MOOCing for learning, or MOOCeting for earning?
Upcoming SlideShare
Loading in...5
×
 

MOOCing for learning, or MOOCeting for earning?

on

  • 1,690 views

Some thoughts inspired by recent conferences: the RIDE Event (London) and the ALT MOOC SIG (Southampton), November 2013

Some thoughts inspired by recent conferences: the RIDE Event (London) and the ALT MOOC SIG (Southampton), November 2013

Statistics

Views

Total Views
1,690
Views on SlideShare
1,037
Embed Views
653

Actions

Likes
1
Downloads
23
Comments
0

3 Embeds 653

http://beyonddistance.wordpress.com 641
https://beyonddistance.wordpress.com 11
http://prlog.ru 1

Accessibility

Categories

Upload Details

Uploaded via as Microsoft PowerPoint

Usage Rights

CC Attribution License

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment

MOOCing for learning, or MOOCeting for earning? MOOCing for learning, or MOOCeting for earning? Presentation Transcript

  • Learning through MOOCing or earning through MOOCeting? Some thoughts about MOOCs inspired by the RIDE Event (London) and theALT MOOC SIG (Southampton), November 2013 Gabi Witthaus
  • Language of the MOOCosphere MOOCing for learning Learners Quality of learning Widening participation MOOCeting for earning Institution Quality of content Marketing/Recruitment Reusing existing resources (£xx) Creating new content (£xxx,xxx) Low-cost assessment & accreditation “Conversion rates” from MOOC students to fee-paying students Innovation Innovation
  • MOOCs and campus-based learning • MOOCs provide high quality multimedia content for use in on-site provision. The on-site experience is the “wrapper” surrounding the MOOC content. (Don Nutbeam, Southampton) • MOOCs flip the classroom: more time for handson laboratory experience, small group work • Coventry photography MOOC (PHONAR) – 300,000+ worldwide students add value to small group of fee-paying students • Edinburgh: on-site students encouraged to join MOOCs in different but related disciplines View slide
  • MOOC-based degrees? • UCLAN (UK) - gives credit for attendance on Coursera, Futurelearn, Udacity, Canvas Network, edX MOOCs • Vanderbilt Uni gives credit for Harvard courses • Uni of Maryland delivers Edinburgh Uni’s MOOC content for credit • Athabasca University and Thomas Edison College offer credit for MITx and Coursera courses • 26 institutions in OER university (OERu) consortium give credit for each other’s courses View slide
  • What we know: MOOCs can be good for CPD • MOOCs work well for self-regulated learners who have access to computers and the Internet. • Continuing Professional Development (CPD) learners tend to fit these criteria. Littlejohn: http://jolt.merlot.org/vol9no2/milligan_0613.pdf
  • MOOCeting: expanding global footprint • It’s all about institutions making themselves known to the world • Edinburgh MOOCs offered in China on a parallel server that bypasses firewalls • University of London has “converted” at least 40 MOOC students into fee-paying students. • Question: when a MOOC student becomes a fee-paying student, do they feel disappointed at quality of the non-MOOC course?
  • How much does a MOOC cost? Coventry’s PHONAR MOOC: no cost University of London’s 4 MOOCs: £20,000 each Bill Gates Foundation “Bridge to Success” Math MOOC: $750,000 (Existing course made openly available. Students ) (Half of this total was spent on video production) (Some of this was used to fund travel between UK and USA by MOOC team)
  • Monetizing MOOCs • University of London’s 4 MOOCs - 40 MOOC students have “converted”, i.e. registered as fee-paying students so far (out of 241,000) • Some FutureLearn universities are considering charging learners for a “certificate of completion” • MOOCs as a loss leader (based on fear that institutions not offering MOOCs will be “left behind” and lose students to other unis)
  • How massive is a MOOC? • FutureLearn MOOCs: 25,000 people registered from over 150 countries in first day after launch • Uni of Leicester’s King Richard III MOOC: – 6,000 registered in first 24 hours. – 11,000 enrolments received in total – Futurelearn caps MOOCs at 10,000 so the overflow is on a waiting list for next iteration • Coventry PHONAR MOOC: 330,000 people participating alongside 10 fee-paying students • Despite high enrolments, completion rate of MOOCs is estimated to be around 6%
  • Big Data will inform decisions… • Optimal course duration? • Optimal amount of work for students to be given per week? • Optimal video length? (Data so far: 6 minutes) • How “open” should the MOOCs be? • Use of emails to prompt students to engage? (Data from Uni of East Anglia shows huge spikes in MOOC student activity immediately after sending email prompts) • Learner expectations and targets? • What metrics? Notes on this slide taken from Simon Nelson’s presentation at ALT MOOC SIG
  • Thanks to wordle.net for the wordle.