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Barney Dalgarno.csued2012.moocs

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Open Learning in Higher Education Massively Open Online Courses, ppt presented at CSUED2012, Wagga Wagga, Australia, 6th Nov 2012

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Barney Dalgarno.csued2012.moocs

  1. 1. Open Learning in Higher EducationMassively Open Online Courses Associate Professor Barney Dalgarno Sub Dean Learning and Teaching Faculty of Education
  2. 2. Origins MOOCs - Massively Open Online Courses - coined in 2008 Connectivist ideas George Siemens, Stephen Downes
  3. 3. More recently  2011-2012  High profile experiments involving leading US Universities
  4. 4. Venture capital funded startups
  5. 5. Major examples Late 2011 Artificial Intelligence MOOC - Stanford University - 160,000 students Stanford spin off Udacity - courses in Physics, Statistics, Computer Science... 2012 Coursera – partners include Stanford, Duke ... Melbourne 100+ courses in Finance, Sustainability... 2012 edX with Harvard, MIT, Berkeley... courses in Chemistry, Electronics...
  6. 6. Completion and credit Very low completion rates (lots of tasters) Certificate of attainment not accreditation Antioch University now using Coursera for resources and charging students for credit and support Colorado State allowing credit to students completing a Udacity course after they pay to sit an exam
  7. 7. What people are saying Simon Marginson Univerity of Melbourne: [MOOCs] will be the game changer in higher education worldwide. Right now [they are] reverberating through the world’s universities like a tectonic shock.
  8. 8. What people are saying Ian Young VC ANU: The only reason MOOCs have managed to attract hundreds of thousands of students to individual courses is because they are being offered by ivy league universities Harvard, Stanford and MIT ... The likelihood of these universities ever offering accredited degrees via MOOC providers for free or at a low cost is questionable.
  9. 9. Business models Can money be made by offering free courses? Are there other benefits? Access for disadvantaged students? Profile? Subscriber database? Evolution to free/enhanced versions? Packaged offerings for other institutions?
  10. 10. Pedagogical models Resources: video, animated presentations, readings, outside links Feedback: Peer and/or automated and/or pre-prepared Connectivist philosophies not really evident in highly publicised examples
  11. 11. Implications for CSU Unbundling the elements of our product If the content is free will students pay for the rest? Support? Feedback? The campus experience? Accreditation? Why might we consider a MOOC? Course promotion? Try before you buy? Transition strategies?

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