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Everything you always wanted to know about MOOCs but were afraid to ask.


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Slides for a lecture on "Everything you always wanted to know about MOOCs but were afraid to ask" presented as part of Queen Margaret University's MSc in Professional and Higher Education, by Lorna M. Campbell, Cetis, using Adobe Connect on Thursday 5 December 2013.

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Everything you always wanted to know about MOOCs but were afraid to ask.

  1. 1. Everything you ever wanted to know about MOOCs but were afraid to ask Lorna M. Campbell
  2. 2. What is Cetis? • Centre for Education Technology, Interoperability and Standards • A national UK technology advisory centre providing strategic, technical and pedagogical advice on educational technology and standards to funding bodies, standards agencies, government, institutions and commercial partners.
  3. 3. MOOC Hysteria by CogDogBlog, CC BY SA 3.0,
  4. 4. Li Yuan,
  5. 5. © David Kernohan,
  6. 6. Dave Cormier,
  7. 7. Stephen Downes
  8. 8. © Stephen Downes, George Siemens, Dave Cormier, Rita Kopp, CC BY NC SA.
  9. 9. Ds106,
  10. 10. © Andrew Allingham,
  11. 11. © Michael Branson Smith, 02/18/a-purely-unapologetic-piece-of-ds106-branding/
  12. 12. Sebastian Thrun
  13. 13. Andrew Ng and Daphne Koller
  14. 14. Fast Company,
  15. 15. © Mick Pope,
  16. 16. eLearning and Digital Cultures,
  17. 17. MOOCS and Open Education: Implications for Higher Education 13/667
  18. 18. The Maturing of the MOOC publications/massive-openonline-courses-and-onlinedistance-learning-review
  19. 19. Futurelearn,
  20. 20. OLDSMOOC,
  21. 21. ocTEL,
  22. 22. #Phonar,
  23. 23. Key Issues • Completion rates • Accreditation • Openness • Relation to open distance learning providers • Demographics • Business models and disruptive innovation • Pedagogy
  24. 24. Completion Rates
  25. 25. MOOC Completion Rates: The Data
  26. 26. MOOC Completion Rates: University of Edinburgh
  27. 27. Accreditation
  28. 28. Udacity Blog,
  29. 29. Badges? Certificates? What counts as success in MOOCs?
  30. 30. “…because they are offering ‘courses’ to the masses but they would never actually accept these courses as credit at said elite universities– in other words, there’s no way the University of Michigan is going to accept a certificate or badge of completion as credit toward one of its degrees, even if students pay for the privilege.” - Steven Krause Udacity joins Pearson in skipping this whole pesky “education” thing (and more complaining about MOOCs)
  31. 31. “I believe that radical innovations in higher education must be accompanied by particularly robust frameworks of accreditation and credentialing in order to reassure the public. It’s all very well for evangelists to promote doit-yourself accreditation from the personal safety of CVs replete with reputable qualifications, but ordinary people want the ‘beef’ of proper recognition too.” - Sir John Daniel OERu Launches Worldwide
  32. 32. How open is open?
  33. 33. © Ann Aguirre,
  34. 34. “All of the issues around creating or using OER, of getting faculty towards supporting open access, of implementing interinstitutional open source software communities – all collapse before the MOOC.” - Bryan Alexander MOOCs instead of open education by Bryan Alexander
  35. 35. OpenupEd,
  36. 36. OER University,
  37. 37. Relation to Online Distance Learning Providers
  38. 38. “There is a delusion that MOOCs will decrease the costs of education for disadvantaged communities, this is not true as disadvantaged students need all the additional support provided by quality open and distance learning. MOOCs can result in massive rates of failure and disempowerment, for many, resulting in the experience of HE becoming a negative one.” - Yoram Kalman Business Models MOOCs and Disruptive Innovation by Yoram Kalman
  39. 39. OpenupEd,
  40. 40. Demographics
  41. 41. SciDevNet,
  42. 42. The MOOC Phenomenon: Who Takes Massive Open Online Courses and Why?
  43. 43. The Coursera student population tends to be young, male, and employed, with a majority from developed countries.” - Christensen, et al The MOOC Phenomenon: Who Takes Massive Open Online Courses and Why?
  44. 44. I think it’s a challenge that [MOOC providers] are going to face, to overcome cultural and societal norms that are restricting technology and education access. If we want MOOCs to empower open access, we have to figure out how we can get more women and girls to access them,” - Gayle Christensen SciDevNet,
  45. 45. Business Models and Disruptive Innovation
  46. 46. Edakashun is brocken tumblr,
  47. 47. Dinosaur Comics by Ryan North, Followers of the Apocalypse by David Kernohan,
  48. 48. The Avalanche is Coming: Higher Education and the Revolution Ahead 55/10432/an-avalanche-iscoming-higher-education-andthe-revolution-ahead
  49. 49. “We hope it’s enough money to get us to profitability. We haven’t really focused yet on when that might be." - Daphne Koller The New York Times,
  50. 50. Pedagogy
  51. 51. “Moocs as they were originally conceived…were the locus of learning activities and interaction, but as deployed by commercial providers they resemble television shows or digital textbooks with – at best – an online quiz component,” - Stephen Downes Times Higher Education,
  52. 52. “[Connectivism is] a somewhat flaky utopian idea, a technological metaphor more than a practical method, but it works with the strengths of digital technology, rather than against it—and MOOC designers should try to hew closely to the original model as much as possible.” - Michael Burnam-Fink Slate, oocs_need_to_go_back_to_their_roots.html
  53. 53. Learner Experience
  54. 54. Sheila MacNeill’s Cetis Blog: tegory/moocs/ How Sheila Sees IT:
  55. 55. Further Reading Barber, M., Donnelly, K and Rizvi, S, (2013), The Avalanche is Coming, Institute for Public Policy Research, Burnam-Fink, M., (2013), MOOCs Need to Go Back to Their Roots, Slate, _need_to_go_back_to_their_roots.html Chafkin, M., (2013), Udacity’s Sebastian Thrun, Godfather of Free Online Education, Changed Course, Fast Company Tech Forecast, Christensen, G, Stienmetz, A., Alcom, B., Bennett, A., Woods, D., Emanual, E., J., ( 2013), The MOOC Phenomenon: Who Takes Massive Open Online Courses and Why?, Social Science Research Network,
  56. 56. Further Reading Department for Business Innovation and Skills, (2013), The Maturing of the MOOC, BIS Research Paper Number 130, 240193/13-1173-maturing-of-the-mooc.pdf Kalman, Y., (2013), Business models, MOOCs and disruptive innovation, Open World, Kruase, S., (2013), Udacity joins Pearson in skipping this whole pesky “education” thing (and more complaining about MOOCs),, MOOCs@Edinburgh Group, MOOCs @ Edinburgh 2013: Report #1, Edinburgh Research Archive,
  57. 57. Further Reading Parr, C., (2013), Mooc creators criticise courses’ lack of creativity, Time Higher Education, Watters, A., (2013), Top Ed-Tech Trends of 2013: MOOCs and Anti-MOOCs, Hack Education, Yuan, L. and Powell, S., (2012), MOOCs and Open Education: Implications for Higher Education, Jisc Cetis Whitepaper,
  58. 58. Blogs • • • • • • • • • • • Alan Levine, CogDogBlog, Audrey Watters, Hack Education, Bryan Alexander,, Dave Cormier, Dave’s Educational Blog, David Kernohan, Followers of the Apocalypse, George Siemens, ELearningSpace, Martin Hawksey, MASHe, Martin Weller, The Ed Techie, Sheila MacNeill, Sheila MacNeill’s Cetis Blog, Stephen Downes, Stephen’s Web, Steven Krause,,
  59. 59. Licence Open Scotland: Policies and strategies for opening up education in Scotland by Lorna M Campbell, of Cetis is licensed under the Creative Commons Attribution 3.0 Unported Licence