How MOOCs Boost Student Mobility and Increase Cross-Institutional Programmes by Mark Brown (DCU) presented during the Maastricht Innovation In Higher Education Days 2017

1. Professor Mark Brown
Director, National Institute for Digital Learning
How MOOCs Boost Student Mobility
and Increase Cross-Institutional Programmes
31st January 2017
@mbrownz

2. How can you
Strategically Invest in
Online Learning
to Boost Student Mobility and
Increase Cross-Institutional Programmes?

5. • Hosted National Centre for Distance Education
• OSCAIL Early Adopter of Online Learning
• 2013 Launched New National Institute…

6. National Institute for Digital Learning
@NIDL_DCU

7. A World-Class Irish Education Online
http://www.dcu.ie/online

10. A World-Class Irish Education Online

13. MOOCs for student mobility…
1. Why
2. A Small Example
3. A Really Big Example

14. “If MOOCs are the future
solution for increased
student mobility, then what
is the problem?”

15. 1. Why

16. 1. Why

17. 1. Why
Smart Move?

18. 1. Why

19. 1. Why

20. 1. Why

21. 1. Why

22. 1. Why

23. 1. Why

24. 1. Why

25. 1. Why

26. 1. Why

27. Education at a Glance…
1. Why

28. Education at a Glance…
1. Why

29. Allen, E., & Seaman, J., with Poulin, R., & Taylor Straut, T. (2016). Online report card: Tracking online
education in the United States. Babson Survey Research Group and Quahog Research Group.
2%
1. Why

30. (Heinlein, 2015)
71% outside
1. Why

31. 1. Why

32. 1. Why

33. “It will not be possible to satisfy the rising
demand for Higher Education, especially
in developing countries, by relying on
traditional approaches.”
(Sir John Daniel, 2013)
Past President,
Commonwealth of Learning;
Previous Vice-Chancellor,
UK Open University
1. Why

34. 2. A small example

35. http://www.dcu.ie/academy
2. A small example

36. 2. A small example

37. Woodley, A., & Simpson, O. (2014). Student dropout: The elephant in the room (pp. 459-483). In O. Zawacki-Richter &
T. Anderson (Eds.). Online distance education: Towards a research agenda. Athabasca: AU Press.
2. A small example

38. Key Principles
Student
Success
Self
Regulation
PersonalisationCustomisation
Point
of Need
Voice of
Other Learners
2. A small example

39. 2. A small example

40. 2. A small example
• A good beginning
• What to expect
• Time is precious
• Skills for success
• What is required to succeed
• Next steps

41. 2. A small example

42. Am I Ready for Study?
2. A small example

43. Am I Ready for Study?
2. A small example

44. 2. A small example
Am I Ready for Study?

45. Do I have Enough Time?
2. A small example

46. Do I have Enough Time?
2. A small example

47. Who Can I Ask?
2. A small example

48. Study Tips for Me
2. A small example

49. 2. A small example

50. Evaluation of Pilot
2. A small example

51. 2. A small example

52. 3. A really big example

53. Running
to catch a
moving train...
3. A really big example

54. “Online learning
(MOOCs)
should be in
the service of
big ideas,
not as a big idea
in itself” (adapted from Barnett, 2011).
3. A really big example

55. 3. A really big example

56. 3. A really big example

57. 3. A really big example
uWOLA…
University Worldwide Online Learning Alliance
A World-Class Online Education, Wherever You Are

58. 3. A really big example
The Alliance…
• 10 universities
• Estabished leaders
• No more than two in each country
• Opening access is core to mission
• 25+ year history of flexible delivery
• Ranked in the top 500 universities
• Most in the top 100 under 50 years
• Strong track record of student success

59. 3. A really big example
USPs…
• Glocal brand
• Single portal
• Agent network
• Innovation
• Joint research
• Strategic leadership
• MOOCs
• Scholarships
• Credit transfer
• First-year online
• Joint programmes
• Internationalisation

60. 3. A really big example
uWOLLA

61. Conclusion…

62. Conclusion…
Student mobility
and cross-institutional
partnerships have many
different faces

63. “If MOOCs are the future
solution for increased
student mobility, then what
is the problem?”

66. Critical
Consumers
Critical
Citizens
WHERE DO WE WANT TO GO?
(Delors Report, 1972)
LEARNING
TO BE
LEARNING
TO KNOW
LEARNING
TO DO
LEARNING
TO LIVE
TOGETHER
Critical
Thinkers

67. Go raibh
maith
agaibh!

68. Professor Mark Brown
Director, National Institute for Digital Learning
www.dcu.ie/nidlmark.brown@dcu.ie
@mbrownz www.slideshare.net/mbrownz