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CENTRE FOR INNOVATION
IN TECHNOLOGIES & EDUCATION
How are MOOCs Disrupting the
Educational Landscape?
April 2014
Hugh Davi...
Founded 1862,
Charter 1952
25,000 Students
Russell Group
Top 20 UK
WUN
Excellence in:
(Opto) Electronics
Computer Science
...
2012 - FutureLearn
FutureLearn
today
CENTRE FOR INNOVATION
IN TECHNOLOGIES & EDUCATION
@HughDavis
CSEDU 2014
A quick tour of MOOCs
Criticisms of MOOCs
Current ...
A Quick Tour of
MOOCs
(and a comparison with OERS and
on-line courses)
6
CENTRE FOR INNOVATION
IN TECHNOLOGIES & EDUCATION
@HughDavis
CSEDU 2014
Massive - some have 10,000s registered.
Open = fre...
CENTRE FOR INNOVATION
IN TECHNOLOGIES & EDUCATION
@HughDavis
CSEDU 2014
MOOC Timeline
8
Florida Institute of Technology
ht...
CENTRE FOR INNOVATION
IN TECHNOLOGIES & EDUCATION
@HughDavis
CSEDU 2014
xMOOCs –
• Defined based on learning
outcomes
• We...
CENTRE FOR INNOVATION
IN TECHNOLOGIES & EDUCATION
@HughDavis
CSEDU 2014
MIT OpenCourseware Openlearn (OU)
Courses but not ...
CENTRE FOR INNOVATION
IN TECHNOLOGIES & EDUCATION
@HughDavis
CSEDU 2014
What to share? The course or the content?
11
CENTRE FOR INNOVATION
IN TECHNOLOGIES & EDUCATION
@HughDavis
CSEDU 2014
Udacity the first “democratizing education”
but st...
CENTRE FOR INNOVATION
IN TECHNOLOGIES & EDUCATION
@HughDavis
CSEDU 2014
Most MOOCs consist of:
• Many short videos
• Some ...
CENTRE FOR INNOVATION
IN TECHNOLOGIES & EDUCATION
@HughDavis
CSEDU 2014
Assessment (and feedback) will need to be
• Object...
Criticisms?
15
CENTRE FOR INNOVATION
IN TECHNOLOGIES & EDUCATION
@HughDavis
CSEDU 2014
Cultural Imperialism?
16
CENTRE FOR INNOVATION
IN TECHNOLOGIES & EDUCATION
@HughDavis
CSEDU 2014
Demographics of Edinburgh’s MOOCs
17
(MOOCs @ Edin...
CENTRE FOR INNOVATION
IN TECHNOLOGIES & EDUCATION
@HughDavis
CSEDU 2014
The literature quotes figures of 7 – 13%
(See Katy...
CENTRE FOR INNOVATION
IN TECHNOLOGIES & EDUCATION
@HughDavis
CSEDU 2014
Pedagogy
Learning Unit1 Learning Unit2 Learning Un...
Current HE Context
20
“The Avalanche Report”
Barber, M. Donnelly, K & Rizvi, S. (March 2013).
An Avalanche is Coming; Higher Education and the R...
CENTRE FOR INNOVATION
IN TECHNOLOGIES & EDUCATION
@HughDavis
CSEDU 2014
Fees going up faster than value of degree
(in most...
End of the campus...?
Clicks not bricks?
Business Models
24
CENTRE FOR INNOVATION
IN TECHNOLOGIES & EDUCATION
@HughDavis
CSEDU 2014
The Fremium Model
You get added value if you pay e...
CENTRE FOR INNOVATION
IN TECHNOLOGIES & EDUCATION
@HughDavis
CSEDU 2014
Southampton is running
Web Science and Oceanograph...
CENTRE FOR INNOVATION
IN TECHNOLOGIES & EDUCATION
@HughDavis
CSEDU 2014
New Markets (1)
27
Informal
Learning
YouTube,
iTun...
CENTRE FOR INNOVATION
IN TECHNOLOGIES & EDUCATION
@HughDavis
CSEDU 2014
“When employers accept on-line
certification then ...
CENTRE FOR INNOVATION
IN TECHNOLOGIES & EDUCATION
@HughDavis
CSEDU 2014
Provide a public service
29
http://iberry.com/cms/...
What can we gain
from MOOCs?
30
CENTRE FOR INNOVATION
IN TECHNOLOGIES & EDUCATION
@HughDavis
CSEDU 2014
MOOCs in campus based learning
31
External non-pay...
CENTRE FOR INNOVATION
IN TECHNOLOGIES & EDUCATION
@HughDavis
CSEDU 2014
Berkley Scratch Course- shows F2F and MOOC version...
CENTRE FOR INNOVATION
IN TECHNOLOGIES & EDUCATION
@HughDavis
CSEDU 2014
The flipped MOOC / flipped classroom
End of the le...
CENTRE FOR INNOVATION
IN TECHNOLOGIES & EDUCATION
@HughDavis
CSEDU 2014
MOOCs are the vanguard of online degrees
Lots of $...
CENTRE FOR INNOVATION
IN TECHNOLOGIES & EDUCATION
@HughDavis
CSEDU 2014
Venture Capitalists
Publishers
Education-business ...
CENTRE FOR INNOVATION
IN TECHNOLOGIES & EDUCATION
@HughDavis
CSEDU 2014
Articulated Degrees
36
F2F
Module
MOOC
at
Stanford...
CENTRE FOR INNOVATION
IN TECHNOLOGIES & EDUCATION
@HughDavis
CSEDU 2014
Fully accredited programmes offered as MOOCs
37
CENTRE FOR INNOVATION
IN TECHNOLOGIES & EDUCATION
@HughDavis
CSEDU 2014
Marketing people are happy to get email lists
But ...
Addressing the
Criticisms
39
CENTRE FOR INNOVATION
IN TECHNOLOGIES & EDUCATION
Criticisms
Pedagogically Simplistic
No support and feedback
Poor Complet...
CENTRE FOR INNOVATION
IN TECHNOLOGIES & EDUCATION
@HughDavis
CSEDU 2014
There are three major cohorts in the learners
• Li...
CENTRE FOR INNOVATION
IN TECHNOLOGIES & EDUCATION
@HughDavis
CSEDU 2014
Patterns of engagement
42
Auditing: Just intereste...
Concluding
43
MOOCs = more choice &
flexibility
We are developing our
capacity to develop high
quality on-line courses
CENTRE FOR INNOVATION
IN TECHNOLOGIES & EDUCATION
@HughDavis
CSEDU 2014
• Changing Beliefs – online works!
• Curriculum De...
End of the campus...?
Clicks
AND
Bricks
Just as people still throng to
music concerts for the unique
experiences they enta...
CENTRE FOR INNOVATION
IN TECHNOLOGIES & EDUCATION
@HughDavis
CSEDU 2014
MOOCs are a good marketing device
MOOCs have the p...
48
Thank you
Any Questions?
Hugh Davis
@HughDavis
http://users.ecs.soton.ac.uk/hcd
hcd@soton.ac.uk
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How are MOOCs Disrupting the Educational Landscape?

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Massive Open Online Courses (MOOCs) are the latest disruption to traditional educational patterns. Instead of asking students to pay for the courses Universities are giving them away free. This implies that Universities are changing business models and some critics suggest that these new business models will be the death of traditional Universities. Furthermore, educational experts are criticising MOOCs for limited pedagogy and enormous drop-out rates. Many commentators suggest that MOOCs are now passing the peak of inflated expectations on the new technologies hype cycle, and will soon be history. This talk takes a more optimistic middle path, suggesting that Universities that are agile can go with the flow of the disruption (or avalanche?) to the educational benefit of their students, both on campus and at distance. MOOCs are encouraging teachers to take a fresh look at the benefits of blended learning activities, social learning and peer support. At the same time University administrations are revising their financial models for supporting learning and curriculum development. This talk will look at some of the latest trends in the way MOOCs are starting to change educational practice. The educational landscape is being disrupted, but maybe for the better.

Published in: Education, Technology
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How are MOOCs Disrupting the Educational Landscape?

  1. 1. CENTRE FOR INNOVATION IN TECHNOLOGIES & EDUCATION How are MOOCs Disrupting the Educational Landscape? April 2014 Hugh Davis @HughDavis Professor of Learning Technologies Director of Education Director of CITE Director of PDU CSEDU. Barclelona 2014
  2. 2. Founded 1862, Charter 1952 25,000 Students Russell Group Top 20 UK WUN Excellence in: (Opto) Electronics Computer Science Oceanography Engineering (esp. Nautical and Aero) Acoustics
  3. 3. 2012 - FutureLearn
  4. 4. FutureLearn today
  5. 5. CENTRE FOR INNOVATION IN TECHNOLOGIES & EDUCATION @HughDavis CSEDU 2014 A quick tour of MOOCs Criticisms of MOOCs Current HE Context Why are Universities making MOOCs? - Business models What can we gain from MOOCs? Addressing the criticisms Challenges for HE This Talk 5
  6. 6. A Quick Tour of MOOCs (and a comparison with OERS and on-line courses) 6
  7. 7. CENTRE FOR INNOVATION IN TECHNOLOGIES & EDUCATION @HughDavis CSEDU 2014 Massive - some have 10,000s registered. Open = free anyone can register Online although many have a parallel blended incarnation Course - that runs at a given time with a given cohort (but not necessarily accredited for anything) - What is a MOOC? 7 Short (often 4-8 weeks, 3 hrs /week) No formal assessment and feedback Rely on Social Learning
  8. 8. CENTRE FOR INNOVATION IN TECHNOLOGIES & EDUCATION @HughDavis CSEDU 2014 MOOC Timeline 8 Florida Institute of Technology http://libguides.lib.fit.edu/HistoryofMOOCs
  9. 9. CENTRE FOR INNOVATION IN TECHNOLOGIES & EDUCATION @HughDavis CSEDU 2014 xMOOCs – • Defined based on learning outcomes • Well defined journey through learning • Instructor led – “broadcast” mode • Learning can be assessed and certified cMOOCs • Based on educational theories of connectivism – which hold that knowledge resides in the network and that learning is about making connections. See:- http://bit.ly/lyNmGX Types of MOOCs 9
  10. 10. CENTRE FOR INNOVATION IN TECHNOLOGIES & EDUCATION @HughDavis CSEDU 2014 MIT OpenCourseware Openlearn (OU) Courses but not MOOCs 10
  11. 11. CENTRE FOR INNOVATION IN TECHNOLOGIES & EDUCATION @HughDavis CSEDU 2014 What to share? The course or the content? 11
  12. 12. CENTRE FOR INNOVATION IN TECHNOLOGIES & EDUCATION @HughDavis CSEDU 2014 Udacity the first “democratizing education” but still for profit. Started at Stanford. Coursera for profit business model emerging Easily the largest EdX not for profit MIT, Harvard, Berkeley Miríada X Iberian platform Sponsored by Banco Santander and Telefónica - 2012 Largest European platform FutureLearn for profit – UK Centric Wholly owned by UK OU - launched Oct 2013 MOOC Providers 12
  13. 13. CENTRE FOR INNOVATION IN TECHNOLOGIES & EDUCATION @HughDavis CSEDU 2014 Most MOOCs consist of: • Many short videos • Some talking heads • Some “worked examples” • Some experiments etc. • On-line papers etc. • On-line activities • Links to external resources • Discussions on platform • Off platform activity What are MOOCs made of? 13
  14. 14. CENTRE FOR INNOVATION IN TECHNOLOGIES & EDUCATION @HughDavis CSEDU 2014 Assessment (and feedback) will need to be • Objective (multiple choice etc.) • Peer review • Self evaluation The emphasis must be on the student as a self-motivated learner. No “Conversational Framework” here! Assessment and Feedback? 14
  15. 15. Criticisms? 15
  16. 16. CENTRE FOR INNOVATION IN TECHNOLOGIES & EDUCATION @HughDavis CSEDU 2014 Cultural Imperialism? 16
  17. 17. CENTRE FOR INNOVATION IN TECHNOLOGIES & EDUCATION @HughDavis CSEDU 2014 Demographics of Edinburgh’s MOOCs 17 (MOOCs @ Edinburgh 2013 - Report #1)
  18. 18. CENTRE FOR INNOVATION IN TECHNOLOGIES & EDUCATION @HughDavis CSEDU 2014 The literature quotes figures of 7 – 13% (See Katy Jordan’s Blog - http://moocmoocher.wordpress.com/) An interesting observation is the drop off with time. Completion Rates 18 But is completion the correct measure of satisfaction or learning?
  19. 19. CENTRE FOR INNOVATION IN TECHNOLOGIES & EDUCATION @HughDavis CSEDU 2014 Pedagogy Learning Unit1 Learning Unit2 Learning Unit3 Learning Unit4 Learning Unit5 Learning Unit6 Up to 10 Learning Unitn Weekly Learning Units: , 2- 6 hours study time Meaningful title, clear learning goals, end-of-unit assessment 1 2 3 Each with 2 or 3 self-contained Learning Blocks Learning Block Video Text Discuss Quiz Learning Blocks Sequence of elements (This is just one example) 19 Its not exactly the leading edge of online pedagogy There is no real interaction between educators and learners
  20. 20. Current HE Context 20
  21. 21. “The Avalanche Report” Barber, M. Donnelly, K & Rizvi, S. (March 2013). An Avalanche is Coming; Higher Education and the Revolution Ahead. Institute for Public Policy Research. 21 Time Performance/ Income New Technology The Napster moment Disruptive Technologies
  22. 22. CENTRE FOR INNOVATION IN TECHNOLOGIES & EDUCATION @HughDavis CSEDU 2014 Fees going up faster than value of degree (in most of the developed world) Increased demand for flexibility of study (particularly CPD) Challenge from alternative educational providers (particularly for MSc’s/CPD) becoming real All these things imply a greater engagement with on-line Changing Business model for higher education Need for universities to globalize or specialize MOOCs are the vanguard for on-line programmes HE Context 22
  23. 23. End of the campus...? Clicks not bricks?
  24. 24. Business Models 24
  25. 25. CENTRE FOR INNOVATION IN TECHNOLOGIES & EDUCATION @HughDavis CSEDU 2014 The Fremium Model You get added value if you pay e.g. • Statements of participation, or attainment – or actual credits? • Tutoring – the eBay model Sponsored MOOCs • Someone pays me to make the MOOC I want (for their marketing purposes) • Someone pays me to make the MOOC they want – but I can use too. Access to student data How do MOOCs make money? 25 But this is all money for the Platform Provider. Why do Universities and Academics do this?
  26. 26. CENTRE FOR INNOVATION IN TECHNOLOGIES & EDUCATION @HughDavis CSEDU 2014 Southampton is running Web Science and Oceanography based MOOCs as its first offerings.. Enhancing our Reputation and Brand 26
  27. 27. CENTRE FOR INNOVATION IN TECHNOLOGIES & EDUCATION @HughDavis CSEDU 2014 New Markets (1) 27 Informal Learning YouTube, iTunesU Non Formal Learning MOOCs OERs Formal Learning Modules Formal Learning Whole Programmes Pulling Students through from the Informal to the Formal
  28. 28. CENTRE FOR INNOVATION IN TECHNOLOGIES & EDUCATION @HughDavis CSEDU 2014 “When employers accept on-line certification then things will really change” There can be many other options than “boarding school” degrees New markets (2) 28 HE for non-traditional students, students from developing countries and CPD
  29. 29. CENTRE FOR INNOVATION IN TECHNOLOGIES & EDUCATION @HughDavis CSEDU 2014 Provide a public service 29 http://iberry.com/cms/OER.htm Democratising Education
  30. 30. What can we gain from MOOCs? 30
  31. 31. CENTRE FOR INNOVATION IN TECHNOLOGIES & EDUCATION @HughDavis CSEDU 2014 MOOCs in campus based learning 31 External non-paying MOOCers MOOC Paying Students The Embedded MOOC
  32. 32. CENTRE FOR INNOVATION IN TECHNOLOGIES & EDUCATION @HughDavis CSEDU 2014 Berkley Scratch Course- shows F2F and MOOC version of course 32 http://inst.eecs.berkeley.edu/~cs10/fa12/
  33. 33. CENTRE FOR INNOVATION IN TECHNOLOGIES & EDUCATION @HughDavis CSEDU 2014 The flipped MOOC / flipped classroom End of the lecture? 33 From http://www.washington.edu/teaching/teaching-resources/flipping-the-classroom/
  34. 34. CENTRE FOR INNOVATION IN TECHNOLOGIES & EDUCATION @HughDavis CSEDU 2014 MOOCs are the vanguard of online degrees Lots of $$$$ looking for brands willing to go online Their belief is that there are are new markets waiting for online opportunities • Cheaper Course fees • No boarding fees or travel • Any time, and place • Flexible (CPD) • International markets lacking provision Online Degrees 34
  35. 35. CENTRE FOR INNOVATION IN TECHNOLOGIES & EDUCATION @HughDavis CSEDU 2014 Venture Capitalists Publishers Education-business start-ups Online Programmes in partnership (for profit) 35
  36. 36. CENTRE FOR INNOVATION IN TECHNOLOGIES & EDUCATION @HughDavis CSEDU 2014 Articulated Degrees 36 F2F Module MOOC at Stanford OU Module MOOC at Soton Capstone Project Degree Programme
  37. 37. CENTRE FOR INNOVATION IN TECHNOLOGIES & EDUCATION @HughDavis CSEDU 2014 Fully accredited programmes offered as MOOCs 37
  38. 38. CENTRE FOR INNOVATION IN TECHNOLOGIES & EDUCATION @HughDavis CSEDU 2014 Marketing people are happy to get email lists But much more than that…. The massive cohorts give us new opportunities for experimenting in and understanding learning and assessment • Adaptive feedback • Adaptive learning paths • Adaptive Content • Gameification • Peer Review • Self Review Big Data 38 Mike Wheatley http://siliconangle.com
  39. 39. Addressing the Criticisms 39
  40. 40. CENTRE FOR INNOVATION IN TECHNOLOGIES & EDUCATION Criticisms Pedagogically Simplistic No support and feedback Poor Completion rates No accreditation This is going to kill Universities Observation Really? Worse than the lecture? -and innovations in social learning There could be: You’d have to pay Retention is not the aim – satisfaction is. We are not dealing with paying students. There could be. You would have to pay for it. Only those that are not agile and responsive to new business models – but expect some unbundling 40 Addressing the Criticisms
  41. 41. CENTRE FOR INNOVATION IN TECHNOLOGIES & EDUCATION @HughDavis CSEDU 2014 There are three major cohorts in the learners • Lifelong learners 25-65 years old (almost always with at least 1 degree) • People looking to acquire skills (CPD) • International learners with poor access to HE (a much smaller 4th cohort is those investigating university learning) Who is doing MOOCs? 41
  42. 42. CENTRE FOR INNOVATION IN TECHNOLOGIES & EDUCATION @HughDavis CSEDU 2014 Patterns of engagement 42 Auditing: Just interested. Not looking for credit. Completing: Looking for credit – either passive or actively engaged with discussions etc. Sampling: Looking for interesting material
  43. 43. Concluding 43
  44. 44. MOOCs = more choice & flexibility We are developing our capacity to develop high quality on-line courses
  45. 45. CENTRE FOR INNOVATION IN TECHNOLOGIES & EDUCATION @HughDavis CSEDU 2014 • Changing Beliefs – online works! • Curriculum Design • Working with the right academic staff time. Who pays them? • Growing teams of Learning Designers and Multimedia Production • Legal Matters • Speed and Agility • Budget • Marketing Challenges for Institutional Strategy 45
  46. 46. End of the campus...? Clicks AND Bricks Just as people still throng to music concerts for the unique experiences they entail, the rich and dense ecosystems of communities of learning that are embedded in place-based universities will remain precious, cherished and revered. Galager & Garrett, 2013
  47. 47. CENTRE FOR INNOVATION IN TECHNOLOGIES & EDUCATION @HughDavis CSEDU 2014 MOOCs are a good marketing device MOOCs have the potential to democratize education But they are also useful Providing high quality content for re-use /embedded MOOCs Changing teaching practice Providing big data about how learners learn Building capacity for on-line MOOCS are the vanguard of the online disruption. Watch this space! Conclusions 47
  48. 48. 48 Thank you Any Questions? Hugh Davis @HughDavis http://users.ecs.soton.ac.uk/hcd hcd@soton.ac.uk

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