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Why Institutions Adopt MOOCs: Breaking Down Traditional Barriers or Reproducing Privilege?

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Presentation at the Association for Learning Technology Annual Conference (ALT-C), Manchester, 8th September, 2015.

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Why Institutions Adopt MOOCs: Breaking Down Traditional Barriers or Reproducing Privilege?

  1. 1. Why Institutions Adopt MOOCs: Breaking Down Traditional Barriers or Reproducing Privilege? ALT Annual Conference 2015 8th September 2015 Mark Brown, Eamon Costello, Enda Donlon & Mairead Nic Giolla Mhichil
  2. 2. Outline 1. Literature review 2. The DCU drivers 3. Platform deliberations Why Institutions Adopt MOOCs:
  3. 3. 1. Literature review
  4. 4. Allan, I., & Seaman, J. (2015). Grade Level: Tracking Online Education in the United States. 1. Literature review
  5. 5. Jensen, D., & Schuwer, R. (2015). Institutional MOOC strategies in Europe: Status report based on a mapping survey conducted in October – December 2014. 1. Literature review
  6. 6. 1. Literature review
  7. 7. 1. Literature review
  8. 8. • e-learning policy a vehicle for curriculum redesign • emphasis on internal curriculum redesign and transformation of the student learning experience was a core rationale • Desire to capitalise on promotional opportunities but at the same time a reticence around wholly embracing the phenomenon • Absence of access-driven concerns in university policy despite prominence of the goal of widening participation in broader public debate O’Connor, K. (2014). MOOCs, institutional policy and change dynamics in higher education. Higher Education, 68 (5), 623-635. 1. Literature review
  9. 9. Gap in the Literature 1. Literature review
  10. 10. 2. The DCU drivers…
  11. 11. A modern digital-era university for the 21st Century 2. The DCU drivers…
  12. 12. http://en.wikipedia.org/wiki/Massive_open_online_course 2. The DCU drivers…
  13. 13. “To transform lives and societies through education, research and innovation” 2. The DCU drivers…
  14. 14. 2. The DCU drivers…
  15. 15. Building on a long history 2. The DCU drivers…
  16. 16. 2. The DCU drivers…
  17. 17. #moocposium2015 2. The DCU drivers…
  18. 18. 2. The DCU drivers…
  19. 19. Our Main Drivers 2. The DCU drivers…
  20. 20. • Extending Access • Fostering Culture of Innovation • Promoting Curriculum Renewal 1st Our Main Drivers 2. The DCU drivers…
  21. 21. Our Main Drivers • Establishing International Brand • Showcasing World-class Programs • Building New Partnerships and International Reputation as a Top Young University 2nd 2. The DCU drivers…
  22. 22. Our Main Drivers • Assisting Prospective Students in their Course Selection • Promoting Online Readiness, Academic Capital and Student Success 3rd 2. The DCU drivers…
  23. 23. Our Main Drivers • Promoting an Open Philosophy • Supporting Research on New Models of Teaching and Learning • Shaping Direction of Future Developments in Higher Education 4th 2. The DCU drivers…
  24. 24. 3. Platform Deliberations…
  25. 25. - Open2Study - ALISION - Moodle - EdX - OER universitas - Udemy - Iversity - OpenUpEd - FutureLearn Options… 3. Platform Deliberations…
  26. 26. 3. Platform Deliberations…
  27. 27. Strong Pedagogical Community LowBrandAwareness HighBrandAwareness Weak Pedagogical Community 3. Platform Deliberations…
  28. 28. Strong Pedagogical Community LowBrandAwareness HighBrandAwareness Weak Pedagogical Community 3. Platform Deliberations…
  29. 29. Strong Pedagogical Community Weak Pedagogical Community InconsistentDesign ConsistentDesign 3. Platform Deliberations…
  30. 30. Strong Pedagogical Community InconsistentDesign ConsistentDesign Weak Pedagogical Community 3. Platform Deliberations…
  31. 31. Open to Shaping Closed to Shaping InconsistentDesign ConsistentDesign 3. Platform Deliberations…
  32. 32. Open to Shaping Closed to Shaping InconsistentDesign ConsistentDesign 3. Platform Deliberations…
  33. 33. ? Open to Shaping Closed to Shaping InconsistentDesign ConsistentDesign 3. Platform Deliberations…
  34. 34. #moocsym2015 http://en.wikipedia.org/wiki/Massive_open_online_course 3. Platform Deliberations…
  35. 35. • 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? Key questions… 3. Platform Deliberations…
  36. 36. • 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? Key questions… 3. Platform Deliberations…
  37. 37. Key Questions Future Learn Open 2Study Open UpEd Open EdX Moodle Udemy How technically fit for purpose is the platform? (3 x 3) = 9 (3 x 3) = 9 (0 x 3) = 0 (3 x 3) = 9 (2 x 3) = 6 (1 x 3) = 3 How pedagogically fit for purpose is the platform? (3 x 3) = 9 (3 x 3) = 9 (1 x 3) = 3 (3 x 3) = 9 (3 x 3) = 6 (1 x 3) = 3 How confident are you in the sustainability of the platform? (2 x 2) = 4 (1 x 2) = 2 (1 x 2) = 2 (1 x 2) = 2 (1 x 2) = 2 (1 x 2) = 2 How reputable are the partners associated with the platform? (3 x 3) = 9 (2 x 3) = 6 (2 x 3) = 6 (3 x 3) = 9 (1 x 3) = 3 (0 x 3) = 0 How strong is the pedagogical community supporting innovation through the platform? (3 x 3) = 9 (1 x 3) = 2 (2 x 3) = 6 (2 x 3) = 6 (2 x 3) = 6 (0 x 3) = 0 Total 3. Platform Deliberations…
  38. 38. 3. Platform Deliberations… New platform… • 3 x MOOCs for 2016 • 1 x MOOC for Student Success • Other MOOCs still being discussed
  39. 39. CONCLUSION
  40. 40. CONCLUSION In sum… 1. Understand your drivers 2. Your money needs to be on the mission 3. Sum of the whole is greater than the individual parts
  41. 41. CONCLUSION “MOOCs should be in the service of big ideas, not as a big idea in itself” (Brown & Costello, 2015; adapted from Barnett, 2011). Final comment…
  42. 42. Questions… “A prudent question is one-half of wisdom” Francis Bacon http://www.slideshare.net/mbrownz
  43. 43. Contact Details mark.brown@dcu.ie @mbrownz http://www.slideshare.net/mbrownz eamon.costello@dcu.ie @eam0

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