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oeb2013

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The objective of this presentation is to first, set the background, including the most recent events, around MOOCs. Of course, MOOCs are just an extension of a much earlier and deeper movement toward open education, but they represent a very important milestone in the development of universal higher education, where everyone can learn anything, anytime, anywhere, for free. We will also make some predictions, based on solid evidence, about where MOOCs are going and what their effect will be. Then we will develop some institutional strategies that might make sense given the background and predilections.

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oeb2013

  1. 1. THE EVOLUTION OF MOOCS: SHOULD WE STILL BE INTERESTED? Gar y W. M atkin, Ph.D. Dean, Continuing Education, Distance Learning and Summer Session Univer sity of California, Ir vine Educa Online Berlin, December 201 3 slideshare.net/garymatkin/oeb2013
  2. 2. PRESENTATION OBJECTIVES Create background for setting an institutional strategy Predict where MOOCs are going Develop some alternative institutional strategies as models
  3. 3. OPEN EDUCATION AT UC IRVINE
  4. 4. OPEN EDUCATION AT UC IRVINE Opened UCI OCW in November 2006 Currently offers 82 open courses, over 800 video lectures Over 70,000 viewers on YouTube channel per month Serves deserving audiences Incorporates unique features Open Chemistry MOOCs (Coursera, Canvas)
  5. 5. OPEN EDUCATION AT UC IRVINE: OCW INVOLVEMENT  Better course pages  Courses can be organized by weeks, topics, or any other schema a user can think of  Files can be attached anywhere  Authors can easily attach PowerPoints or PDFs directly on a lecture or course page  Conferences have their own listings  Easier to find and can be organized by specific panels  Professors and courses can be listed under multiple schools and departments  Enhanced search functions
  6. 6. OPEN EDUCATION AT UC IRVINE: AWARDS  September 2013: NUTN 2013 Distance Education Innovation Awards in Open Education  October 2012: Internet Marketing Association Impact Award  April 2012: OCWC OpenCourseWare Leadership Excellence (ACE) Award  December 2011: OPAL Awards for Institutions  October 2011: Internet Marketing Association Best Website Overall Content  September 2011: The NUTN Distance Education Innovation Award  August 2011: Education-Portal.com OCW People’s Choice Award for Michael Dennin, Professor of Physics and Astronomy, Science to Superheroes Course  June 2011: OCW Consortium Award for OpenCourseWare Excellence recognizing John Crooks, lecturer, Introduction to Pitch Systems course
  7. 7. OPEN EDUCATION AT UC IRVINE: OCW INVOLVEMENT VISITS to UCI OCW WEBSITE 450,000 404,905 400,000 350,000 300,000 250,000 200,000 150,000 100,000 50,000 0 2010 2011 2012 2013
  8. 8. OPEN EDUCATION AT UC IRVINE: OCW INVOLVEMENT
  9. 9. OPEN EDUCATION AT UC IRVINE: OCWC FUNDING AND SUPPORT Charter member First West Coast member Gary Matkin, founding treasurer Larry Cooperman, current elected president
  10. 10. OPEN EDUCATION AT UC IRVINE: OPEN CHEMISTRY
  11. 11. OPEN EDUCATION AT UC IRVINE: OPEN CHEMISTRY 15 Full 4-Quarter Unit Undergraduate courses 700 hours of video lecture Two camera, high definition, edited content First full undergraduate major available in one place
  12. 12. OPEN EDUCATION AT UC IRVINE: OPEN CHEMISTRY  UC Irvine’s presence in the open courseware arena through YouTube is solid and growing
  13. 13. OPEN EDUCATION AT UC IRVINE: MOOCS One of first 33 universities to join Coursera First six Coursera courses offered in January of 2013 (250,000 enrollments) First to offer non-degree courses Two UCI/Coursera courses chosen for ACE credit Now a total of 13 courses offered (500,000 enrollments) The Walking Dead experiment Certificate Program in Virtual Teaching
  14. 14. UC Irvine is wellrepresented in the world of MOOCs with six new courses this fall quarter, 2013, and seven having already finished earlier this year Enrollment data as of 11/11/13
  15. 15. SETTING THE CONTEXT FOR A MOOC STRATEGY Governing Boards OER  MOOCS Stanford Low Cost Higher Education University Legislatures Fed. Gov’t 
  16. 16. THE SUPPLY OF OER IS HUGE AND GROWING OCWC OER YOU TUBE iTUNESu • 280 Members • Over 30,000 Courses • Over 700,000 videos on Education channel • Over 500,000 courses/learning materials
  17. 17. PUBLIC DEMAND FOR LOWER COST EDUCATION IS INCREASING Average tuition in higher education increased 27% over the last 5 years Graduates leave college with an average debt of $27,000 U.S. student debt is approaching $1 trillion, exceeding credit card debt
  18. 18. QUALIT Y, OPEN & LOW COST Quality as expressed in course design and presentation Quality as expressed by top universities involvement (innovation)
  19. 19. DYNAMICS Involvement in MOOCs became a symbol of being “in the game”  UVA  Jump on the train Initial hype, concern, vs. trough of disillusionment, but steady proliferation of organizations and MOOCs Inappropriate metrics, criticizing MOOCs for what they are not or what they might be Credit
  20. 20. THE CONNECTION BETWEEN OER AND CREDIT DISCOVER • UCI OCW • YouTube EDU • iTunesU • Coursera • edX • Merlot • Connexions CHOOSE LEARN ADOPT •Open Course Module •Full Open Course •Full Open Curriculum LEARN KNOW DO • Preview • Supplement • Assess Learning • Certify Learning • Gain Academic Credit • Get Job
  21. 21. WHAT MOOCS ARE Threats to status quo High quality learning pathways An important form of open education Symbols of the learning revolution Opportunities for massive research
  22. 22. WHAT MOOCS ARE NOT Not Not Not Not so massive in future so open online courses threats to teaching
  23. 23. WHAT MOOCS WILL BE A standard part of higher and continuing education The basis for low cost sharing of content Focused on non-degree seeking, targeted audiences Clearing houses for innovation and learning research “Hubs” for learning communities
  24. 24. ELEMENTS OF AN INSTITUTIONAL STRATEGY Consistency with institutional goals Institutional exposure, positioning Serves current students Attracts students Readiness for learning revolution Opportunities for public service Opportunities for research Not an element: Net income generation
  25. 25. INSTITUTIONAL EXPOSURE, POSITIONING Why is it important?  Innovation  International competition Examples  MOOC enrollments  Awards  TWD Coverage
  26. 26. SERVING STUDENTS In the last 30 days, Open Chem on YouTube has received 73,000 views with 611,000 minutes watched. This year we expect a million views with an average of 8.5 minutes viewed
  27. 27. ATTRACTING STUDENTS
  28. 28. READINESS FOR THE LEARNING REVOLUTION The most impactful use of MOOC content is in the form of institutionally sponsored courses, where many more students can be served MOOCs will provide a marketplace for both content and learning innovation that is capable of improving the economic and social well being of the world
  29. 29. OPPORTUNITIES FOR PUBLIC SERVICE Sharing knowledge base in highly user friendly way Focusing on deserving audience which do not have the resources for formal education
  30. 30. STRATEGY RECAP Offer MOOCs because they: 1. Gain positive attention 2. Attract and serve students 3. Create a position for innovation readiness 4. Symbolize innovation 5. Provide opportunities for research on learning and improvement 6. Fulfill public service roles 7. Can serve deserving audiences (alumni, lay public) 8. Inform course authorship and design 9. Put instruction on the "train"
  31. 31. STRATEGY RECAP Don’t offer MOOCs because they: 1. Might generate income (although in time, they might)
  32. 32. QUESTIONS Gary W. Matkin, gmatkin@uci.edu Download presentation at slideshare.net/garymatkin/oeb2013

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