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The MOOC in Review:
Contributions to
Teaching and Learning
Veronica Diaz, PhD
Associate Director
EDUCAUSE Learning Initiative
EDUCAUSE
October 2013
What is it?
So what?
But what about?
What’s next?
Where do I put this?
A	
  what??	
  
Source:	
  h/p://www.educause.edu/ero/ar5cle/online-­‐educa5onal-­‐delivery-­‐models-­‐descrip5ve-­‐view	
  	
  
the	
  last	
  12	
  months	
  
the	
  last	
  12	
  months	
  
Source:	
  h/p://en.wikipedia.org/wiki/Massive_open_online_course#cite_note-­‐20	
  	
  
Source:	
  h/p://www.pearsonlearningsolu5ons.com/assets/downloads/reports/changing-­‐course-­‐survey.pdf	
  
So	
  what?	
  
Disengaging

Completing

Sampling

Auditing

	
  Kizilcec,	
  Piech,	
  &	
  Schneider	
  (2013),	
  Deconstruc5ng	
  disengagement:	
  Analyzing	
  learner	
  subpopula5ons	
  in	
  Massive	
  Open	
  Online	
  Courses	
  	
  
Feathering	
  
High	
  
College	
  	
   Work	
  	
  
School	
  
2	
  years	
  

2	
  years	
  
VP	
  Business	
  
&	
  Finance	
  
CIO	
  +	
  IT	
  
Department	
  

Academic	
  
Media	
  	
  
Tech	
  

External	
  
Pla?orm	
  

Provost	
  

Vice	
  Provost	
  

Teaching	
  &	
  	
  
Learning	
  
Center	
  

Legal	
  

Academic	
  	
  
Divisions	
  

Biology	
  

Chemistry	
  
Engineering	
  &	
  
Applied	
  Sci	
  

+	
  

Marke-ng	
  

Development	
  

Geological	
  &	
  
Planetary	
  
Humani-es	
  &	
  
Social	
  Sci	
  
Physics,	
  Math,	
  
Astronomy	
  

Alumni	
  

Students/TAs	
  
What	
  is	
  our	
  online	
  strategy?	
  
But	
  what	
  about…	
  
Source:	
  h/p://wcetblog.wordpress.com/2013/07/25/ace-­‐review-­‐moocs-­‐for-­‐credit/	
  
Source:	
  h/ps://www.udacity.com/course/ma008	
  	
  
So,	
  what’s	
  holding	
  up	
  the	
  	
  

Revolution?	
  
Got	
  SMOOC?	
  
	
  

…Success	
  in	
  the	
  	
  
MOOC	
  
Source:	
  h/p://mfeldstein.wpengine.netdna-­‐cdn.com/wp-­‐content/uploads/2013/03/studentPa/ernsInMoocs3-­‐2.jpg	
  	
  
MOOC	
  Comple5on	
  Rates:	
  The	
  Data	
  
Source:	
  h/p://www.katyjordan.com/MOOCproject.html	
  
MOOC	
  Comple5on	
  Rates:	
  The	
  Data	
  
MOOC	
  Comple5on	
  Rates:	
  The	
  Data	
  
What’s next for the MOOC?
SMOC




Synchronous Massive Online Class

(somewhere between a MOOC, a latenight television show, and a real-time
research experiment)
SPOC

	
  

small	
  private	
  online	
  course	
  
the not so disruptive 

MOOC
How	
  will	
  MOOCs	
  Affect	
  Fair	
  Use	
  and	
  Copyright	
  Compliance?	
  
Research Directions: Gates Foundation
§  Drive scaled adoption of MOOCs for intro and
remedial learning content and competencies,
for low-income young adults, and in the
blended format
§  Research use cases, efficacy, and cost savings
of MOOC implementations
§  Drive evolution of MOOC conversations and
MOOC platforms toward higher quality,
improved pedagogy, and improved authoring/
integration support
Research Questions
§  What data needs to be captured and how open will it be
for the advancement of learning?
§  What are the purposes and designs of different types of
MOOCs?
§  Related to the above, what are the various instructional
models?
§  For which students, courses, and contexts are MOOCs
effective and where are they not?
§  How rich and deep is the learning with MOOCs – e.g.,
knowledge transfer vs. connectivism, deeper learning
outcomes?
Research Questions
§  Which components drive impact for our target
learners and what additional supports need to be
added online or face-to-face?
§  What is the faculty role, time commitments, and
work conditions versus face-to-face and traditional
online? Which faculty are well suited?
§  What are the costs and barriers for development?
Local customization? Implementation?
§  How can MOOCs serve broader goals of both
students and institutions?
“we	
  inform	
  our	
  innova5on	
  through	
  our	
  users,	
  	
  
who	
  teach	
  us	
  about	
  all	
  the	
  ways	
  they	
  learn”	
  
degree	
  

resume	
  

interview	
  

test	
  
test	
  

interview	
  

resume	
  

degree	
  
1. 	
  	
  Matricula5on	
  	
  
2. 	
  	
  Transferable	
  credit	
  
10%	
  
Increase	
  agility	
  and	
  
innova-on	
  in	
  the	
  
other	
  por?olio	
  areas	
  
MOOC	
  
Disaggregated	
  
instruc5on	
  
Adap5ve	
  
learning/
assessments	
  

Learner	
  
authen5ca5on	
  
Learner	
  
analy5cs	
  

Competency	
  
based	
  learning	
  	
  
Uninformed	
  
consumer	
  

Rising	
  costs	
  
Diminishing	
  
returns	
  
Poor	
  access	
  
ELI Online Spring Focus Session

Learning and the
MOOC
…..
http://www.educause.edu/eli/
events/eli-online-spring-focussession/2013
http://tinyurl.com/elimooc
Learning and the MOOC
•  Getting the MOOC Off
the Ground: What
You’ll Need to Deploy
•  Weaving the MOOC
Into Campus Practice
•  MOOC Quality
Assurance and
Analytics
•  Exploring MOOC
Delivery Options
 
Veronica	
  Diaz	
  PhD	
  
@drvdiaz	
  
vdiaz@educause.edu	
  
Associate	
  Director	
  
EDUCAUSE	
  Learning	
  Ini5a5ve	
  
EDUCAUSE	
  	
  

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The MOOC in Review: Contributions to Teaching and Learning