Anyone can build a MOOC! But should they?

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Describing the low-cost approache to MOOC development and the LoCoMoTion project (moocs4all.eu) MOOC "Making MOOCs on a Budget"

Education

You can learn anything online….
….well, almost!

They say it’s never too late to play the
piano.

Phil Hill, 2012
MOOC – Barriers to Overcome
http://mfeldstein.com/four-barriers-that-moocs-must-overcome-to-become-sustainable-model/

The cost of MOOCs
• Survey of 27 UK universities
– €40,485 average
• What about small target audiences?
– Specialised topics
– Minority languages
– Changing technologies
– Local needs

Why do universities spend so much on
MOOCs?
• Quality of Learning?
• Reputation?

Is the Coursera xMOOC pedagogy
sophisticated?
Do people learn?
“I got exactly what I wanted from it and more…
.. a most enjoyable and educational course”

If an online course is good enough for
30 students,
is it good enough for 3000 students?

A simple online course
• 12 x Weekly 1-hour lectures
• Additional readings and recordings
• Weekly quizzes
• Tuition and Peer support via fora.
• 2 or 3 assignments
• Final examination
• €6,000 to develop and deliver
30 x 15-minute recordings
Peer-assessed

moocs4all.eu
• Collection and dissemination of low-cost methods
– Started 1 Feb 2015
• Website and Community Forum
• MOOC: “Making MOOCs on a Budget”
– 2nd delivery – starts 17th May, 2016
The Team
Institute of Technology, Sligo, Ireland
Technical University of Delft, Holland
Fachhochschule Bielefeld, Germany
University of Girona, Spain
Bath Spa University, UK
LoCoMoTion Project

Content
• Principles
– Real learning Not “glitz”
– Some options are not possible
– Reuse OER
• Video content
– Simple graphics (avoid animations)
– Good microphone
– Minimise editing
• Tolerate mistakes
• Repeat sections
• Leave audio clues for editing

Communication
• Are the discussion tools in your platform
scalable?
• External tools:
– Linkedin, Facebook, Twitter
– Piazza, Prulu, Discourse (via LTI?)

Assessment
• Must be scalable
• Objective Tests
– MCQs
• Peer Assessment
– E.g. Moodle Workshop activity
• Could you award formal credits for this?

Platform
• Features
– Content hosting / linking
– Formative assessment
• Quizzes
• Peer Assessments
– Discussions
– Self registration and enrolment
• Visibility
• “Membership”
– edX, Coursera, Futurelearn etc.
• “Open” with Quality Assurance: Canvas
• “Open” - Wikieducator
• Host your own
– Moodle
– Mash-up

MOOCs for Teenagers
• Hobbies (eg. Nutrition and Fitness for athletes)
• Transition Year (eg. Computer Programming)
• Minority subjects (Economics, Applied Maths)
• Augment classes (revision etc.)
• “Flipped classroom” (specified by teachers)
• New Junior Cert Cycle
• College readiness (e.g. Study skills)
• Careers
• “Advanced Placement” – College courses

Thanks
Thanks for listening – over to you!
moocs4all.eu
mulligan.brian@itsligo.ie

This document discusses lowering the costs of developing MOOCs and their potential benefits for developing countries. It notes that while traditional MOOCs can be expensive to produce, focusing on reusable open educational resources, simple video production techniques, and scalable communication and assessment tools can significantly reduce costs. The document promotes the moocs4all.eu initiative, which shares low-cost MOOC development methods and has delivered a course on developing MOOCs inexpensively. It argues this approach could enable developing affordable online degree programs featuring free courses and lower-cost proctored exams and assignments.

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How I lost my faith in OER!

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The document discusses the author's lost faith in open educational resources (OER) based on issues with repositories, granularity, and reusability of OER. It also lists the costs of college for students in Ireland, including tuition fees, government subsidies, accommodation, food, books, and opportunity costs. Finally, it suggests alternative ways to cut college costs, such as apprenticeships, work-based learning, alternative credentials, MOOC-style degrees, and competency-based recruitment instead of traditional degrees.

Is higher Education a waste of money?

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The document discusses whether higher education is a waste of time and money, and whether educational technology can help address these issues. It notes that while earning a degree increases earnings, only 20% of that increase is due to actual learning, with 80% coming from "signaling" desirable attributes to employers like intelligence, work ethic, and conformity. The document suggests debating these issues further on the listed website.

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1) Learning technologies are evolving rapidly and will transform manufacturing education, with growing online and technology-enhanced learning replacing some traditional classroom-based education. 2) Adaptive learning systems using analytics and artificial intelligence will personalize learning and free up instructors to focus on more complex topics. 3) The future may see the rise of alternative credentials, competency-based education, and recognition of prior learning, reducing education costs and making lifelong learning more accessible and flexible.

Low cost methods for flipping your classroom.

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Lifelong Learning is the Future and the Future of Lifelong Learning.

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The document summarizes a presentation given by Brian Mulligan at the 3rd National HELLIN Conference on December 9th, 2016 about the future of lifelong learning. Some of the main points discussed include: - Demand for lifelong learning is growing due to more complex workplaces, availability of online learning, and cost reductions. - Lifelong learning is changing with more part-time learning moving online through methods like adaptive learning systems, automated assessments, and recognition of prior learning. - These changes could see the full-time post-secondary education model shrink while credentials from online and competency-based assessments grow in acceptance from employers.

Overview of "Making MOOCs on a Badget"

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This document provides an overview and outline of a course on producing low-cost MOOCs. The course will cover reasons for creating low-cost MOOCs, including lack of resources and targeting smaller audiences. Over six weeks, participants will learn about defining learning outcomes, selecting tools for content creation and video, sourcing open educational resources, project management, and building their MOOC on a platform. The style of the MOOC will either be a transmissive xMOOC or connectivist cMOOC, and participants are asked to contribute to discussions to help shape the course.

MOOCs for Teenagers

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MOOCs for Teenagers Massive open online courses (MOOCs) offer several potential benefits for teenagers. MOOCs can provide supplemental learning materials to augment classroom instruction or help with college preparation. They allow students to explore hobbies, minority subjects not otherwise available, or take college-level courses for credit before graduating high school. While MOOCs typically involve thousands of students and cost $30,000-$60,000 to produce, free platforms and open educational resources allow schools to create low-cost MOOCs.

Low-cost Development of MOOCs

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This document discusses low-cost approaches to developing Massive Open Online Courses (MOOCs). It notes that the average cost for UK universities to develop a MOOC is £29,356 (€40,485), but niche courses targeting smaller audiences may be developed for less. A simple online course structure is proposed that could be developed and delivered for just €6,000 by using 12 weekly one-hour lecture recordings and additional readings. The document also describes several European projects aimed at researching and piloting low-cost MOOC development methods.

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Anyone can build a MOOC! But should they?

1. Anyone can build a MOOC! But should they? Brian Mulligan Institute of Technology Sligo, Ireland. ICT in Education Conference, April 2016, LIT Thurles moocs4all.eu

3. You can learn anything online…. ….well, almost!

4. They say it’s never too late to play the piano.

5. Or even more useful skills.

7. Phil Hill, 2012 MOOC – Barriers to Overcome http://mfeldstein.com/four-barriers-that-moocs-must-overcome-to-become-sustainable-model/

8. The cost of MOOCs • Survey of 27 UK universities – €40,485 average • What about small target audiences? – Specialised topics – Minority languages – Changing technologies – Local needs

9. Why do universities spend so much on MOOCs? • Quality of Learning? • Reputation?

10. Is the Coursera xMOOC pedagogy sophisticated? Do people learn? “I got exactly what I wanted from it and more… .. a most enjoyable and educational course”

11. If an online course is good enough for 30 students, is it good enough for 3000 students?

12. Are high production values required?

13. A simple online course • 12 x Weekly 1-hour lectures • Additional readings and recordings • Weekly quizzes • Tuition and Peer support via fora. • 2 or 3 assignments • Final examination • €6,000 to develop and deliver 30 x 15-minute recordings Peer-assessed

14. moocs4all.eu • Collection and dissemination of low-cost methods – Started 1 Feb 2015 • Website and Community Forum • MOOC: “Making MOOCs on a Budget” – 2nd delivery – starts 17th May, 2016 The Team Institute of Technology, Sligo, Ireland Technical University of Delft, Holland Fachhochschule Bielefeld, Germany University of Girona, Spain Bath Spa University, UK LoCoMoTion Project

15. Content • Principles – Real learning Not “glitz” – Some options are not possible – Reuse OER • Video content – Simple graphics (avoid animations) – Good microphone – Minimise editing • Tolerate mistakes • Repeat sections • Leave audio clues for editing

16. Communication • Are the discussion tools in your platform scalable? • External tools: – Linkedin, Facebook, Twitter – Piazza, Prulu, Discourse (via LTI?)

17. Assessment • Must be scalable • Objective Tests – MCQs • Peer Assessment – E.g. Moodle Workshop activity • Could you award formal credits for this?

18. Platform • Features – Content hosting / linking – Formative assessment • Quizzes • Peer Assessments – Discussions – Self registration and enrolment • Visibility • “Membership” – edX, Coursera, Futurelearn etc. • “Open” with Quality Assurance: Canvas • “Open” - Wikieducator • Host your own – Moodle – Mash-up

19. MOOCs for Teenagers • Hobbies (eg. Nutrition and Fitness for athletes) • Transition Year (eg. Computer Programming) • Minority subjects (Economics, Applied Maths) • Augment classes (revision etc.) • “Flipped classroom” (specified by teachers) • New Junior Cert Cycle • College readiness (e.g. Study skills) • Careers • “Advanced Placement” – College courses

20. Thanks Thanks for listening – over to you! moocs4all.eu mulligan.brian@itsligo.ie

Editor's Notes

http://mfeldstein.com/four-barriers-that-moocs-must-overcome-to-become-sustainable-model/

Anyone can build a MOOC! But should they?

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