MOOCs and Academic Credit


Published on

SEEC, (a consortia of universities with experience and expertise with recognising learning through academic credit in non-traditional contexts) have regular Networks of Practice meetings for members. These slides are what I plan to use to get the debate off to a lively start.

Published in: Education
  • Be the first to comment

  • Be the first to like this

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide
  • Content/knowledge/information available freely via the web.Opportunity to explore this phenomena and consider the implications for CAT and how SEEC might wish to engage with this developing phenomena.1. Look at why this phenomena is happening?2. Look at the shape it is taking? (Distinction between OER & MOOCs)3. Consider if CATs practice can be applied and any potential business model s that might allow these practices to occur.Why?A response to increased demand for HE?Technology the ‘how’
  • Edupunks – DIY, PLNs, blog posts, liberate knowledge and scholarship from the university.Edupreneurs – merchants – change within the academy – opportunity for profit Philanthropic v business propositionEither way, making content available doesn't seem to be a problem. Digital technology provides the low cost appropriate tools. HE major functional areas (Wiley 2009)Structuring and providing access to contentTutoring and learning support servicesCurating and providing access to research materialsActing as a hub for social activitiesAssessing learning and awarding degrees
  • A trend towards openness in HEOpen Education a collective term (MOOCs subsumed within it)Open education an old concept – The Open University (open access)We could all watch the 2am broadcasts on TVNow open educational resources on a grand scale thanks to technology.(MOOCs) was first introduced in 2008 by Dave Cormier to describe Siemens andDownes’ “Connectivism and Connective Knowledge” course.Tensions between control and access
  • First waveMIT Project announced 2002Large-scale, web based publication of all MIT course materialsUses CC licences Attribution-Non-commercial-Share The annual cost of running MIT OCW is about $3.5 million
  • Different ideologies have driven MOOCs in two distinct pedagogical directions
  • started with $22 million total investment from venturecapitalists,In January 2013, Coursera announced that the American Council on Education had approved five courses for college creditCoursera will offer proctored exams at the end of these courses through ProctorU, an online proctoring service that connects proctors and students via webcam. The service will cost $60–$90Some partner universities offer credit for their Coursera classes to those who want topay a fee to have some extra assignments and work with an instructor and be assessed.
  • For-profit educational organization founded by Sebastian Thrun, David Stavens, and Mike Sokolsky When students complete a course, they receive a certificate of completion indicating their level ofachievement, signed by the instructors, at no cost. Some universities began offering transfer credit for Udacity students whothen take the final examination at a Pearson centre.
  • Not for profit$60 million of resources contributed by the two institutions to support the will not be offered for credit at either university but onlinelearners who demonstrate mastery of subjects can pay a modest fee for a certificate of completion.
  • P2PU courses are different. They bring together learners who work as peers. Who take ownership of their own learning. And who help others learn. Not for profitFunded by the Hewlett and Shuttlewoth foundations Non accredited
  • Return to the concept of open educationTensions
  • MOOCs is open enrolment -- it's nothing about the content at allOER and the community of practice – should SEEC be active in this?
  • parallel learning universe to augment and add value to traditional delivery systems in post-secondary education. Through the community service mission of participating institutions we will open pathways for OER learners to earn formal academic credit and pay reduced fees for assessment and credit.
  • Sponsored by Commonwealth of Learning and UNESCO
  • the network model facilitates: better coordination on the degree programs offered through the OERu model; it will guarantee credit transfer of courses within the network; and implement the necessary quality assurance mechanisms and transnational qualification frameworks needed in this cross-border scenario. The fact that we are only working with accredited institutions combined with the cornerstone of quality assurance and credible credentials is very important because this is how we will ensure equivalence and parity of esteem for OERu qualifications -
  • Wayne Mackintosh and I'm the founder of WikiEducator founding Director of the OER Foundationcoordinating the establishment of the OER university,
  • University of Leicester Grainne Conole•Selecting 7 case studies (including Wikiwijs, Bookinprogress, OER U, Futurelearn, BCCampus and a MOOC study) from the inventory in the context of the country studies. To gain an in-depth view into the dynamics of OER communities, Social Network Analysis (SNA) methodology will be used. Based on the analysis, recommendations will be formulated. •Creation of policy advice reports for universities, schools and colleges.
  • Call for abstracts 22nd closes November
  • Tony Bates Associates Ltd is a private company specializing in consultancy and training in the planning and management of e-learning and distance education. The company offers services to higher education institutions, NGOs and government agencies.Governments may choose to subsidise an assessment-only model using OERs because it can provide cheaper and more effective use of taxpayer dollars in post secondary – We believe that the traditional models of prior learning assessment will not scale well for the future and are expensive. We will need to improve efficiencies here. Athabasca University is leading a research project looking into these issues. - See more at:
  • Mozilla non-profit organization dedicated to keeping the power of the Web in people’s hands
  • The Borders Online Learning Transformation (BOLT) project, as it has been named, aims to utilise the many resources offered through the JISC network An Open Badge suite designed to award students for their use of Moodle, embracing the functionality of the VLE. Implemented as a pilot open badge scheme in May 2013An Open Badge suite designed for the staff of Borders College who use the Moodle VLE to deliver their courses. Badges issued to recognise consistent and innovative use.The Borders College Staff CPD sessions in June 2013 will use Open Badges to recognise attendance and contribution from staff members. These badges will be issued in lieu of a paper certificate.
  • Not-for-profit basis and does not charge for course registration, instruction, books, teachers or annual enrolment. Instead, the University utilizes a fee-for-processing model in which applications and end-of-course examinations are charged nominal and variable fees set by place of residence, with residents of places deemed to be lower-income economies charged less than their more-affluent counterparts. The difference in funding is made up by University grants.Designed for self-motivated learners, admission to the University is based on a rigorous assessment of each applicant’s potential for successful completion of its degree programs. Decisions on whether to admit applicants are based on the information provided in the application form UoPeople is approved to operate by the State of California and is approved by the California Bureau for Private Postsecondary Education (BPPE) to award degrees. The California BPPE issued its approval for UoPeople to award degrees, including the awarding of degrees through distance education, on August 5, 2011, for a period of 5 years.In June 2012, the Bill & Melinda Gates Foundation gave a $500,000 grant for the institution's work towards accreditation
  • MOOCs and Academic Credit

    1. 1. When Content is Cheaper than Chips What happens to credit? Image courtesy of artemisphoto, Network of Practice lunchtime presentation Friday 4th October 2013 Mary Karpel
    2. 2. “There are two basic options the way I see it: fundamentally change the way higher education is delivered, or resign ourselves to never having enough of it”
    3. 3. MOOCs and Open Education A tangled relationship
    4. 4. cMOOCs: the connectivist MOOC. Based on a connectivism theory of learning with networks developed informally; xMOOCs: the content-based MOOC which follows a more behaviourist approach. Emphasise connected, collaborative learning and courses are built around a group of like-minded ‘individuals’ who are relatively free from institutional constraints. Provides a platform to explore new pedagogies beyond traditional classroom settings and, as such, tend to exist on the radical fringe of HE. An instructional model, essentially an extension of the pedagogical models practised within the institutions themselves, which is arguably dominated by the “drill and grill” instructional methods with video presentations, short quizzes and testing profit and non-profit MOOCs
    5. 5. Coursera is an education company that partners with the top universities and organizations in the world to offer courses online for anyone to take, for free. Our technology enables our partners to teach millions of students rather than hundreds
    6. 6. Open Education Alliance
    7. 7. Private company owned by the OU created December 2012 UK’s first provider of MOOCs. Currently 26 partners and course providers: UK and international universities and cultural institutions including the British Library, British Museum and British Council.
    8. 8. Initiative For Profit Free to Access Certification Fee Institutional Credits Coursera √ √ √ √ x Udacity √ √ √ √ x edX x √ √ x P2PU x √ x x KEY X Not a feature √ Feature Present √X Features partially present Differences between initiatives
    9. 9. Open? Cable Green, global education director of Creative Commons “Free is free, but open is free plus legal rights to reuse, revise, remix and redistribute the resources”
    10. 10. Open Education Resource University a virtual collaboration of like-minded institutions committed to creating flexible pathways for OER learners to gain formal academic credit.
    11. 11. Coordinate assessment and credentialising services on a cost recovery basis for participating education institutions to ensure credible qualifications and corresponding course articulation among anchor partners.
    12. 12. UKOER programme 2009 -10 Jisc and the HE Academy commenced the first, pilot phase, of the UKOER programme. Funded by HEFCE it explored issues associated with OER release. More than 80 UK universities were involved. 2010-2011 phase 2 began to explore the discovery and use of open educational resources, specifically by academics. 2011-2012 final phase, turned its attention to the use of OER approaches in the pursuit of particular strategic, policy and societal goals.
    13. 13. POERUP aims to study the end-user–producer communities behind OER initiatives. By comparing in-depth European case- studies to selected non-European ones we will refine and elaborate recommendations to formulate a set of action points that can be applied to ensuring the realisation of successful, lively and sustainable OER communities.
    14. 14. • Building and linking communities of open practice • MOOCs and open courses • Academic practice, development and pedagogy • Open policy, research, scholarship and access • Students as users and co-creators
    15. 15. The hard bit though will be how the institutions provide the assessment to enable students to get an accredited degree, and whether such a degree or qualification will be accepted by national accreditation or degree assessment boards. Tony Bates
    16. 16. Many job descriptions include a requirement like “BA or BS in EE/CS/CE or equivalent experience.” We want to create a collection of badges that a top employer, like Google, will publicly recognize as “equivalent experience.” •This goes straight for the jugular, demonstrating that badges are a viable alternative to formal university education. David Wiley
    17. 17. a new online standard to recognize and verify learning
    18. 18. "learning looks very different today than traditionally imagined. Legitimate and interest- driven learning is occurring through a multitude of channels outside of formal education, and yet much of that learning does not "count" in today's world. There is no real way to demonstrate that learning and transfer it across contexts or use it for real results,“ Mozilla's Erin Knight
    19. 19. it does require every badge to provide authentication for the organization issuing the badge and for the user receiving it, as well as a link to the criteria needed to earn it and the evidence of the learner meeting that criteria
    20. 20. A Disaggregated Future for HE? Can we expect to see higher education institutions making difficult choices around focusing on developing truly world-class expertise in one or two of their functions and outsourcing the others?
    21. 21. A fully accredited university that offers no courses whatsoever; instead, it has chosen to focus on assessing learning and awarding degrees. It refers students to partner institutions when they need to take a formal course or to access library collections before taking their exams.
    22. 22. University of the People (UoPeople) is the world’s first non- profit, tuition-free, degree-granting online academic institution dedicated to opening access to higher education globally for all qualified individuals, despite financial, geographic or societal constraints. Founded in 2009 to date, more than 1500 students from 137 countries have been admitted.
    23. 23. “Credit does not appear to be a major motivation for learners who have chosen MOOCs so far; however, there are clear signs that this will change. “The burning issues for MOOCs are the exploration of a viable business model and the accreditation of MOOC learning.” “For the time being, discussion of the models for assessing learning, which would be essential to credentialed outcomes, is not highly developed. However, some new potential methods, specific to MOOC technology, are starting to emerge.” September 2013 A survey of MOOC and ODL literature which aims to capture the state of knowledge and opinion about MOOCs and ODL, how they are evolving, and to identify issues that are important, whether consensual or controversial.
    24. 24. Title: MOOCs and Open Education: Implications for Higher Education Authors: Li Yuan (CETIS), Stephen Powell (CETIS) Date: March 2013 URI: Text David Wiley and John Hilton III Brigham Young University, USA November – 2009 Openness, Dynamic Specialization, and the Disaggregated Future of Higher Education The International Review of Research in Open and Distance Learning Vol 10 no 5 BIS Research Paper No 130 em/uploads/attachment_data/file/240193/13- 1173-maturing-of-the-mooc.pdf