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MOOCs in Question: 
Strategic insights from Two Institutional Experiences 
Mark Brown & Eamon Costello 
Porto, Portugal 
2...
1. Debate 
2. DCU 
3. Drivers 
4. Deliberations 
5. Decisions 
Outline… 
5Ds
1. DEBATE
1. DEBATE
Another Colonialist tool? 
1. DEBATE
MOOCs are… 
• a type of marketing 
• a financial policy for higher education 
• an academic labor policy 
• an expression ...
A modern digital-era university for the 21st Century 
2. DCU
“To transform lives and societies through education, research and 
innovation” 
2. DCU
http://www.dcu.ie/nidl 
2. DCU
Auckland Palmerston North Wellington 
Distance 
Worldwide 
32,000 students 
http://www.massey.ac.nz/ 
2. DCU
2. DCU 
https://www.open2study.com
2. DCU 
High Level Interest
3. DRIVERS
Main drivers… 
• Widening Access 
• Fostering Culture of Innovation 
• Increasing Quality of Online Learning 
1st 
3. DRIV...
Main drivers… 
• Widening Access 
• Fostering Culture of Innovation 
• Increasing Quality of Online Learning 
• Enhancing ...
Main drivers… 
• Widening Access 
• Fostering Culture of Innovation 
• Increasing Quality of Online Learning 
• Enhancing ...
Main drivers… 
• Widening Access 
• Fostering Culture of Innovation 
• Increasing Quality of Online Learning 
• Enhancing ...
Allan, I., & Seaman, J. (2014). Grade Change: Tracking Online Education in the 
United States. 
3. DRIVERS
3. DRIVERS
4. DELIBERATIONS
Options… 
- Open2Study 
- ALISION 
- Moodle 
- EdX 
- OER universitas 
- Udemy 
- Iversity 
- OpenUpEd 
- FutureLearn 
4. ...
Strong Pedagogical Community 
Low Brand Awareness 
4. DELIBERATIONS 
High Brand Awareness 
Weak Pedagogical Community
Strong Pedagogical Community 
Low Brand Awareness 
4. DELIBERATIONS 
High Brand Awareness 
Weak Pedagogical Community
Strong Pedagogical Community 
Poor Design 
4. DELIBERATIONS 
Excellent Design 
Weak Pedagogical Community
Strong Pedagogical Community 
Poor Design 
4. DELIBERATIONS 
Excellent Design 
Weak Pedagogical Community
4. DELIBERATIONS 
Open to Shaping 
Poor Design 
Excellent Design 
Closed to Shaping
Poor Design 
4. DELIBERATIONS 
Excellent Design 
Open to Shaping 
Closed to Shaping
Poor Design 
4. DELIBERATIONS 
Excellent Design 
Open to Shaping 
? 
Closed to Shaping
5. DECISIONS
Key questions… 
• How technically fit for purpose is the platform? 
• How pedagogically fit for purpose is the platform? 
...
Key questions… 
• How strong is the pedagogical community supporting 
innovation through the platform? 
• How well suited ...
Key 
Questions 
Future 
Learn 
4. DELIBERATIONS 
Open 
2Study 
Open 
UpEd 
EdX Moodle Udemy 
How technically fit for 
purp...
CONCLUSION
In sum… 
1. Understand your drivers 
2. Your money needs to be on the mission 
3. Sum of whole is greater than the individ...
In sum… 
1. Understand your drivers 
2. Your money needs to be on the mission 
3. Sum of whole is greater than the individ...
Contact Details 
mark.brown@dcu.ie 
@mbrownz 
eamon.costello@dcu.ie 
http://www.slideshare.net/mbrownz 
@eam0
MOOCs in Question: Strategic insights from Two Institutional Experience
MOOCs in Question: Strategic insights from Two Institutional Experience
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MOOCs in Question: Strategic insights from Two Institutional Experience

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Paper presented at Mapping The European MOOC Territory Conference, Porto, 27th November 2014.

Published in: Education
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MOOCs in Question: Strategic insights from Two Institutional Experience

  1. 1. MOOCs in Question: Strategic insights from Two Institutional Experiences Mark Brown & Eamon Costello Porto, Portugal 27th November, 2014
  2. 2. 1. Debate 2. DCU 3. Drivers 4. Deliberations 5. Decisions Outline… 5Ds
  3. 3. 1. DEBATE
  4. 4. 1. DEBATE
  5. 5. Another Colonialist tool? 1. DEBATE
  6. 6. MOOCs are… • a type of marketing • a financial policy for higher education • an academic labor policy • an expression of Silicon Valley values • a kind of entertainment media Peters, M. (2013). Massive Open Online Courses and Beyond: the Revolution to Come. Truthout, August 17 1. DEBATE
  7. 7. A modern digital-era university for the 21st Century 2. DCU
  8. 8. “To transform lives and societies through education, research and innovation” 2. DCU
  9. 9. http://www.dcu.ie/nidl 2. DCU
  10. 10. Auckland Palmerston North Wellington Distance Worldwide 32,000 students http://www.massey.ac.nz/ 2. DCU
  11. 11. 2. DCU https://www.open2study.com
  12. 12. 2. DCU High Level Interest
  13. 13. 3. DRIVERS
  14. 14. Main drivers… • Widening Access • Fostering Culture of Innovation • Increasing Quality of Online Learning 1st 3. DRIVERS
  15. 15. Main drivers… • Widening Access • Fostering Culture of Innovation • Increasing Quality of Online Learning • Enhancing International Reputation • Promoting World-class Programmes • Establishing New International Online Brand 1st 2nd 3. DRIVERS
  16. 16. Main drivers… • Widening Access • Fostering Culture of Innovation • Increasing Quality of Online Learning • Enhancing International Reputation • Promoting World-class Programmes • Establishing New International Online Brand • Assisting Prospective Student Course Selection • Promoting Online Readiness and Student Retention 1st 2nd 3rd 3. DRIVERS
  17. 17. Main drivers… • Widening Access • Fostering Culture of Innovation • Increasing Quality of Online Learning • Enhancing International Reputation • Promoting World-class Programmes • Establishing New International Online Brand • Assisting Prospective Student Course Selection • Promoting Online Readiness and Student Retention • Supporting Research and Shaping Future Developments 1st 2nd 3rd 3. DRIVERS
  18. 18. Allan, I., & Seaman, J. (2014). Grade Change: Tracking Online Education in the United States. 3. DRIVERS
  19. 19. 3. DRIVERS
  20. 20. 4. DELIBERATIONS
  21. 21. Options… - Open2Study - ALISION - Moodle - EdX - OER universitas - Udemy - Iversity - OpenUpEd - FutureLearn 4. DELIBERATIONS
  22. 22. Strong Pedagogical Community Low Brand Awareness 4. DELIBERATIONS High Brand Awareness Weak Pedagogical Community
  23. 23. Strong Pedagogical Community Low Brand Awareness 4. DELIBERATIONS High Brand Awareness Weak Pedagogical Community
  24. 24. Strong Pedagogical Community Poor Design 4. DELIBERATIONS Excellent Design Weak Pedagogical Community
  25. 25. Strong Pedagogical Community Poor Design 4. DELIBERATIONS Excellent Design Weak Pedagogical Community
  26. 26. 4. DELIBERATIONS Open to Shaping Poor Design Excellent Design Closed to Shaping
  27. 27. Poor Design 4. DELIBERATIONS Excellent Design Open to Shaping Closed to Shaping
  28. 28. Poor Design 4. DELIBERATIONS Excellent Design Open to Shaping ? Closed to Shaping
  29. 29. 5. DECISIONS
  30. 30. Key questions… • How technically fit for purpose is the platform? • How pedagogically fit for purpose is the platform? • How sustainable is the business model for the platform? • How confident are you in the sustainability of the platform? • How reputable are the partners associated with the platform? • How well is the platform suited to supporting academic readiness? 5. DECISIONS
  31. 31. Key questions… • How strong is the pedagogical community supporting innovation through the platform? • How well suited is the platform to promoting the goals of outreach and wider access to higher education for all? • What are your measures of success? How well will the MOOC platform met your success criteria? • What will be lost if you do nothing? What are the opportunity costs associated with the specific initiative? 5. DECISIONS
  32. 32. Key Questions Future Learn 4. DELIBERATIONS Open 2Study Open UpEd EdX Moodle Udemy How technically fit for purpose is the platform? (3 x 3) = 9 (3 x 3) = 9 (3 x 0) = 0 (3 x 2) = 6 (3 x 1) = 3 (2 x 1) = 2 How pedagogically fit for purpose is the platform? (3 x 3) = 9 (3 x 3) = 9 (3 x 1) = 3 (3 x 2) = 6 (3 x 1) = 3 (3 x 1) = 3 How confident are you in the sustainability of the platform? (1 x 2) = 2 (1 x 2) = 2 (1 x 2) = 2 (1 x 2) = 2 (1 x 2) = 2 (1 x 1) = 1 How reputable are the partners associated with the platform? (2 x 3) = 6 (2 x 2) = 4 (2 x 3) = 6 (2 x 3) = 6 (2 x 3) = 6 (2 x 1) = 2 How strong is the pedagogical community supporting innovation through the platform? (2 x 3) = 6 (2 x 1) = 2 (2 x 2) = 4 (2 x 1) = 2 (2 x 2) = 4 (2 x 1) = 2
  33. 33. CONCLUSION
  34. 34. In sum… 1. Understand your drivers 2. Your money needs to be on the mission 3. Sum of whole is greater than the individual parts CONCLUSION
  35. 35. In sum… 1. Understand your drivers 2. Your money needs to be on the mission 3. Sum of whole is greater than the individual parts CONCLUSION Defensive or Offensive
  36. 36. Contact Details mark.brown@dcu.ie @mbrownz eamon.costello@dcu.ie http://www.slideshare.net/mbrownz @eam0

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