The place for MOOCs in the changing Educational Landscape: BIBSYS March 2014

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There can be no doubt that Massive Open On-line Courses (MOOCs) have been the educational phenomenon of the last few years with large numbers of these web based courses attracting tens of thousands of registrations. But what is the business model for a university investing in making MOOCs and then making them freely available? This talk will examine the ways in which universities are benefiting from their investment and the ways in which MOOCs are affecting pedagogy and the composition of credit bearing courses both online and on campus.

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The place for MOOCs in the changing Educational Landscape: BIBSYS March 2014

  1. 1. CENTRE FOR INNOVATION IN TECHNOLOGIES & EDUCATION The place for MOOCs in the changing Educational Landscape March 2014 Hugh Davis @HughDavis Professor of Learning Technologies Director of Education Director of CITE Director of PDU BIBSYS-konferansen
  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. CENTRE FOR INNOVATION IN TECHNOLOGIES & EDUCATION @HughDavis BIBSYS March „14 A quick tour of MOOCs HE Context Why are Universities making MOOCs? What can we gain from MOOCs? Addressing the critisisms Challenges for HE This Talk 3
  4. 4. A Quick Tour of MOOCs 4
  5. 5. CENTRE FOR INNOVATION IN TECHNOLOGIES & EDUCATION @HughDavis BIBSYS March „14 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? 5 Short (often 4-8 weeks, 3 hrs /week) No formal assessment and feedback Rely on Social Learning
  6. 6. CENTRE FOR INNOVATION IN TECHNOLOGIES & EDUCATION @HughDavis BIBSYS March „14 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 6
  7. 7. CENTRE FOR INNOVATION IN TECHNOLOGIES & EDUCATION @HughDavis BIBSYS March „14 MOOC Timeline 7 Florida Institute of Technology http://libguides.lib.fit.edu/HistoryofMOOCs
  8. 8. CENTRE FOR INNOVATION IN TECHNOLOGIES & EDUCATION @HughDavis BIBSYS March „14 Udacity the first “democratizing education” but still for profit. Started at Stanford. Coursera for profit but business model only just emerging 6,000,000 people have taken a course, from the catalogue of around 700. EdX not for profit MIT, Harvard, Berkeley Futurelearn for profit Based in UK at OU - launched Oct 2013 aspires to include top 30-40 universities Director is Simon Nelson - responsible previously for BBC digital strategy MOOC Providers 8
  9. 9. CENTRE FOR INNOVATION IN TECHNOLOGIES & EDUCATION @HughDavis BIBSYS March „14 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? 9
  10. 10. CENTRE FOR INNOVATION IN TECHNOLOGIES & EDUCATION @HughDavis BIBSYS March „14 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? 10
  11. 11. Critisisms? 11
  12. 12. CENTRE FOR INNOVATION IN TECHNOLOGIES & EDUCATION @HughDavis BIBSYS March „14 Cultural Imperialism? 12
  13. 13. CENTRE FOR INNOVATION IN TECHNOLOGIES & EDUCATION @HughDavis BIBSYS March „14 Demographics of Edinburgh’s MOOCs 13 (MOOCs @ Edinburgh 2013 - Report #1)
  14. 14. CENTRE FOR INNOVATION IN TECHNOLOGIES & EDUCATION @HughDavis BIBSYS March „14 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 14 But is completion the correct measure of satisfaction or learning?
  15. 15. CENTRE FOR INNOVATION IN TECHNOLOGIES & EDUCATION @HughDavis BIBSYS March „14 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) 15 Its not exactly the leading edge of online pedagogy There is no real interaction between educators and learners
  16. 16. HE Context 16
  17. 17. “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. 17 Time Performance/ Income New Technology The Napster moment Disruptive Technologies
  18. 18. CENTRE FOR INNOVATION IN TECHNOLOGIES & EDUCATION @HughDavis BIBSYS March „14 Fees going up faster than value of degree (in most of the developed world if not Norway!) 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 18
  19. 19. End of the campus...? Clicks not bricks?
  20. 20. Business Models 20
  21. 21. CENTRE FOR INNOVATION IN TECHNOLOGIES & EDUCATION @HughDavis BIBSYS March „14 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? 21 But this is all money for the Platform Provider. Why do Universities and Academics do this?
  22. 22. CENTRE FOR INNOVATION IN TECHNOLOGIES & EDUCATION @HughDavis BIBSYS March „14 Southampton is running Web Science and Oceanography based MOOCs as its first offerings.. Enhancing our Reputation and Brand 22
  23. 23. CENTRE FOR INNOVATION IN TECHNOLOGIES & EDUCATION @HughDavis BIBSYS March „14 New Markets (1) 23 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
  24. 24. CENTRE FOR INNOVATION IN TECHNOLOGIES & EDUCATION @HughDavis BIBSYS March „14 “When employers accept on-line certification then things will really change” There can be many other options than “boarding school” degrees New markets (2) 24 HE for non-traditional students, students from developing countries and CPD
  25. 25. CENTRE FOR INNOVATION IN TECHNOLOGIES & EDUCATION @HughDavis BIBSYS March „14 Provide a public service 25 http://iberry.com/cms/OER.htm Democratising Education
  26. 26. What can we gain from MOOCs? 26
  27. 27. CENTRE FOR INNOVATION IN TECHNOLOGIES & EDUCATION @HughDavis BIBSYS March „14 MOOCs in campus based learning 27 External non-paying MOOCers MOOC Paying Students The Embedded MOOC
  28. 28. CENTRE FOR INNOVATION IN TECHNOLOGIES & EDUCATION @HughDavis BIBSYS March „14 Berkley Scratch Course- shows F2F and MOOC version of course 28 http://inst.eecs.berkeley.edu/~cs10/fa12/
  29. 29. CENTRE FOR INNOVATION IN TECHNOLOGIES & EDUCATION @HughDavis BIBSYS March „14 The flipped MOOC / flipped classroom End of the lecture? 29 From http://www.washington.edu/teaching/teaching-resources/flipping-the-classroom/
  30. 30. CENTRE FOR INNOVATION IN TECHNOLOGIES & EDUCATION @HughDavis BIBSYS March „14 MOOCs are the vanguard of online degrees There is a lot of VC money out there looking for brands willing to go online The 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 30
  31. 31. CENTRE FOR INNOVATION IN TECHNOLOGIES & EDUCATION @HughDavis BIBSYS March „14 Articulated Degrees 31 F2F Module MOOC at Stanford OU Module MOOC at Soton Capstone Project Degree Programme
  32. 32. CENTRE FOR INNOVATION IN TECHNOLOGIES & EDUCATION @HughDavis BIBSYS March „14 Fully accredited programmes offered as MOOCs 32
  33. 33. CENTRE FOR INNOVATION IN TECHNOLOGIES & EDUCATION @HughDavis BIBSYS March „14 Venture Capitalists Publishers Education-business start-ups Distance Programmes in partnership (for profit) 33
  34. 34. CENTRE FOR INNOVATION IN TECHNOLOGIES & EDUCATION @HughDavis BIBSYS March „14 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 34 Mike Wheatley http://siliconangle.com
  35. 35. Addressing the Critisisms 35
  36. 36. 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 36 Addressing the Criticisms
  37. 37. CENTRE FOR INNOVATION IN TECHNOLOGIES & EDUCATION @HughDavis BIBSYS March „14 Patterns of engagement 37 Auditing: Just interested. Not looking for credit. Completing: Looking for credit – either passive or actively engaged with discussions etc. Sampling: Looking for interesting material
  38. 38. Concluding 38
  39. 39. MOOCs = more choice & flexibility We are developing our capacity to develop high quality on-line courses
  40. 40. CENTRE FOR INNOVATION IN TECHNOLOGIES & EDUCATION @HughDavis BIBSYS March „14 • 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 40
  41. 41. 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
  42. 42. CENTRE FOR INNOVATION IN TECHNOLOGIES & EDUCATION @HughDavis BIBSYS March „14 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 42
  43. 43. 43 Thank you Any Questions? Hugh Davis @HughDavis http://users.ecs.soton.ac.uk/hcd hcd@soton.ac.uk Tomorrow I will be talking about what‟s involved in making a MOOC and the role of the librarian

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