MOOCs and Higher Education - Concepts, Models and Trends


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  • MOOCs and Higher Education - Concepts, Models and Trends

    1. 1. Dr Li YuanJisc CETIS, University of BoltonMOOCs and Higher Education- Concepts, Models and TrendsSCONUL Annual ConferenceDublin, 20 June, 2013
    2. 2. Open Educational Resources and Open Online Courses on Educational TechnologyDesigning Learning for the 21st CenturyBackground
    3. 3. Outline of the Presentation Making sense of MOOCsContext, concept and history MOOCs as a BusinessBusiness models, revenues, partnerships and outcomes MOOCs as Disruptive InnovationNon-consumers, simple products, free or lower cost Potential Impacts on HEMissions, provisions, costs, delivery models
    4. 4. What is a MOOC- The concept of MOOCs was introduced by Dave Cormier in 2008
    5. 5. The First MOOC: CCK08 (2008) “Connectivism and Connective Knowledge” course(CCK08) George Siemens (Athabasca University) & Stephen Downs(the National Research Council of Canada) Designed for 25 fee-paying students Over 2,300 people participated
    6. 6. AI – MOOC (2011) “Introduction to Artificial Intelligence” course Sebastian Thrun and his colleagues at Stanford Attracted 160,000 learners from 190 countries
    7. 7. 2012: The Year of MOOCs
    8. 8. xMOOCs vs. cMOOCsxMOOCs (edX, Coursera) cMOOCs (ocTEL, Change11)Scalability of provision Massive Community and connectionsIndividual learning Online Networked learningOpen access - RestrictedlicenceOpen Open access - Open licenceConsume content Course Generate resourcesBusinessModelPedagogicalModel
    9. 9. Open Education, OERs and MOOCsOERs 2006 : Open University - OpenLearn2002: MIT - Open CoursewarecMOOCs 2013: OCTEL2010: DS 106 Zone2008: CCKO8xMOOCs 2012: Udacity, CourseraedX, & FutureLearn2011: Stanford (AI MOOC)Open Education: 1969: Open univerisity
    10. 10. The Business Concept of MOOCsBusiness partnersContent providers AccreditationStartupsVentureCapitalists Learners
    11. 11. edX Coursera UDACITY• Certification• Sharedrevenue withuniversities• Charges$250,000 foreach newcourse,$50,000 forrecurringcourse• Certification• Secure assessments• Employee recruitment• Applicant screening• Human tutoring orassignment marking• Enterprises pay to runtheir own trainingcourses• Sponsorships• Tuition fees• Certification• Employers pay forrecruit talentstudent• Students résumésand job matchservices• Sponsored high-tech skills coursesRevenue Streams for MOOC Startups
    12. 12. MOOCs So FaredX Coursera UdacityInvestment $60 million $22 million $21.1 millionPartners 27 universities 62 universities 1 university(San Jose StateUniversity )Courses 11 courses 212 courses 24 coursesRegistered Users 0.9 million 3.2 million 0.4 million
    13. 13. Analysis of MOOC Learners- Coursera survey, 2013
    14. 14. The UK’s First Coursera MOOCs inEdinburghhttp://mashe.hawksey.info309,628
    15. 15. Learners’ Engagement with MOOCs- MOOCs @ Edinburgh –Report #1
    16. 16. Learners’ Time Spent on MOOCs- MOOCs @ Edinburgh –Report #1
    17. 17. Global Visibility- MOOCs @ Edinburgh –Report #1
    18. 18. Will MOOCs Disrupt HE?
    19. 19. Disruptive Innovation Theory Sustaining innovation – to improve the existingsystem. Disruptive innovation - to create an entirely newmarket, typically by lowering price or designing fordifferent customers .(Christensen, 2003)
    20. 20. Potential Customer GroupsNon-consumerslack the ability, wealth, oraccess to a product orserviceUndershot Customersconsume a product or servicebut are frustrated with itslimitationsOvershot Customersstop paying for furtherimprovements to a productor service.
    21. 21. MOOCs and Disruptive InnovationActive DisruptionBeginsNoncustomerSustaining innovationDisruptive innovationPerformanceDemandTimeNew-market disruptive innovationUndershot CustomersMOOCsOvershot Customers
    22. 22. UK Higher Education Scenarios- from the EU TEL-Map projectTraditionalUniversityUnidiversityHybridUniversityOnlineUniversity
    23. 23. Potential BenefitsEducational Institution Supporting educational missions Strengthening brand reputation and expanding markets Low overhead provision New revenue streams Re-evaluating institutions’ existing pedagogical practiceLearner Pace, time and location of study Diversification of learning pathways New provision at low cost
    24. 24. Potential Impacts on HE Provision(Un-bundling)HigherEducationContentDeliveryAccreditationPlatform
    25. 25. Potential Cost StructuresCost tolearnersProvidersMOOC Startups UniversitiesFree Learning management platform ContentLower cost Automated test or peerassessmentCertificationContentHigher Cost Course offered throughpartnershipsPersonalisedfeedback andsupportAccreditation
    26. 26. MOOCs: Gartner Hype Cycle2011AI MOOC2012The year ofMOOCsWhat works?2013Negativenewsappears
    27. 27. In Summary… The basic concept of MOOCs is not new- but the business model is relatively new to HigherEducation MOOCs will not disrupt universities- but they have the potential to reshape HE provision The hype of MOOCs will fade away,- but the real innovation in Open Online Courses isjust beginning
    28. 28. The Future of MOOCs“A year ago, I could not have imagined thatwe would be where we are now” …“Who knows where we’ll be in five moreyears?”Daphne Koller (the Co-founder of Coursera):
    29. 29. Thank you!
    30. 30. Further Reading:JISC CETIS, 2013, MOOCs and Open Education: Implications for Higher Education,, 2012, Shifting Ground: Technology Begins to Alter Centuries Old Business Model for Universities, 2013, MOOCs @ Edinburgh –Report #1, UK, 2013, Massive open online courses: higher educations digital moment?, C., M. (2003). The innovators solution: creating and sustaining successful growth. Harvard BusinessPress.Gartner (2013), Gartner Hype Cycles, P (2013), MOOCs Beyond Professional Development: Coursera’s Big Announcement in Context,