Open en online onderwijs en de toekomst van het Nederlandse hoger onderwijs - Timo Kos - 2013


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Zaal: Rotterdam Hall
Titel: Open en online onderwijs en de toekomst van het Nederlandse hoger onderwijs
Spreker: Timo Kos (TU Delft)

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  • Vroeger
  • Vroeger
  • Wehoevennietveelmeeruittevinden: veelelementen die bepalenwatgoedonderwijs is, zijn al opgelost online
  • OpenCourseWare: Course Materials available for use and re-use, for free, worldwide (700 visitors a day). No certificates, but pilot with Study Badges (informal certificates of Study Skills)Goal: Enlarge Acces to Educational Materials, empower institution’s reputationexample: publishing OCW led to Cooperation with ITB Bandung and Mozambique institutionsOnline Distance Education: Pilot starts september 2013, Students need to enroll but are not physically in Delft (everything happens online). Small numbers of enrolled studentsd (20?)Goal: provide a Masters degree via Online Education to those who want but are unable to come to Delft, enlarge audienceMOOCs: Online, MassiveGoal: strenghten reputation, enlarge access to Higher Education
  • En overigensdoenalle Am tpuniversiteitenhieraanmee
  • Maar is datookonsantwoord?
  • Open en online onderwijs en de toekomst van het Nederlandse hoger onderwijs - Timo Kos - 2013

    1. 1. Open & Online Education & de toekomst van het Nederlandse hoger onderwijs Impact analyse & scenariostudie Timo Kos
    2. 2. @timokos /timokos /timokos or /mooc-scoop Directeur Onderwijs & Studentenzaken @KhanAcademyNL
    3. 3. Content 0. Introduction 1. State of play 2. Impact analysis 3. Scenarios 4. Questions
    4. 4. Introduction
    5. 5. 1. “The number of higher education students in the world is expected to quadruple, from around 100 million in 2000 to 400 million in 2030” Foto: Ulrike Reinhard Learning Stations in Khajuraho, Rural India
    6. 6. To accommodate them we need to build 9.615 universities in 30 years That is 3 universities For 30.000 students per week
    7. 7. 2. Image CC BY Phillie Casablanca “Students expect to choose what they learn, how they learn and when they learn”
    8. 8. •S Yet, this is how we teach
    9. 9. O2E State of play
    10. 10. MOOCs: accelerating developments
    11. 11. What the MOOC? •Massive •Open •Online •Course Image CC-BY-NC Gordon Lockhart:
    12. 12. Disruptive innovation or Hype? “There is a tsunami coming. I can't tell you exactly how it‟s going to break, but my goal is to try to surf it, not to just stand there.” John Hennesy (former president Stanford), Wall Street Journal (june, 2012)
    13. 13. Open Online Education (O2E): four related and interacting developments
    14. 14. Open Distance Learning (ODL): dating back to the early 20th century. Now dominated by the Open Universities 14
    15. 15. Online Education (OE): growing market & marketshares „Change Course: Ten Years of Tracking Online Education in the United States‟ (2013) 15
    16. 16. Online Education (OE): popular programs Table from ‘Study of UK online learning final report’, University of Oxford, 2010 16
    17. 17. Online education (OE): student motives ‘Online College Students 2012’, The Learning House and Aslanian Market Research 17
    18. 18.
    19. 19. Definitions of OCW & OER
    20. 20. Growth & use of Open Course Ware 43 million unique visitors per year
    21. 21. MOOC = Massive Open Online Courses (I) A. Early pioneers (2007/2008) of connectivism & social learning (now cMOOC) David Wiley (Brigham Young University) George Siemens (Athabasca University) Stephen Downes (National Research Councel Canada) 21
    22. 22. MOOC = Massive Open Online Courses (II) B. Pioneers (2011-2012) of free massive open online classes (now xMOOCs) Salman Khan Prof. Peter Norvig & Prof. Sebastian Thrun (Stanford) Prof Andrew Nge & Prof. Daphne Koller (Stanford) Prof. Anant Agarwal (MIT) 22
    23. 23. xMOOC platforms (USA) Opgericht: Oprichter(s): Profiel: Budget: Open Source: Januari 2012 S. Thrun (Stanford) Commercieel $ 15 miljoen Nee (licenties) # Universiteiten: # Cursussen: # Studenten: Disciplines: geen 28 ca. 1 miljoen Business, ICT, Math, Science Gecertificeerde diploma’s: Ja Examens onder toezicht: Ja (4000 locaties in 170 landen via partnership met Pearson VUE) Opgericht: Oprichter(s): Profiel: Budget: Open Source: April 2012 Koller & Nge (Stanford) Commercieel $ 65 miljoen Nee (licenties) Opgericht: Oprichter(s): Profiel: Budget: Open Source: Mei 2012 MIT en Harvard Not-for-profit $ 60 miljoen Gedeeltelijk (platform, enkele cursussen) # Universiteiten: # Cursussen: # Studenten: Disciplines: 107 540+ 4,5 miljoen Alle # Universiteiten: # Cursussen: # Studenten: Disciplines: 29 (+ 3 landen) 90 ca. 1,5 miljoen Alle Gecertificeerde diploma’s: Examens onder toezicht: (5 geaccrediteerde cursussen en partnership met ProctorU) Ja Ja Gecertificeerde diploma’s: Ja Examens onder toezicht: Ja (1 accrediteerde cursus, identity verified tracks)
    24. 24. introducing new (non-formal) certificates.
    25. 25. MOOC = Massive Open Online Courses (II) Evolution of MOOCs „MOOC‟s and implications for Higher Education. A Whitepaper‟, (JISC, CETIS; March 2013). Relaties tussen ODL, OE, OER/OCW & MOOC‟s., incl. relation between MIT OCW, Khanacademy & xMOOC
    26. 26. Revenue models? • license model: a share of gross revenue between platform provider and universities offering courses hosted on the platform for tuition paid degee programs or fees for additional services to students (e.g. coaching) • Administrative fees: for certification on proctored exam locations • Recruitment fees: from corporations for recruiting talented students • Premium/Fremium model: free and upgraded paid versions of the MOOCs and services, resembling the ‘freemium’ and ‘premium’ payment models of other internet services • Advertisement: monetizing on the scale and social characteristics of users of the platform.
    27. 27. State of play - NL
    28. 28. Delft: Online and Campus Education • • • • • Learning Activities & Course Materials Free Enrolled students only, massive numbers Bachelors Level Certificate of Completion Massive Open Online Courses (MOOCs) Open Course Ware (OCW) Campus Education • • • • • On-campus Education Top-class education and research facilities World famous university library Active student societies Great opportunities to participate in special student projects Online Distance Education • • • • • • • • • • • • Course Materials Free Big Exposure, Worldwide audience Both Bachelor and Master level No interaction with faculty No accredited certificate Learning Activities & Course Materials Paid enrollment Enrolled students only, limited numbers Master level Accredited Course Certificate Full Master Degree
    29. 29. Platform
    30. 30. DelftX Courses 57,500 27,500 • Spring 2014: • Introduction to Aerospace Engineering • Next Generation Infrastructures
    31. 31. sMOOCs: emerging student patterns „Emerging Student Patterns in MOOCs: A (Revised) Graphical View‟, Michael Feldstein (maart 2013)
    32. 32. Enrollment & student activity
    33. 33. MOOCs in NL EdX Delft X • Solar Energy 54.500 • Water Treatment 27.500 {Next Generation Infrastructures & Introduction to aerospace engineering} n.a. Coursera Leiden • The law of the EU 46,000 • Terrorism and Counterterrorism 26,000 Universiteit van Amsterdam • Introduction into communication Science (before on Sakai) (1)6.000 TU Eindhoven {Sports & Building Aearodynamics} n.a. OpenUpEd Open Universiteit • E-learning (in Nederlands) 600
    34. 34. Impact
    35. 35. “When the outstanding becomes so easily accessible, average is over.”
    36. 36. Is it a HYPE or a DISRUPTIVE INNOVATION?
    37. 37. Different perspectives I: Hype Cycle Gartner Hype Cycle, bron: Wikipedia
    38. 38. Peter Thiel: Higher Education bubble
    39. 39. Different perspectives II: Disruptive innovation theory The theory of ʺdisruptive innovationʺ Top ranked (under) graduate degree programs High ranked (under) graduate degree programs „A process by which a product or service takes root initially in simple applications at the bottom of a market and then relentlessly moves „up market‟, eventually displacing established competitors” ‒ Professor Clayton M. Christensen, Harvard Business School Author of Disrupting Class (2008) and The Innovative University (2011) Low ranked (under) graduate degree programs
    40. 40. Moody’s Investors Service, Credit Outlook Higher Education Institutions USA, US Public Finance, Sept 2012
    41. 41. Different perspectives I: Unbundling Different perspectives II: Disruptive innovation theory
    42. 42. Scenario’s
    43. 43. The future? Accredited Massive Online Master Degree Program Price: $ 6600,- for 3 years in stead of $ 40.000 per year Number of students: 10.000 in stead of 300 per year Number of faculty extra: 8 at Georgia Tech (for content) • Revenu model: 60% for Georgia Tech, 40% for Udactity • • • •
    44. 44. Scenario’s 1. Topuniversiteiten kunnen hun reputatie op onderzoeksgebied nu ook uitbouwen op onderwijsgebied en wereldwijd toonaangevend worden in de productie van de inhoud van online curricula 2. Grootschalige universiteiten met onvoldoende academische onderscheidend vermogen kunnen eigen MOOC‟s of andermans MOOC‟s inzetten in hun onderwijsprogramma‟s en daarmee een goede prijs-kwaliteitverhouding blijven bieden voor de blended opleidingen die zij aanbieden aan hun betalende campus-studenten 3. Gespecialiseerde universiteit die zich richten op een academische en daarin tot de absolute wereldtop. 1. Lokale universiteiten die een belangrijke bijdrage leveren aan de lokale economie en in toenemende mate gebruikmaken van de MOOC‟s die andere universiteiten ontwikkelen.
    45. 45. Scenario matrix 46
    46. 46. CC BY: katerha: Thank you