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Mooc discussion cs ao
1. Are Massive Open Online Courses
the future of higher education?
Christine Seideman and Amy
Olmstead
2. What is a MOOC?
• Massive Open Online Course
• Many definitions, expectations, and
frameworks
• No real single “expert”
• Began with Stanford
3. The MOOC Model
• What does “open” mean?
• The audience
• Attrition rates
• A MOOC is a book club, educational
model, and business model
4. The Book Club
• Common reference materials
• Agreement of community
• Schedule and agenda
5. Educational Model
Place Community Content Coaching Certification
Traditional Classroom Buildings,
Clubs
Books Instructor
and advisors
Tests,
grades,
credit hours
Online LMS Online
groups
Books, e-
text
Instructor,
advisors
Tests,
grades,
credit hours
MOOC Loosely
controlled –
wikis,
Google
docs, paid
platforms
No
community
Free and
highly
variable
(PDFs)
Little or
none
Machine or
peer
assessment;
no
standards
6. Business Model
• TBD
• Venture capital being invested
• Cousera, Udacity, EdX, iTunes U, Khan
Academy
• Profit and scalability huge
7. Opportunities
• Buzz, buzz, buzz
• Potential to reach many students
• Low cost; high ROI
• Specialty courses, feather in the cap of faculty
• “Badgification”
• Professional development
8. Challenges
• No real MOOC model
• Is it sustainable?
• Astronomical drop-out rates
• Buzz may decrease over time
Editor's Notes
The strange acronym MOOC stands for Massive Open Online Course. Because it’s so new, there are oftentimes competing definitions and expectations. Primarily, multiple schools and some new companies have created “MOOCs” that are vastly different from one another.Due to its newness and lack of hard data, there’s really no single “expert” in the field. Again, because of the vast differences between what companies and institutions consider a MOOC, data is hard to come by. (San Jose State, however, is starting to take a data-based approach to MOOCs and is a key player).
A MOOC is open in the sense that there are no barriers to participation. The content is freely available to anyone, anytime.The audience is more tricky. It could be undergraduates, the general public, people looking for professional development, graduates, or just simple interest. This and the fact that the course is open has lead to extremely high attrition rates (in most cases, 85%-98%).Let’s explore the model: book club, educational, and business.
Like a book club, in a MOOC:-You use common reference materials (the book)-People with common interests come together and participate in informal dialogue. Just like reading alone is not a book club, MOOCs should have groups and discussion.-By scheduling and having an agenda, it’s both a social event and a learning event.-Not equivalent to taking a night course at a college. MOOCs do not replace this; they are separate models.
This model describes loosely what it means to “provide an education” between the three models. In a MOOC:-The place is often uncertain. Some people use Coursera or other platform providers; others use free tools like wikis and Google Hangouts/Drive.-Community rarely exists outside of the MOOC itself.-Content comes from any resource you can think of. Typically no publisher material, and sometimes curriculum is reviewed by the institution, sometimes not.-Coaching is a critical area where MOOCs have nothing. Even highly-disciplined don’t complete. Results in high attrition because no contact with Student Support. Low participation threshold.-Measurements and certification typically don’t exist. The big question – What does it mean to acknowledge that a student completed a MOOC? Anybody could print a completion certificate.
MOOCs are a very new emerging model. Venture capital is being invested right now into many companies. Coursera, Udacity, EdX are all looking to partner with universities, and contracts are being written right now that a college cannot give credit for these MOOCs without permission from the company. Right now, courses are taught by invitation only by very popular faculty nationwide (for advertising). EdX is a Harvard/MIT consortium.iTunes U and Khan Academy are smaller players.What if you could pay $10 for certification? At thousands of users, the profit has a potential to be huge.
A university or college that offers a MOOC could potentially reach thousands of students worldwide, and many universities are using MOOCs are targeted marketing tools (try before you buy). If students are impressed, they are more likely to enroll in that college.The investment of instructional designers, tech support, and faculty salary can potentially result in a huge return.Specialty courses (like Basque Studies, unique to this area in Idaho) would be more beneficial than re-inventing existing MOOCs like English 101. Faculty who teach these have an impressive item on their resumes.By offering “badges,” they could be recognized for transfer credit of basic/remedial courses, or included on resumes.MOOCs could also be recognized for professional development, with the potential for cost-savings (instead of sending someone to a conference).
MOOCs are really the Wild West right now, with no model to follow, and not a lot of real data to support best practices.There’s a big question on sustainability. SJSU is now offering plenary MOOCs, but charge $150 for the credits. Is that really a MOOC or just an online course with a wider audience? They are task-based, not test-based, and there isn’t any way to determine academic honesty. How can we offer a “badge” when we don’t know who took the course? What about our rural students who have low bandwidth and need to download huge amounts of data? Do we provide tech support?Incredible level of attrition and the management of enrollments is a nightmare. Could faculty be punished for high attrition? It’s so new that it’s hard to make a recommendation. Buzz may decrease over time, or many of these courses could move to a paid model through companies like Coursera.
