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MOOCs, Money, and E-Learning Models

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What a CFO needs to know about Massive Open Online Courses (MOOCs.) Presentation delivered at the SACUBO 2013 Annual Meeting, April 23, 2013. Atlanta, GA.

What a CFO needs to know about Massive Open Online Courses (MOOCs.) Presentation delivered at the SACUBO 2013 Annual Meeting, April 23, 2013. Atlanta, GA.

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  • 1. MOOCs, Money, & e-Learning ModelsWhat a CFO needs to know about “Massive Open Online Courses”“A massive open online course (MOOC) is a model for deliveringlearning content online to any person who wants to take a course,with no limit on attendance.” - EDUCAUSEFred Millerfred.miller@furman.edu
  • 2. Who’s afraid of the big, bad MOOC?¤  Your institution?¤  e-learning at your institution?¤  Your role?¤  Familiarity with MOOCs?¤  Other e-learning?
  • 3. About Furman and me¤  About Furman¤  Private, liberal arts¤  2650 Undergraduates¤  750 acres in Greenville, SC¤  96% residential¤  Division 1 sports¤  About me¤  Higher ed¤  Education¤  MOOCs
  • 4. Overview¤  What you should know about MOOCs¤  How do MOOCs differ from other e-learning models?¤  Costs and benefits¤  Strategies¤  Discussion
  • 5. What you should know about MOOCs¤  Thousands ofstudents per class¤  “Open” = Free¤  Like puppies¤  (not beer)
  • 6. Why you should pay attention¤  Will MOOCs affectyour institution?¤  Should yourinstitution be aconsumer orproducer?¤  Pricing pressure onother e-learningmodels?
  • 7. Partners & Platforms¤  Commercial providers¤  Consortia¤  Open Source
  • 8. ¤  Analytics¤  Peer feedback¤  Minimal faculty contact¤  Streaming video with embedded quizzesAn innovation frequently attributed to MOOCs is:
  • 9. ¤  Analytics¤  Peer feedback¤  Minimal faculty contact¤  Streaming video with embedded quizzesAn innovation frequently attributed to MOOCs is:√
  • 10. Potential BenefitsInstitution¤  MOOC as textbook¤  MOOC as marketing¤  MOOC as researchIndividual¤  Exploration¤  Gateway¤  Refresher
  • 11. MOOC as textbook¤  MOOCs and the “flipped classroom”¤  timing
  • 12. MOOCs and other e-learning models¤  Course Modality¤  Course Design¤  Business models¤  Worth $50,000per course?
  • 13. Course Modality¤  Face-to-Face¤  Blended / Hybrid¤  Synchronous¤  Asynchronous¤  Fully Online Course¤  Cohort-Based¤  Self Paced
  • 14. Course Design¤  Facilitators &Participants(workshop)¤  Individual Faculty¤  Faculty Team¤  Instructional DesignTeam including faculty
  • 15. e-learning models
  • 16. Higher Ed e-Learning Models
  • 17. E-learning & the income statement¤  Revenue¤  Expenses¤  Labor¤  Other Direct Costs¤  Overhead
  • 18. RevenueBlended&/&Hybrid"Traditional"&On3Line&CourseMOOC&cohortMOOC&&&&&&&&&&self3pacedPer$credit/certificate Yes Yes No MaybeRequire$larger$class$sizes Maybe Usually Yes YesOther$revenue No No Maybe Maybe
  • 19. Expenses: laborBlended&/&Hybrid"Traditional"&On3Line&CourseMOOC&cohortMOOC&&&&&&&&&&self3pacedDesignTeam&Productionforcourse Maybe Maybe Usually YesFacultypaidforcoursedesign Usually Usually Maybe MaybeFacultypaidforteachingcourse Yes Yes Yes YesTeachingAssistants Sometimes Maybe Many MaybeTechnologySupportStaff Yes Maybe Yes Maybe
  • 20. Expenses: other direct costsBlended&/&Hybrid"Traditional"&On3Line&CourseMOOC&cohortMOOC&&&&&&&&&&self3pacedSoftware)licensing Depends Depends Depends DependsOpen)software)support Depends Depends Depends DependsWeb,)phone,)or)video)conference Yes No No NoServers)(in)house)or)cloud) Yes Yes Yes Yes
  • 21. Expenses: overheadBlended&/&Hybrid"Traditional"&On3Line&CourseMOOC&cohortMOOC&&&&&&&&&&self3pacedMarketing Yes Yes Yes YesRegistration.&.administration Yes Yes Yes YesInternet.bandwidth Depends Depends Depends DependsMore Yes Yes Yes Yes
  • 22. Contract Highlights¤  Coursera delivers Content¤  University develops content¤  University contracts with faculty¤  Higher cut for 3 year term and high quality content¤  3 revenue models¤  Course free – revenue to be shared¤  University offers course for fee¤  Coursera offers course for fee¤  Limited to AAU members (with a few exceptions)
  • 23. Barriers to Adoption¤  Revenue Models¤  Credentialing or accreditation¤  Course Completion Rate¤  Student Authentication
  • 24. Future...¤  MOOC or SPOC?¤  Small Private Online Course¤  New Consortia?¤  Credit for competency?
  • 25. E-learning Pricing Pressure¤  Will MOOC-like economies of scale be disruptive?¤  “Pay as you go” benefits
  • 26. edge.furman.edu
  • 27. Possible strategies¤  Develop IT readiness¤  Consider and analyzebusiness models¤  Ramp-up facultycapabilities¤  Engage in trials¤  Consider partners
  • 28. IT Readiness & IT Investment
  • 29. Summary¤  Lots of hype about MOOCs¤  Many partners & platforms¤  Revenue questions¤  Numerous costs¤  Barriers to adoption
  • 30. Discussion questions¤  Are MOOCs more opportunity or threat?¤  Will MOOCs bring pricing pressure?¤  Encourage staff to try MOOCs?¤  Consumer or producer?¤  Worth the risk?
  • 31. Thank You!“What Campus Leaders Need to Know About MOOCs”An EDUCAUSE Executive Briefing, 2012.http://net.educause.edu/ir/library/pdf/PUB4005.pdfHill, Phil, “Online Educational Delivery Models: A Descriptive View”,EDUCAUSE Review Online, 11/1/2012.http://www.educause.edu/ero/article/online-educational-delivery-models-descriptive-view

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