"MOOCs and their global impacts" at International Seminar on “The Future of MOOCs and Digital Library in Japan and the Globe”, February 24, 2013
This document discusses MOOCs and their potential impacts on global higher education. It notes that MOOCs emerged in 2012 as a possible solution to problems in the US higher education system like rising costs and lack of accessibility. However, MOOCs also threaten the existing "factory model" of universities that treats students as consumers. While MOOCs must be free, revenue models like commercial sponsorship, open licensing, and freemium options may allow their sustainable operation. MOOCs could accelerate changes already underway in higher education and globalization may spread their influence, though barriers exist in some countries like Japan. Overall, MOOCs represent significant challenges to the current university system.
On the Corporate MOOC conference held in Hong Kong, June 1, 2015, Professor T.C. Pong, of HKUST, gave this speech on how analytics contribute to the imporvement of the learning experience.
On the Corporate MOOC conference held in Hong Kong, June 1, 2015, Professor T.C. Pong, of HKUST, gave this speech on how analytics contribute to the imporvement of the learning experience.
This digital artefact has been created for the Massive Open Online Course (MOOC) E-Learning and 'Digital Cultures' from the University of Edinburgh which was delivered through www.coursera.org.
Methods and Models of MOOCs Integration in Traditional Higher EducationDiana Andone
Methods and Models of MOOCs Integration in Traditional Higher Education presentation by Diana Andone at "WOW! Europe Embraces MOOCs" Workshop organised by EDATU part of HOME project in Rome 30 November 2015
Coursera Impact Revealed: Learner Outcomes in Open Online CoursesCoursera
An inaugural study of career and educational outcomes for learners in open online courses conducted by researchers at Coursera, University of Pennsylvania, and University of Washington.
Keynote The Arkansas Distance Learning Association (ARDLA) icdeslides
Keynote The Arkansas Distance Learning Association (ARDLA), 10 October 2012.
Introduction on ICDE an main paradox regarding ODL
Higher education – a goldmine
Global context, need for HE, need for jobs
Opportunities, trends and disruptive initiatives - Open and online
Paradoxes
The users demand
System failure - global failure
A wake up call for governments - a shake up of universities
Conclusion
Presentation on my research into the status of VLEs in UK schools to the BETT Show 2008. Not attempting to provide examples of 'best practice' but rather to publicise the present variation and need for action.
These slides use concepts from my (Jeff Funk) course entitled Biz Models for Hi-Tech Products to analyze the business model for Coursera. Coursera offers massive open online courses and thus challenges the current business models of most universities. It offers these online courses to its students and to the students of other universities. By using courses that have been developed by universities and other organizations and by offering these courses to thousands if not millions of potential customers, Coursera has much lower costs per course and per student than do conventional universities. These slides analyze the challenges for Coursera and the potential solutions in the form of customer selection, value proposition, and method of value capture.
Moocs Impact in Higher Education Institution: A Pilot Study In Indian ContextIJERA Editor
Massive Open Online Courses (MOOCs) was developed in 2008 in US. Soon after that in 2011 MOOCs introduced at Stanford University. Year 2011 was a turning point in e-learning methodologies. MOOCs have given an open challenge to all current methods of higher education system such as on-line training, open learning methods, distance education system etc. MOOCs have high potential of acceptability among all kind of learners. MOOCs have become a label for many recent course initiatives from higher education institution. In the present paper the authors have made a through study on MOOCs methods and its impact on higher education institution. The authors have also tried to explore the impact of MOOCs in Indian higher education institution.
The European MOOC Consortium (EMC) launches a Common Microcredential Framewor...eraser Juan José Calderón
The European MOOC Consortium (EMC) launches a Common Microcredential Framework (CMF) to create portable credentials for lifelong learners . #CMF @FunMooc @FutureLearn @miriadax @EduopenNetwork @OpenupEd
Partnership campuses - a global key trend?Anders Norberg
A presentation of partnership campuses, multi-institutional campuses, multi-university campuses as a global trend. From a presentation for Seinäjoki University Consortium Forum, Conference, Sept 23rd, 2011 by me, Anders Norberg, Campus Skellefteå, Sweden.
This digital artefact has been created for the Massive Open Online Course (MOOC) E-Learning and 'Digital Cultures' from the University of Edinburgh which was delivered through www.coursera.org.
Methods and Models of MOOCs Integration in Traditional Higher EducationDiana Andone
Methods and Models of MOOCs Integration in Traditional Higher Education presentation by Diana Andone at "WOW! Europe Embraces MOOCs" Workshop organised by EDATU part of HOME project in Rome 30 November 2015
Coursera Impact Revealed: Learner Outcomes in Open Online CoursesCoursera
An inaugural study of career and educational outcomes for learners in open online courses conducted by researchers at Coursera, University of Pennsylvania, and University of Washington.
Keynote The Arkansas Distance Learning Association (ARDLA) icdeslides
Keynote The Arkansas Distance Learning Association (ARDLA), 10 October 2012.
Introduction on ICDE an main paradox regarding ODL
Higher education – a goldmine
Global context, need for HE, need for jobs
Opportunities, trends and disruptive initiatives - Open and online
Paradoxes
The users demand
System failure - global failure
A wake up call for governments - a shake up of universities
Conclusion
Presentation on my research into the status of VLEs in UK schools to the BETT Show 2008. Not attempting to provide examples of 'best practice' but rather to publicise the present variation and need for action.
These slides use concepts from my (Jeff Funk) course entitled Biz Models for Hi-Tech Products to analyze the business model for Coursera. Coursera offers massive open online courses and thus challenges the current business models of most universities. It offers these online courses to its students and to the students of other universities. By using courses that have been developed by universities and other organizations and by offering these courses to thousands if not millions of potential customers, Coursera has much lower costs per course and per student than do conventional universities. These slides analyze the challenges for Coursera and the potential solutions in the form of customer selection, value proposition, and method of value capture.
Moocs Impact in Higher Education Institution: A Pilot Study In Indian ContextIJERA Editor
Massive Open Online Courses (MOOCs) was developed in 2008 in US. Soon after that in 2011 MOOCs introduced at Stanford University. Year 2011 was a turning point in e-learning methodologies. MOOCs have given an open challenge to all current methods of higher education system such as on-line training, open learning methods, distance education system etc. MOOCs have high potential of acceptability among all kind of learners. MOOCs have become a label for many recent course initiatives from higher education institution. In the present paper the authors have made a through study on MOOCs methods and its impact on higher education institution. The authors have also tried to explore the impact of MOOCs in Indian higher education institution.
The European MOOC Consortium (EMC) launches a Common Microcredential Framewor...eraser Juan José Calderón
The European MOOC Consortium (EMC) launches a Common Microcredential Framework (CMF) to create portable credentials for lifelong learners . #CMF @FunMooc @FutureLearn @miriadax @EduopenNetwork @OpenupEd
Partnership campuses - a global key trend?Anders Norberg
A presentation of partnership campuses, multi-institutional campuses, multi-university campuses as a global trend. From a presentation for Seinäjoki University Consortium Forum, Conference, Sept 23rd, 2011 by me, Anders Norberg, Campus Skellefteå, Sweden.
Expectations from open science - Shared and unshared challenges for Europe ...Syun Tutiya
At the Symposium on Open Access policies by HORIZON 2020 and international issues regarding open science -Common scholarly communication issues shared by Europe and Japan and the role of university libraries- Kobe University, October 14, 2015
112112 japanese scholarlypubinjapanese_at_libraryfair.pptx
Similar to "MOOCs and their global impacts" at International Seminar on “The Future of MOOCs and Digital Library in Japan and the Globe”, February 24, 2013
MOOCs for Opening Up Education
The role of Quality and Openness
Used at Masterclass MESI - 24 September 2014
Some slides used at ICDE-MESI Conference – panel 27 September 2014
African Perspective on The Global Trends in Open, Distance and Online Learnin...icdeslides
This presentation is about trends in ODL in an African perspective. Education and learning is probably that single thing that has the greatest impact on humans and societies, in particular in a long term perspective.
Higher education is increasing more rapid than ever, and Africa is a hot spot for future HE. Africa is lagging compared with richer parts of the world, but is catching up faster than many would have believed. However, better integration between education and economic value chains has to be more in focus.
For the post 2015 education agenda Quality Open Education Resources and ODL can make dreams come through. In fact, without OER and ODL, dreams about quality education for all might end up as wishful thinking.
Not all that shines is gold, and the MOOC hype has been replaced by a good portion scepticism in particular regarding target groups, lack of student success and learning outcomes. However, the driving forces for open knowledge are so strong that we again and again will se waves of innovations riding on online learning and mobile broadband, where Africa will through time will catch up and close the digital gap.
Teachers and teachers trainers is the key to educational success for Africa, and competencies and capability to provide quality ODL will be in the core. "If you want to go quickly, go alone. If you want to go far, go together”, an old African proverb says. And ICDE is prepared to go far together with ACDE.
Presentation of Paul Bacsich, EDEN Fellow, Matic Media Ltd and Sero Consulting Ltd, for the Open Education Week's first day webinar on "Education 2030 – Open knowledge, skills, attitudes and values in Europe and the world" - 4 March 2019
Recordings of the discussion are available: https://eden-online.adobeconnect.com/pdu1u75yqba1/
This presentation is intended for UPCEA members who are involved in helping their institutions determine whether to offer or continue to offer MOOCs. It draws on the experience of UC Irvine, an early member of Coursera, which has over ten years of experience in OpenCourseWare (OCW) and Open Educational Resources (OER). To begin, the presentation establishes the context for a full understanding of MOOCS, why they developed, what impact they have had so far, and what their effect might be on higher education and the world, but absent the hype and hyperbole that characterizes current discussions around MOOCS. The advantages and disadvantages of being involved with MOOCs and some strategic reasons to engage in MOOCs will be presented, using illustrations from the UCI experience.
MoocS IN INDIA AND ITS PROSPECTIVE. GOALS PIYUSH SHARMA
MOOCS PROSPECTIVES IN INDIA, MOOCS IN HIGHER EDUCATION, MOOCS PROVIDERS, WHY ARE MOOCS DIFFERENT FROM DISTANCE LEARNING, MOOCS GOAL, MOOCS VISION, MOOCS WHAT HAPPENS TODAY, HISTORY OF MOOCS, MOOCS STAND FOR,
What is MOOC?
The term “MOOC” (Massive Open Online Course) was coined by David Cormier in 2008 (Cormier & Siemens, 2010) to describe a twelve-week online course, Connectivism and Connected Knowledge, designed by George Siemens and Stephen Downes and offered at the University of Manitoba, Canada, in Fall semester 2008.
Massive Open Online Courses (MOOCs) are courses provided over the Internet. They are provided free of charge to a large number of people and are accessed by the user logging into a website and signing up. MOOCs differ from traditional university studies, firstly by their open access. As a point of departure, participation merely requires an Internet connection. Secondly, MOOCs are characterized by scalability; the courses are organized so that they can easily be scaled in line with the number of participants.
Slides used during webinar on strategies of higher education institutions on open education.
Held on 11 March 2015 during Masterclass "Towards open educational processes and practices"
http://portal.ou.nl/en/web/masterclass-ow-050216/introduction/-/wiki/Main/Programme
Darco Jansen gave a presentation on 20 May 2016 about HE institutions strategies on Open Eduaction at International Conference on Smart Learning Ecosystems and Regional Development. Based on several surveys he demonstrated that Europe is strongly involved in MOOCs and Open education compared to the US. Darco elaborated on the role of regional support centers for Open education in stimulating smart learning ecosystems and smart cities. The development of these support center is presently stimulated by the SCORE2020 project.
Df e rr355_-_opportunities_for_moo_cs_in_schools_finalIan Koxvold
We at Cairneagle recently wrote a research report for the DfE on the opportunities for MOOCs in compulsory age learning (secondary schools). It includes a potted history of MOOCs, analysis of their components, and an assessment of where and how they might best be deployed.
This presentation at the Hellenic Open University Symposium on Open Universities in November 2015 sets out an argument for concern that the forward march of open universities in Europe may be threatened. The need for capacity for Higher Education in the developing countries, proposed by the UN Sustainable Development Goals, will need a radical transformation of quality and student success in order for ODEL and open universities to play a full role.
GUIDE Association 2013: Competency-Based Education - Leveraging educational t...Margaret Korosec
Competency-based education is gaining momentum in the United States. In Europe, however, the Bologna Accord with time-based / seat-time mandates restricts the growth and acceptance of new models of education that may help address economic needs. This presentation shares existing models of higher education that are addressing the needs of the markets they are in and provides ideas for how new models could fit within the European context.
This was a course assignment when I was studying at FPT University where we had chances to talk about what we were interested in in front of the class. I was dreaming of a MOOC platform for Vietnamese during that time. I hope that these slides from my coursework will be useful for those who are looking for an overview of MOOCs, or attempt to do business with it. Also on the ending slide, I talked about my personal idea for running a Mooc platform. Sit down and enjoy!
Similar to "MOOCs and their global impacts" at International Seminar on “The Future of MOOCs and Digital Library in Japan and the Globe”, February 24, 2013 (20)
Japan's third phase of quality assurance in the context of international comm...Syun Tutiya
Slides for the talk at "Global Summit on Quality Education Sharing Values ad Fostering Trust Beyond Borders, hosted by NAAC, India, held in Bengarulu on September 16, 2016
The ”Asian” Future of Open Access
Syun Tutiya
The National Institution for Academic Degrees and University Evaluation
for the 5th SPARC Japan Seminar 2013 ”Winds of Change: The Past, Present, and Future of Open Access in Asia,” at NII on February 7, 2014
Talk in Japanese, slides in English. This uploaded version is stylistically slightly emended afterwards
Changes, or symptoms thereof, in scholarly communication in Japan, at Singapo...
"MOOCs and their global impacts" at International Seminar on “The Future of MOOCs and Digital Library in Japan and the Globe”, February 24, 2013
1. MOOCsとその大域的影響
MOOCs and their global impacts
(slides in English for non-Japanese speaking speakers)
土屋俊
Syun Tutiya
大学評価・学位授与機構
National Institution for Academic Degrees and University Evaluation
MOOCs と電子図書館のための国際セミナー
2013年2月24日
International Seminar on “The Future of MOOCs and Digital Library in Japan and the Globe”
February 24, 2013
2. “Global” in two senses
• Global, as opposed to ephemeral
– Impacts are not only on multimedia/Internet in
education last year, but
– on modern(= late 20th century) higher education in
general
• Global as opposed to US
– Impacts on UK
– Impacts on Asia etc
– Impacts on Japan
• Arguments for the impossibility either of J-MOOC or of
MOOC.jp
– Impacts on the future of Japan’s HE
3. Plan of the talk
1. Looking back last year – Why MOOCs now?
– Why in 2012? Why in US?
2. Self-undermining principles of modern HE and the end of
university
– Student consumerism
– “Factory” model
3. How MOOCs accelerate
– Blended learning/Flipped classroom
– For-profit universities
4. Revenue streams of free services
– Commercial sponsorship
– Open source
– Open access
– (Freemium)
5. And why the MOOCmania is global
– Why UK seems OK
– Why Japan does not seem OK
5. 2012 was the MOOC year, so let’s
consult Wikipedia(Japanese)!
6. MOOCs last year
• First occurrence of the word: 2008
– now almost a legend or myth referring to U of Prince Edwards
Island, Cormier, Athabasca, etc
– But this is just a prehistory
• Real start: 2011-12 school year
– Stanford AI, CS courses on line, each with an enrollment of
100,000, resulting in the creation of Coursera, Udacity, getting
money from VCs
– MIT and Harvard jointly edX as a non-profit
• Booming…
– increasing media coverage + stories from teachers and
learners from April/May, 2012
– EuroMOOCs like UK’s FutureLearn and Amsterdam’s
• Actually, Japan is a lot more advanced with the University
of Air, or the Open University of Japan, now. Evidence of
the impossibility of MOOCs in Japan?
7. Why MOOC in 2012?
• Virtually nothing is new
– technology is boring
– Course structure and class management are old-
fashioned
– Free online lectures have been there for long
• So why this year?
• US problems with higher education
– outcomes -- underachieving
– cost – financial burdens of students and families
• MOOC is a possibility of sustainable business
model of affordable higher educatioin
• Adaptation with conventional systems like credits
8. US situations in spite of US and other
overseas participants
• Obama’s target setting in his February 2009 address
– “All Americans should be prepared to enroll in at least one year of
higher education or job training to better prepare our workforce for a
21st century economy.”
– Public Universities reponses
– has not been achieved but not bad as of 2012, with improved
graduation rates and the percentage of 25-34 cohort with college
degrees
• But the “cost” issue has no hope
– For-profits make profit but low success rate
– Public Us raise tuition only to make up for the state budget
cuts
• “Free” is the ultimate form of inexpensiveness
9. University Strategies to Increase the
Number of Graduates
• Growth in Enrollment
• Restriction of Degree Requirements to 120 hours
• Creation of a “Graduation in Four” expectation
among students and their parents
• Attract those who leave the university with only a
small percentage of degree requirements unfilled
to complete the degree
• Reduce barriers to graduation
– Improve Advising
– Ensure that courses required for degrees are always
available
9
10. And brands!
• Stanford gave birth to two MOOC companies
– Coursera
– Udacity
• MIT is home to Open CourseWare
– Now what is the difference between MOOC&OCW?
• Both MIT and Harvard are superbrands
• Participating universities are “research universities”
in the modern American sense
• Non-US participating universities, like UCL and maby
Todai, are also brands in HE industry
• So not only free but good, maybe at least reputably
11. MOOC was the only hope
• In the context of Obama reelection
– Reflected in his State of the Union Address
• “we’ll run out of money.”
• “Some schools redesign courses to help students finish more quickly.
Some use better technology.”
• And publicly
– the California situation, remarkably
• And worldwide
– the UK reform, e.g.
– No longer can HE be dependent on states in the
continent, either, and the continent has no money
– Poor countries are much poorer
• So MOOCs ARE the only hope
12. But MOOCs will completely change HE industry
• The late 20th century model of HE
– Qualified, professional workforce needs “education”
– Society needs more and more professional workforce
– Therefore, more and more “education” is needed, to the
prosperity of HE industry, and by the same token,
– “Educated” workers are more employable, from the
personal point of view
– Hence, two justified model of HE
1. Student consumerism
2. “Factory model”
13. The Central Dogmas
1. Student consumerism
a. Students are consumers of HE as sellable service
b. Students select like consumers, having their future life in mind, in which
sense they are not only consuming but privately investing,
c. though there is no need to be loyal, which means in principle they can very
liberally pick and choose
2. Factory Model
a. HE institutions are factories, subsidized by students themselves
b. Takes in high school graduates, add value(=increased employability), and
send out to labor market
c. Efficiency(C/B) is the most important, resulting in for-profits
3. “Degree-cum-classroom” system as a locking-in mechanism, currently
and everything is efficiently tailored accordingly
a. Prepaid
b. Degrees as THE results of accumulated “credits,” which are based on
(contact) “hours”
4. All of which are inherently oxymoronic, which means the current
implementation is contingent
14. Symptoms
• Stress on student’s experience(SC)
– Students must be “satisfied”
• Stress on learning outcomes(FM)
– No quality control at the time of admission
– Degree only comprehensively guarantees quality but who knows
what graduates individually can do
• Harmonization of qualifications frameworks, limited to Europe
and SE Asia, though
– HE is more for employment than for scholarship
– Merger of HE and LLL
• Tuitions fees, newly installed and/or rising
– HE is no longer public goods, but private investment
– But if no guarantee of quality, what is it for?
– But, again, people think HE, science, technology are the only hope
for the future
15. MOOCs more than symptomize. They can
verify the contingency of so hasten the death
of “modern university”
• Technology-based
– “Open” is only possible with the Internet
– Educational technology, OCW etc in the past
• Vertical disintegration
– Platforms, teaching faculty and services can be
separate, like publishing
• Experiences from For-profits, distance education
and multimedia pedagogy
– which are abundant
– and even SNS(Facebook, Twitter, etc) may help
Thus the only hope turns out to be an evil omen
16. But how can MOOCs be sustainably free?
• MOOCs must be free, though are allowed to be
licensed for fees in some sense
• Four models for “free” provision of information
1. Commercial sponsorship model
From radio programs to TV, banner ads on Internet, and to Google-
style “Click-throughs”
2. “Open source” software model
From FSF/GNU to “Open source/Bazaar,” and to Wiki*
3. Author-pay, “Golden open access” model
PLoS ONE, eLife and PeerJ
4. “Freemium” model
Free at the start but must buy to proceed in recognition of value
17. So the questions are:
1. Can a MOOC be commercially subsidized?
– Is it a large enough user-base?
2. Can MOOCs create a market for implementation and
maintenance?
– Current university campus converted to HE “Kumon”
classrooms?
3. Can MOOCs be subsidized by TEACHERS?
– Future of researchers and “research universities”? But
currently starting MOOCs are theirs
4. Can MOOCs demonstrate (prospective) values to
noncommittal novice learners?
– Maybe not, but could do?
18. Realistically global aspects:
• UK mission to India
– with FutureLearn, BL, and five universities
– FutureLearn – Open University-founded UK MOOC
– Indian situation may accommodate them
• Todai on Coursera
– Better than none, but …
• Can there be Japanese MOOCs?
– No. Japanese language does not provide a large
enough market to a MOOC
– No. Japanese universities do not have strong enough
brand to attract teachers to their platform creations
19. Inconclusion, not “in conclusion”
• MOOC was just a boom last year
• But it’s the reality we face now, and will have
to from now on, as noticed by Todai
• The continuation of vested interests around
the current system and the rise and success of
MOOCs are mutually exclusive, so be warned
• Japan’s HE is in a very difficult trouble, but not
knowing it makes us happier than we would
be if we knew it