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The document discusses the rise of MOOCs and their impact on higher education. It notes that MOOCs have forced conversations about massification of education systems and maintaining quality. However, MOOCs also have weaknesses like poor peer learning capabilities and not producing meaningful learning research. The document advocates for universal post-secondary education and lifelong flexible learning through communities of experts and learning communities using open education platforms and pedagogies.

MOOCs in the Age of
Higher Education’s
Digital Transition
Larry Cooperman
President, Open Education Consortium
Associate Dean for Open Education,
University of California, Irvine
Prepared for
HOME Conference
Oporto, Portugal
November 27, 2014

Content Experience Certification
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University + The Internet = What?
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Trow’s Conceptions of Elite, Mass and Universal Higher Education
Elite (0-15%) Mass (16-50%) Universal (over 50%)
i) Attitudes to access A privilege of birth or
talent or both
A right for those with certain
qualifications
An obligation for the
middle and upper
classes
ii) Functions of
higher education
Shaping mind and
character of ruling
class; preparation for
elite roles
Transmission of skills;
preparation for broader
range of technical and
economic elite roles
Adaptation of ‘whole
population’ to rapid
social and technological
change
iii) Curriculum and
forms of instruction
Highly structured in
terms of academic or
professional
conceptions of
knowledge
Modular, flexible and
semi-structured sequence
of courses
Boundaries and
sequences break down;
distinctions between
learning and life break
down
vii) Academic standards Broadly shared and
relatively high (in
meritocratic phase)
Variable; system/institution
‘become holding
companies for quite different
kinds of academic enterprises’
Criterion shifts from
‘standards’ to ‘value
added’
Source: Trow, Martin, “Reflections on the Transition from Elite to Mass to Universal Access: Forms and Phases of Higher Education in Modern Societies since WWII.
International Handbook of Higher Education: Part One: Global Themes and Contemporary Challenges. 2007. Springer. Dordrecht, Netherlands.

50.0%
45.0%
40.0%
35.0%
30.0%
25.0%
20.0%
15.0%
10.0%
5.0%
0.0%
Gross Enrollment Ratio
Colombia 2005-2013
2005 2006 2007 2008 2009 2010 2011 2012 2013

A New Iron Triangle?
Access
Cost Success

2014
What is (are) the right question(s) to ask?
What should we do now that the delivery
of higher education is so highly digital (and
we have the Internet)?

MOOCs have forced a new conversation
MOOC

…about massification
THE UNIVERSITY
SYSTEM CANNOT
ACCOMMODATE THE
CURRENT QUANTITY OF
STUDENTS SEEKING
HIGHER EDUCATION

…about quality
“The need to respond to the demands of massification has
caused the average qualification for academics in many
countries to decline.”
“Trends in Global Higher Education: Tracking an Academic
Revolution,” UNESCO 2009 World Conference on Higher Education
Altbach, Reisberg and Rumbley

Weaknesses in MOOC model
Cottage-industry approach
to course design
MOOC

Weaknesses in MOOC model
Failure to produce
meaningful learning research
MOOC

Learning Sciences
What is the best
predictor of 4th
year grades?

First Quarter
Grades
Fourth Year
Grades
Learning Sciences

Weaknesses in MOOC model
Weak peer learning capabilities
MOOC

Weaknesses in MOOC model
MOOCs took a step back from the open
licensing critical to reusability
MOOC

Education at-scale
Europe and social mobility

Communities of
experts
Learning
communities
Curriculum
Education at-scale

Europe is leading on policy
• open by default
• common technology platforms
• new pedagogical and didactic structures
• a high level of quality and evaluation
• a preference for digital and connected to offline

Universal Post-Secondary Education
Lifelong, flexible, adaptable learners

Thank You
Larry Cooperman
President, Open Education Consortium
Associate Dean for Open Education,
University of California, Irvine
Contact Information:
Larry.Cooperman@oeconsortium.org
Twitter: @openeducator
Skype: lcooperman

Larry Cooperman presented on the opportunities and challenges of MOOCs in higher education's digital transition. He discussed how MOOCs have forced conversations about massifying access to education while maintaining quality. However, MOOCs currently have weaknesses like poor course design and lack of learning research. Cooperman argues that education should move towards universal, lifelong learning through open communities and curricula supported by common technology platforms.

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Cooperman home-conference-final

1. MOOCs in the Age of Higher Education’s Digital Transition Larry Cooperman President, Open Education Consortium Associate Dean for Open Education, University of California, Irvine Prepared for HOME Conference Oporto, Portugal November 27, 2014

2. Content Experience Certification Noodlepie http://www.flickr.com/photos/noodlepie/2680175828/ CC BY-NC-SA 3.0 trey.menefee http://www.flickr.com/photos/trey333/2185461746/ CC BY-NC-SA 3.0 Gadgetdude http://www.flickr.com/photos/gadgetdude/804190044/ CC BY 3.0

3. University + The Internet = What? Joe Hatfield http://www.flickr.com/photos/jhat/80371024/ CC BY-NC 3.0 ? Roy Whiddon - CC BY-NC-SA 3.0 http://www.flickr.com/photos/rwhiddon/1338564499/

4. Trow’s Conceptions of Elite, Mass and Universal Higher Education Elite (0-15%) Mass (16-50%) Universal (over 50%) i) Attitudes to access A privilege of birth or talent or both A right for those with certain qualifications An obligation for the middle and upper classes ii) Functions of higher education Shaping mind and character of ruling class; preparation for elite roles Transmission of skills; preparation for broader range of technical and economic elite roles Adaptation of ‘whole population’ to rapid social and technological change iii) Curriculum and forms of instruction Highly structured in terms of academic or professional conceptions of knowledge Modular, flexible and semi-structured sequence of courses Boundaries and sequences break down; distinctions between learning and life break down vii) Academic standards Broadly shared and relatively high (in meritocratic phase) Variable; system/institution ‘become holding companies for quite different kinds of academic enterprises’ Criterion shifts from ‘standards’ to ‘value added’ Source: Trow, Martin, “Reflections on the Transition from Elite to Mass to Universal Access: Forms and Phases of Higher Education in Modern Societies since WWII. International Handbook of Higher Education: Part One: Global Themes and Contemporary Challenges. 2007. Springer. Dordrecht, Netherlands.

5. 50.0% 45.0% 40.0% 35.0% 30.0% 25.0% 20.0% 15.0% 10.0% 5.0% 0.0% Gross Enrollment Ratio Colombia 2005-2013 2005 2006 2007 2008 2009 2010 2011 2012 2013

6. Enrollment, Graduation, and Attainment

7. A New Iron Triangle? Access Cost Success

8. 2014 What is (are) the right question(s) to ask? What should we do now that the delivery of higher education is so highly digital (and we have the Internet)?

9. MOOCs have forced a new conversation MOOC

10. …about those lecture halls

11. …about massification THE UNIVERSITY SYSTEM CANNOT ACCOMMODATE THE CURRENT QUANTITY OF STUDENTS SEEKING HIGHER EDUCATION

12. …about quality “The need to respond to the demands of massification has caused the average qualification for academics in many countries to decline.” “Trends in Global Higher Education: Tracking an Academic Revolution,” UNESCO 2009 World Conference on Higher Education Altbach, Reisberg and Rumbley

13. Courses Efficient? Effective? Engaging?

14. Weaknesses in MOOC model Cottage-industry approach to course design MOOC

15. Weaknesses in MOOC model Failure to produce meaningful learning research MOOC

16. Learning Sciences What is the best predictor of 4th year grades?

17. First Quarter Grades Fourth Year Grades Learning Sciences

18. Weaknesses in MOOC model Weak peer learning capabilities MOOC

19. Weaknesses in MOOC model MOOCs took a step back from the open licensing critical to reusability MOOC

20. Education at-scale Europe and social mobility

21. Communities of experts Learning communities Curriculum Education at-scale

22. Europe is leading on policy • open by default • common technology platforms • new pedagogical and didactic structures • a high level of quality and evaluation • a preference for digital and connected to offline

23. Universal Post-Secondary Education Lifelong, flexible, adaptable learners

24. Thank You Larry Cooperman President, Open Education Consortium Associate Dean for Open Education, University of California, Irvine Contact Information: Larry.Cooperman@oeconsortium.org Twitter: @openeducator Skype: lcooperman

Editor's Notes

…and assessment and certification of that learning. It’s a formula that’s worked pretty well.
What does the internet mean for our institution?
IN the future, the formal sector will be joined by a thriving informal sector, one that will explore niches of learning the traditional university will not and that will combine with the university to tie students learning the same content together.
Nigeria 88% 1/3 of the world’s population is under 15.

Cooperman home-conference-final

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