MOOCs and Libraries at ELAG 2013

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MOOCs and Libraries presentation given at the ELAG 2013 meeting

MOOCs and Libraries presentation given at the ELAG 2013 meeting

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  • Uncontrolled cost increasesCritical skills not learnedResistance to innovationIrrelevant ScholarshipTenure and accountabilityTuition subsidizes researchPrestige arms raceChange the value propositionLower performance relative to desired attributes from mainstream customersHave attributes valued by fringe (new) customers Cheaper, smaller, simpler, more convenientExperience and investment improve them so they eventually take over old marketQuality at scaleCompeting on costIntegration of career and academic preparationProblem-focused researchIs there a crisis in higher ed? (subset of culture and global crises)What’s an education? (Newman vs. Utilitarians) What’s it for?What do we know about teaching and learning? (Metrics and assessment)What’s a university? (Bologna/Paris, Nostalgia/History, Faculty Governance) Same questions withthe inclusion of women and minorities; the advent of technical colleges, community colleges and land-grant universities; and the implementation of the G.I. Bill.The running battle of abstract thinking and applied knowledgeIs this time different?
  • In November, the New York Times declared 2012 the year of the MOOC.
  • a bill was introduced in the California Senate to require state funded schools to offer credit for students who have taken an online course if they are unable to take a course on campus because it is overenrolled. For those of you who were paying attention to the state of the union address, you will have noticed that online education got a moment in the sun as a solution to some of the problems plaguing higher ed –it’s a little nerve wracking when politicians start to get involved in higher education.
  • I think it’s worth remembering that these are really really early days with this form of online education. And (as I think we’ve all seen) this is a space in which things are evolving quite rapidly. I think it’s too soon for best practices, or declarations of success or failure. I think it’s a great time for experimentation, for trying things (and abandoning!), and also a great time for sharing the results of that experimentation.

Transcript

  • 1. The world’s libraries. Connected.Merrilee Proffitt, OCLC Research@merrileeIamMOOCs& LibrariesAn overview of the (current) landscape?
  • 2. What you see depends upon whereyou sit
  • 3. My work• Research Division within OCLC– Provide internal research and development workto advance OCLC products and services– Do work for the library community to deepenpublic understanding of the changing librarysystem– Work primarily with research libraries around the world in the OCLC ResearchLibrary Partnership on projects and process changeOCLC ResearchConstituencies
  • 4. OCLC Research LibraryPartnership
  • 5. The world’s libraries. Connected.MassiveOpenOnlineCourse
  • 6. The world’s libraries. Connected.MassiveOpenOnlineCourseScalable to large numbers …Free, accessible … collaborative,Not just materials …Reimagined for networkenvironment …
  • 7. MEDIA FRENZY• Individual personal attention• Any schedule• Any place• Tutorial relationship – takes into accountindividual differences in learning• Better than the crowded classroom of theordinary American University
  • 8. MEDIA FRENZY• Individual personal attention• Any schedule• Any place• Tutorial relationship – takes into accountindividual differences in learning• Better than the crowded classroom of theordinary American UniversityUniversity of Chicago’s Home-Study Department regarding their correspondence courses
  • 9. At least as daunting as the technicalchallenges will be the existentialquestions that online instruction raisesfor universities. Whether massive opencourses live up to their hype or not,they will force college administratorsand professors to reconsider many oftheir assumptions about the form andmeaning of teaching. For better orworse, the Nets disruptive forces havearrived at the gates of academia.Nicholas Carr, MIT Technology Review 27 September 2012
  • 10. (Various precursor strands in online education …. )
  • 11. April 2012
  • 12. April 2012
  • 13. NAME TYPE FUNDINGBUSINESSMODELPARTNERS COURSESEdX(April 2012)AcademicMIT, Harvard:$30m eachU. of Tex: $5mGates: $1mNon-profit;Plans to chargefee forcertificates ofcompletion12 includingMITHarvardUC BerkeleyU. Of Texas26 courses atat March 2013;500,000 reg.370,000 usersCoursera(April 2012) AcademicVC: $16m(KPCB, NEA)Add’l equity $6m(includingCal Tech, Penn)For-profit;Plans to chargefor certification,testing, sale ofstudent info62 Universitypartners,including:ColumbiaU. Of TorontoU. of Washington328 courses atMarch 2013 ;1.5 m reg.680,000 users(July 2012)Udacity(April 2012)AcademicVC: $22m(AndreesenHorowitz,Charles River,Steve Blank)For-profit;In-person proctoredexam $89;Job placement;Plans for fee-basedonline secure examsNotables:Sebastian ThrunPeter NorvigSteve Huffman22 courses750,000 users(January 2012)KhanAcademyGeneralO’SullivanFoundation:$5m;Gates, Google:$2m;Private donorsNon-profit;No revenueNearly all contentcreated by SalmonKhan;2 addt’l facultyhired; plans to hiremore3,500 videos;200m lessonsdelivered;1.4m reg.(Dec. 2011)
  • 14. A few more …Funding from Hewlett, Shuttleworth, MozillaIncubated at UC IrvineClasses set up as challenges to be solved collaborativelyNon-profitFunding from Hewlett, Gates, Kresge, NSF, othersSome courses free; some have maintenance feesSome courses used by universities/colleges tosupport classroom instructionPlatform available for others to design anddeploy new coursesOwned by Ampush MediaAggregates online open courses form universitiesaround the world within a single interface, withadditional services layered on top$12. 5m venture capital fundingOnline training for programmersBusiness model unclear; possiblycorporate recruitment $4m venture capital fundingOnline learning platform which instructors canuse to host coursesFree and paid courses available30% cut of fees for paid coursesBisk Education and Embanet+Compass,along with Pearson, are perhaps themost visible players, but AcademicPartnerships, Deltak, 2tor and LearningHouse have also built successfulbusinesses doing online programdevelopment for collegesEtc. Etc.
  • 15. Why now?
  • 16. Broken University Business ModelplusDisruptive Technologies
  • 17. The world’s libraries. Connected.
  • 18. The world’s libraries. Connected.www.flickr.com/photos/thomashawk/12241420ccby-nc 2.0
  • 19. The world’s libraries. Connected.MOOCs and Libraries• Contacted institutional partners represented inthe OCLC Research Library Partnership• Coursera – 20 of 32 (now 70)• edX - 2 of 6 (now 27)• FutureLearn - 4 of 12 (now 24)• Conversations with Public Libraries• Enrolled in 3 (!) MOOCs
  • 20. The world’s libraries. Connected.
  • 21. The world’s libraries. Connected.MOOCs and Libraries: MassiveOpportunity or Overwhelming Challenge?Themes:CopyrightProduction & PedagogyNew roles for librariansAudienceSummary on our blogHangingTogether.org
  • 22. The world’s libraries. Connected.• Get the library involved• Start talking/collaborating/sharing between libraries• Take MOOCs• Get in front of licensing and access• Create MOOCs• Support MOOC faculty• Support MOOC students• Create in-person support opportunities• Re-assess library assumptions and practicesOutcomes
  • 23. The world’s libraries. Connected.1st European MOOCs and Libraries ConferenceMOOCs and Libraries: the good, the bad and the uglyFriday July 12th, 2013Pullman Hotel, Central LondonHosted by the Open University Libraryin partnership with OCLC Research and JiscOutcomes
  • 24. The world’s libraries. Connected.
  • 25. The world’s libraries. Connected.MOOC:education on your time
  • 26. The world’s libraries. Connected.http://www.downes.ca/presentation/304