(0 x 3)
= 0
Total
3. DELIBERATIONS

41. CONCLUSION

42. CONCLUSION
In sum…
1. Understand your drivers
2. Your money needs to be on the mission
3. Sum of the whole is greater than the individual
parts

43. CONCLUSION
In sum…
1. Understand your drivers
2. Your money needs to be on the mission
3. Sum of the whole is greater than the individual
parts
Proactive or Reactive

44. Thank
You!

45. Contact Details
mark.brown@dcu.ie
@mbrownz
http://www.slideshare.net/mbrownz
eamon.costello@dcu.ie
@eam0