Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.
Professor Mark Brown
National Institute for Digital Learning
Dublin City University
Opportunities and Threats of the MOOC
...
http://www.icde.org
http://www.nmc.org/
Professor Mark Brown
National Institute for Digital Learning
Dublin City University
Opportunities and Threats of the MOOC
...
Gaebel, M., Kupriyanova, V., Morais, R. &
Colucci, E. (2014). E-learning in European
Higher Education Institutions: Result...
John Pilger reminds us that despite huge
advancements in technology over the last
50 years, the wealth gap between
develop...
Opening up education through online learning is…
Opportunities and Threats of the MOOC
Movement for Higher Education:
A European Perspective
1. Images of the present
2. Kaleidoscope of competing images
3. Focusing on preferred images for the future
Opportunities ...
“The MOOC movement is political”
Central point…
“An educational change is neither natural nor
normal, constant nor common as it involves a
deeper struggle over who will w...
1. Images of the present…
1. Images of the present…
457 newspaper articles
published between 2011 and
2013 in Australia, United
Kingdom and United States.
Selwyn, N., & Bulfin, S. (2014). The discursive construction of MOOCs as educational opportunity
and educational threat. M...
Almost 4000 articles from 591
news sources from around the
world, with close to 50%
reduction in media stories in
2014 fro...
White, S, Urrutia, L., Manuel & White, S. (2015). MOOCs inside universities: an analysis of MOOC
discourse as represented ...
White, S, Urrutia, L., Manuel & White, S. (2015). MOOCs inside universities: an analysis of MOOC
discourse as represented ...
• When did the first MOOC-related story appear in
the Irish media?
QUESTION…
QUESTION…
Answer… 2011
• When did the first MOOC-related story appear in
the Irish media?
15th May 2012 – 1st mention of MOOC
2012 2013 2014 2015 Total
Number
of stories
1 24 39 11
(33)
77
Brown, M., Costello, E., Donlon, E., Nic Giollamhichil, M.,...
2%
20%
78%
Stance Adopted…
Negative
Neutral
Positive
2012 2013 2014 2015 Total
Number
of stories
1 24 39 11
(33)
77
Prelim...
Elite
73%
Non Elite
27%
Institutional Status…
2012 2013 2014 2015 Total
Number
of stories
1 24 39 11
(33)
77
Preliminary F...
Executive Summary
Recommendation
6. “National funding frameworks should create
incentives, especially in the context of new
forms of perform...
Key paradox…
“There is also almost no understanding of
the private and social benefits of distance
and online education in comparison w...
2. Kaleidoscope of competing images
2. Kaleidoscope of competing images
MOOCs
• Who is creating the image
and why?
• What are we being told
about the image?
• What is missing from the
image?
• What im...
• a type of marketing
• an academic labor policy
• a kind of entertainment media
• an expression of Silicon Valley values
...
Another colonialist tool?
http://www.parlorpress.com/invasion_of_the_moocs
https://about.futurelearn.com/press-releases/futurelearn-delivers-the-largest-mooc-ever-as-nearly-400000-learners-convene-...
“UK MOOC snatches world
record for sign-ups. UK quality
beating US $$?”
Major Competing Lenses
Learning Society
Knowledge Economy
Major Competing Lenses
Learning Society
Knowledge Economy
Trans Pacific
Partnership (TTP)
Transatlantic Trade &
Investment...
“…We risk being left
behind as other parts of
the world act more nimbly
in garnering the benefits
of technology” (p.6).
https://iversity.org/en/pages/survey-results-web-skills
"This is a major opportunity for the Irish economy
to become involved with a company that employs
300,000 people worldwide...
"This is a major opportunity for the Irish economy
to become involved with a company that employs
300,000 people worldwide...
• Open learning
• Online learning
• Anytime, anywhere learning
E-learning •
Digital learning •
Technology-enhanced learnin...
• Open learning
• Online learning
• Anytime, anywhere learning
Reproduction
• Mass education
• Quality standards
• Educati...
• Open learning
• Online learning
• Anytime, anywhere learning
ReschoolingReproduction
• Monolingual
• Learning for all
• ...
• Open learning
• Online learning
• Anytime, anywhere learning
ReschoolingReproduction
Learning Society
Knowledge Economy
...
• Open learning
• Online learning
• Anytime, anywhere learning
Deschooling
ReschoolingReproduction
• Monolingual
• Learnin...
• Open learning
• Online learning
• Anytime, anywhere learning
Deschooling
ReschoolingReproduction
• Monolingual
• Learnin...
Reconceptualist
• Open learning
• Online learning
• Anytime, anywhere learning
Deschooling
ReschoolingReproduction
• Monol...
Reconceptualist
• Open learning
• Online learning
• Anytime, anywhere learning
Deschooling
ReschoolingReproduction
• Monol...
LEARNING
TO BE
LEARNING
TO KNOW
LEARNING
TO DO
LEARNING
TO LIVE
TOGETHER
Digital
Capability
Digital
Inclusion
Digital
Citi...
LEARNING
TO BE
LEARNING
TO KNOW
LEARNING
TO DO
LEARNING
TO LIVE
TOGETHER
Digital
Capability
Digital
Inclusion
Digital
Citi...
How
well is
Europe
doing?
https://www.bertelsmann-stiftung.de/de/publikationen/publikation/did/making-lifelong-learning-ta...
3. Focusing on preferred images
for the future
“All education springs from images of the
future and all education creates images of the
future. Thus all education, wheth...
What type
of education
system do we want
MOOCs
to serve in the future?
Key question…
• Personal
• Knowledge
• Economic
• Social
What are our preferred
scenarios for the future?
Aims&Purpose
ofHigherEducation
Disruptive Business Models
Conventional Business Models
StandardisedCourses
CustomisedCourses
Scenario 3 Scenario 4
Scenar...
Disruptive Business Models
Conventional Business Models
StandardisedCourses
CustomisedCourses
Scenario 3 Scenario 4
Scenar...
Conclusion…
Conclusion…
• Is political work
Conclusion…
• Is political work
• MOOCs are a gift
Conclusion…
• Is political work
• MOOCs are a gift
• Where do we want to end up?
“MOOCs should
be in the service of
big ideas, not as
a big idea in itself”
(Brown & Costello, 2015;
adapted from Barnett, ...
Thank
You!
Contact details…
www.dcu.ie/nidlmark.brown@dcu.ie
@mbrownz www.slideshare.net/mbrownz
Presentation at 'How Europe Seizes the Opportunities Offered by MOOCs', HOME Project Pre-Conference Workshop, European Dis...
Presentation at 'How Europe Seizes the Opportunities Offered by MOOCs', HOME Project Pre-Conference Workshop, European Dis...
Presentation at 'How Europe Seizes the Opportunities Offered by MOOCs', HOME Project Pre-Conference Workshop, European Dis...
Presentation at 'How Europe Seizes the Opportunities Offered by MOOCs', HOME Project Pre-Conference Workshop, European Dis...
Presentation at 'How Europe Seizes the Opportunities Offered by MOOCs', HOME Project Pre-Conference Workshop, European Dis...
Presentation at 'How Europe Seizes the Opportunities Offered by MOOCs', HOME Project Pre-Conference Workshop, European Dis...
Presentation at 'How Europe Seizes the Opportunities Offered by MOOCs', HOME Project Pre-Conference Workshop, European Dis...
Presentation at 'How Europe Seizes the Opportunities Offered by MOOCs', HOME Project Pre-Conference Workshop, European Dis...
Presentation at 'How Europe Seizes the Opportunities Offered by MOOCs', HOME Project Pre-Conference Workshop, European Dis...
Presentation at 'How Europe Seizes the Opportunities Offered by MOOCs', HOME Project Pre-Conference Workshop, European Dis...
Upcoming SlideShare
Loading in …5
×

Presentation at 'How Europe Seizes the Opportunities Offered by MOOCs', HOME Project Pre-Conference Workshop, European Distance and e-Learning Network (EDEN) Conference, Barcelona, 9th June.

842 views

Published on

Presentation at 'How Europe Seizes the Opportunities Offered by MOOCs', HOME Project Pre-Conference Workshop, European Distance and e-Learning Network (EDEN) Conference, Barcelona, 9th June.

Published in: Education
  • Be the first to comment

Presentation at 'How Europe Seizes the Opportunities Offered by MOOCs', HOME Project Pre-Conference Workshop, European Distance and e-Learning Network (EDEN) Conference, Barcelona, 9th June.

  1. 1. Professor Mark Brown National Institute for Digital Learning Dublin City University Opportunities and Threats of the MOOC Movement for Higher Education: A European Perspective HOME Project Master Class, Barcelona 9th May 2015
  2. 2. http://www.icde.org
  3. 3. http://www.nmc.org/
  4. 4. Professor Mark Brown National Institute for Digital Learning Dublin City University Opportunities and Threats of the MOOC Movement for Higher Education: A European Perspective HOME Project Master Class, Barcelona 9th May 2015
  5. 5. Gaebel, M., Kupriyanova, V., Morais, R. & Colucci, E. (2014). E-learning in European Higher Education Institutions: Results of a mapping survey conducted in October- December 2013. Jansen, D. & Schuwer, R. (2015). Institutional MOOC strategies in Europe Status report based on a mapping survey conducted in October - December 2014. EADTU – HOME project
  6. 6. John Pilger reminds us that despite huge advancements in technology over the last 50 years, the wealth gap between developed and developing countries has more than doubled.
  7. 7. Opening up education through online learning is…
  8. 8. Opportunities and Threats of the MOOC Movement for Higher Education: A European Perspective
  9. 9. 1. Images of the present 2. Kaleidoscope of competing images 3. Focusing on preferred images for the future Opportunities and Threats of the MOOC Movement for Higher Education: A European Perspective
  10. 10. “The MOOC movement is political” Central point…
  11. 11. “An educational change is neither natural nor normal, constant nor common as it involves a deeper struggle over who will win control of the curriculum” (Evans, 1996, p.25).
  12. 12. 1. Images of the present…
  13. 13. 1. Images of the present…
  14. 14. 457 newspaper articles published between 2011 and 2013 in Australia, United Kingdom and United States.
  15. 15. Selwyn, N., & Bulfin, S. (2014). The discursive construction of MOOCs as educational opportunity and educational threat. Monash University.
  16. 16. Almost 4000 articles from 591 news sources from around the world, with close to 50% reduction in media stories in 2014 from peak of 2013.
  17. 17. White, S, Urrutia, L., Manuel & White, S. (2015). MOOCs inside universities: an analysis of MOOC discourse as represented in HE magazines. In CSEDU 2015 7th International Conference on Computer Supported Education, Lisbon, PT, 23 - 25 May 2015. 8pp.
  18. 18. White, S, Urrutia, L., Manuel & White, S. (2015). MOOCs inside universities: an analysis of MOOC discourse as represented in HE magazines. In CSEDU 2015 7th International Conference on Computer Supported Education, Lisbon, PT, 23 - 25 May 2015. 8pp. 106 Articles in… • Times Higher Education • Inside Higher Education • Chronicle of Higher Education
  19. 19. • When did the first MOOC-related story appear in the Irish media? QUESTION…
  20. 20. QUESTION… Answer… 2011 • When did the first MOOC-related story appear in the Irish media?
  21. 21. 15th May 2012 – 1st mention of MOOC
  22. 22. 2012 2013 2014 2015 Total Number of stories 1 24 39 11 (33) 77 Brown, M., Costello, E., Donlon, E., Nic Giollamhichil, M., Kirwan, C. (2015). MOOCs in Irish media: Messages behind the story. Presentation at Opening Up Education: National MOOC Symposium, Dublin City University, Dublin, 1st May.
  23. 23. 2% 20% 78% Stance Adopted… Negative Neutral Positive 2012 2013 2014 2015 Total Number of stories 1 24 39 11 (33) 77 Preliminary Findings
  24. 24. Elite 73% Non Elite 27% Institutional Status… 2012 2013 2014 2015 Total Number of stories 1 24 39 11 (33) 77 Preliminary Findings
  25. 25. Executive Summary
  26. 26. Recommendation 6. “National funding frameworks should create incentives, especially in the context of new forms of performance-based funding, for higher education institutions to open up education, to develop more flexible modes of delivery and to diversify their student population.”
  27. 27. Key paradox…
  28. 28. “There is also almost no understanding of the private and social benefits of distance and online education in comparison with those of face-to-face education” (Rumble, 2014, p.208). Key paradox…
  29. 29. 2. Kaleidoscope of competing images
  30. 30. 2. Kaleidoscope of competing images MOOCs
  31. 31. • Who is creating the image and why? • What are we being told about the image? • What is missing from the image? • What images are not being created? 2. Kaleidoscope of competing images MOOCs
  32. 32. • a type of marketing • an academic labor policy • a kind of entertainment media • an expression of Silicon Valley values • a financial policy for higher education MOOCs are… Peters, M. (2013). Massive Open Online Courses and Beyond: the Revolution to Come. Truthout, August 17
  33. 33. Another colonialist tool? http://www.parlorpress.com/invasion_of_the_moocs
  34. 34. https://about.futurelearn.com/press-releases/futurelearn-delivers-the-largest-mooc-ever-as-nearly-400000-learners-convene-for-english-language-learning/
  35. 35. “UK MOOC snatches world record for sign-ups. UK quality beating US $$?”
  36. 36. Major Competing Lenses Learning Society Knowledge Economy
  37. 37. Major Competing Lenses Learning Society Knowledge Economy Trans Pacific Partnership (TTP) Transatlantic Trade & Investment Partnership (TTIP) GlobalizationCommoditization
  38. 38. “…We risk being left behind as other parts of the world act more nimbly in garnering the benefits of technology” (p.6).
  39. 39. https://iversity.org/en/pages/survey-results-web-skills
  40. 40. "This is a major opportunity for the Irish economy to become involved with a company that employs 300,000 people worldwide and has a turnover of $15bn.”
  41. 41. "This is a major opportunity for the Irish economy to become involved with a company that employs 300,000 people worldwide and has a turnover of $15bn.” “As Chandra told the heads of the Universities and IOTs in Dublin this week, we are talking about building an entire economy based on Irish education. These are wise words from a man whose company's exports are worth more to the Indian economy than their total oil imports.”
  42. 42. • Open learning • Online learning • Anytime, anywhere learning E-learning • Digital learning • Technology-enhanced learning • Learning Society Knowledge Economy Different interest groups and stakeholders borrow the same ‘language of persuasion’ to legitimize their own hegemonic agenda Major Competing Lenses
  43. 43. • Open learning • Online learning • Anytime, anywhere learning Reproduction • Mass education • Quality standards • Education as commodity • Increased market competition Learning Society Knowledge Economy E-learning • Digital learning • Technology-enhanced learning • Different interest groups and stakeholders borrow the same ‘language of persuasion’ to legitimize their own hegemonic agenda Major Competing Lenses
  44. 44. • Open learning • Online learning • Anytime, anywhere learning ReschoolingReproduction • Monolingual • Learning for all • Global curriculum • Education in change • Mass education • Quality standards • Education as commodity • Increased market competition Learning Society Knowledge Economy E-learning • Digital learning • Technology-enhanced learning • Different interest groups and stakeholders borrow the same ‘language of persuasion’ to legitimize their own hegemonic agenda Major Competing Lenses
  45. 45. • Open learning • Online learning • Anytime, anywhere learning ReschoolingReproduction Learning Society Knowledge Economy E-learning • Digital learning • Technology-enhanced learning • Different interest groups and stakeholders borrow the same ‘language of persuasion’ to legitimize their own hegemonic agenda Major Competing Lenses Coursera FutureLearn
  46. 46. • Open learning • Online learning • Anytime, anywhere learning Deschooling ReschoolingReproduction • Monolingual • Learning for all • Global curriculum • Education in change • Mass education • Quality standards • Education as commodity • Increased market competition • Democratic • Open access • Learning webs • Unbundling learning Learning Society Knowledge Economy E-learning • Digital learning • Technology-enhanced learning • Different interest groups and stakeholders borrow the same ‘language of persuasion’ to legitimize their own hegemonic agenda Major Competing Lenses
  47. 47. • Open learning • Online learning • Anytime, anywhere learning Deschooling ReschoolingReproduction • Monolingual • Learning for all • Global curriculum • Education in change • Mass education • Quality standards • Education as commodity • Increased market competition Learning Society Knowledge Economy E-learning • Digital learning • Technology-enhanced learning • Different interest groups and stakeholders borrow the same ‘language of persuasion’ to legitimize their own hegemonic agenda Major Competing Lenses OERu
  48. 48. Reconceptualist • Open learning • Online learning • Anytime, anywhere learning Deschooling ReschoolingReproduction • Monolingual • Learning for all • Global curriculum • Education in change • Diversity • Just society • Wicked problems • Education for change • Mass education • Quality standards • Education as commodity • Increased market competition • Democratic • Open access • Learning webs • Unbundling learning Learning Society Knowledge Economy E-learning • Digital learning • Technology-enhanced learning • Different interest groups and stakeholders borrow the same ‘language of persuasion’ to legitimize their own hegemonic agenda Major Competing Lenses
  49. 49. Reconceptualist • Open learning • Online learning • Anytime, anywhere learning Deschooling ReschoolingReproduction • Monolingual • Learning for all • Global curriculum • Education in change • Mass education • Quality standards • Education as commodity • Increased market competition • Democratic • Open access • Learning webs • Unbundling learning Learning Society Knowledge Economy E-learning • Digital learning • Technology-enhanced learning • Different interest groups and stakeholders borrow the same ‘language of persuasion’ to legitimize their own hegemonic agenda Major Competing Lenses OpenupEd
  50. 50. LEARNING TO BE LEARNING TO KNOW LEARNING TO DO LEARNING TO LIVE TOGETHER Digital Capability Digital Inclusion Digital Citizenship RECONCEPTUALIST FRAMEWORK FOR MOOCs Fundamental Principles for Opening Up Education
  51. 51. LEARNING TO BE LEARNING TO KNOW LEARNING TO DO LEARNING TO LIVE TOGETHER Digital Capability Digital Inclusion Digital Citizenship RECONCEPTUALIST FRAMEWORK FOR MOOCs Fundamental Principles for Opening Up Education
  52. 52. How well is Europe doing? https://www.bertelsmann-stiftung.de/de/publikationen/publikation/did/making-lifelong-learning-tangible/
  53. 53. 3. Focusing on preferred images for the future
  54. 54. “All education springs from images of the future and all education creates images of the future. Thus all education, whether so intended or not, is a preparation for the future. Unless we understand the future for which we are preparing we may do tragic damage to those we teach.” (Toffler, 1974). 3. Focusing on preferred images for the future
  55. 55. What type of education system do we want MOOCs to serve in the future? Key question…
  56. 56. • Personal • Knowledge • Economic • Social What are our preferred scenarios for the future? Aims&Purpose ofHigherEducation
  57. 57. Disruptive Business Models Conventional Business Models StandardisedCourses CustomisedCourses Scenario 3 Scenario 4 Scenario 1 Scenario 2
  58. 58. Disruptive Business Models Conventional Business Models StandardisedCourses CustomisedCourses Scenario 3 Scenario 4 Scenario 1 Scenario 2 DCU Connected
  59. 59. Conclusion…
  60. 60. Conclusion… • Is political work
  61. 61. Conclusion… • Is political work • MOOCs are a gift
  62. 62. Conclusion… • Is political work • MOOCs are a gift • Where do we want to end up?
  63. 63. “MOOCs should be in the service of big ideas, not as a big idea in itself” (Brown & Costello, 2015; adapted from Barnett, 2011). Final point…
  64. 64. Thank You!
  65. 65. Contact details… www.dcu.ie/nidlmark.brown@dcu.ie @mbrownz www.slideshare.net/mbrownz

×