Invited presentation to the Korean National Institute for Lifelong Learning (NILE) given on May 18, 2015.

1. +
Using Massive Open Online Courses (MOOCs) to
Provide of Equitable and Inclusive Higher Education
National Institute for Lifelong Education
Incheon Metropolitan City, Republic of Korea
May 18, 2015
Dr. Kyle L. Peck, The Pennsylvania State University

2. +
 Offering 8 MOOCs through Coursera
 Introduction to Art: Concepts &
Techniques
 Creativity, Innovation & Change
 Energy, the Environment, and Our Future
 Epidemics – The Dynamics of Infectious
Diseases
 Geodesign: Change Your World
 Geospatial Intelligence & the Geospatial
Revolution
 Maps and the Geospatial Revolution
 Presumed Innocent? The Social Science
of Wrongful Conviction
 Talking with EdX and FutureLearn
 Studying Emerging
Technologies and the
Future of Higher
Education
 Co-Director of the Center
for Online Innovation in
Learning (COIL)
 Member of PSU “MOOC
Strategy Group”
 Leading PSU “MOOC
Research Cluster”
Penn State & MOOCs My Role at Penn State
My Context

3. +
Our First 8
MOOCs

4. + MOOCs
Massive Open Online Courses
• Impressive Growth!
• Faster than Facebook!
• New MOOC Providers

5. + Penn State MOOCs
 Enrollments between 2/20/13 and 8/28/13
(with months to go before kickoff of 2 courses)
116,866 Enrollments as of 4/13/13
267,904 Enrollments as of 8/28/13
(2 & 6 months in)

6. +
Another way to think
about that number…
EarlyPennStateMOOCs
Enrollment
in Online
Classes =
12,000
May 13, 2013 = 116,866
June13,2013=161,708
Total
Penn State
Enrollments
= 96,500

7. Capacity of 3 Largest
Stadiums
Michigan = 109,901
Penn State = 106,572
Tennessee = 102,455
Total = 318,928
Total Penn
State Students
=
96,500 Students
in Online
Classes =
12,000
PSU Students in 5
MOOCS (8/28/13)
267,904

8. + In One MOOC Offering, a professor
(or a team) can…
 Teach more students than in his or her entire
career
 Teach more students than all other professors in
the field in that semester
 Get great information about what is working and
which approach is more effective (A/B testing and
instant responses from large numbers of learners)
 Learn a lot about teaching and learning
 Improve his or her craft.

9. The Gartner Group “Hype Cycle” for Technologies

10. +
“Disruptive Innovations”
 New Technologies
 Inferior at First
 Get Better Quickly
 Displace Complacent Incumbent
 Examples:
 Digital Photography - Kodak
 Streaming Video - Blockbuster
 Online Commerce - Borders
 Blogs & Online Publishing –
Newspapers and Magazines (in progress)
 Is Higher Education next?

11. + Disruptive Innovations Fueling a
Renaissance in Higher Education
 Open Educational Resources (OER)
 Example: Khan Academy
 “MOOCS”
 “Digital Badges”
 Competency-based Learning
 Prior Learning Assessment

12. + MASS CUSTOMIZATION
One Size Doesn’t Fit All!
• Personalized learning pathways are increasingly
possible,

13. +
MASS CUSTOMIZATION
• “Personalization” and “quality at scale”
are new educational goals for leading
institutions
• Learners will choose what to learn, and when,
with guidance from universities, employers, and
software-based “agents.”
• Time to complete will become flexible, based on
students’ needs and lives.
• New financial models will emerge
• “All you can learn in six months, for $XXX”
• “Learn X for $XXX and take as long
as you like.”

14. +
Nomads
“One roaming about for pasture”

15. +
“Knowmads”
“One roaming about for
learning opportunities”

16. +
“Providers” will
understand the
needs of modern
learners and how
they operate, and
will provide
services they want
and need.
“Knowmads”

17. +
“Will this replace
teachers and
professors?”

18. +
Dr. Paul Welliver
PSU College of Education
“Any teacher who can
be replaced by
technology should
be.”

19. +
What will
students
NEED
from us?

20. +
We wont be replacing
teachers, we’ll be
re-placing them.

21. +
“Re-placingteachers”

22. Bloom’s Taxonomy of Cognitive Processes
(Revised, 2001)
Remember
Understand
Evaluate
Create
Apply
Analyze
Anderson, L.W., & Krathwohl, D.R. (Eds.). (2001). A taxonomy for learning, teaching
and assessing: A revision of Bloom’s taxonomy of educational objectives. New York:
Longman.
Knowledge Acquisition
Comprehension
Evaluation
Creation
Application
Analysis

23. Knowledge Acquisition
Comprehension
Evaluation
Creation
Application
Analysis
ABC 451 “Advanced ABC”

24. Knowledge Acquisition
Comprehension
Evaluation
Creation
Application
Analysis
ABC 451 “Advanced ABC”

25. ABC 451 “Advanced ABC”
Knowledge Acquisition
Comprehension
Evaluation
Creation
Application
Analysis

26. ABC 451 “Advanced ABC”
Knowledge Acquisition
Comprehension
Evaluation
Creation
Application
Analysis
ABC 601 “Dissertation Research”
ABC 101 “Introduction to ABC”
?

27. ABC 451 “Advanced ABC”
Knowledge Acquisition
Comprehension
Evaluation
Creation
Application
Analysis
ABC 601 “Dissertation Research”
ABC 101 “Introduction to ABC”

28. + The “Badging Movement”
Badges were:
 Physical or graphic icons representing a
rank or accomplishment.

29. +
Badges are becoming:
 Digital, “clickable” representations of
lifelong learning.
The “Badging Movement”

30. +
What is a badge?

31. +
Endorsements!

32. +
“Meta-data” “baked in”
Evidence
The short paper or blog post
submitted as evidence for this badge
is posted here.
The Lesson Plan submitted as
evidence for this badge is posted
here.
The reflection on the flipped teaching
experience submitted as evidence for
this badge is posted here.
Criteria
To earn this badge the holder completed the following activities:
1) Watched Aaron Sams' Video on Flipped Classrooms
2) Watched Katie Gimbar's Video "Why I Flipped my Classroom"
3) Watched Katie Gimbar's Video "Why it has to be me"
4) Watched Jonathan Bergmann's video "Flipped - Mastery Classroom"
5) Watched a video about how to make their Flipped Videos
6) Read the Flipped Classroom Infographic
7) Read the Edutopia article on Flipped Classrooms - Pro and Con
8) Read the Education Week Article, "Educators Evaluate "Flipped Classrooms"
9) Wrote a short paper or a blog post about their thoughts on flipped classrooms,
including: what a flipped classroom is, why teachers want to teach this way, at least two
reasons some people don't like the idea, their thoughts about whether teachers should
make their own videos, and whether they think you will ever flip their classrooms.
10) Developed a “Flipped Class Lesson Plan”,” implemented the lesson, and wrote a
reflection on the results, including remarks about student engagement, the new teacher
role, and student learning.
Date Issued
March 28, 2013
Issuer
Dr. Kyle Peck
Professor of Education
Penn State University
Assessment
The badge holder reported having
watched the videos and read the
articles, but there was no associated
assessment.
The short paper or blog post was
evaluated using this rubric.
The Lesson Plan was evaluated using
this rubric.
The reflection on the flipped teaching
experience was assessed using this
rubric.
Standard
Common Core Math Standard
CCSS.Math.Content.7.RP.A.2
Endorsements

33. +

34. +

35. +
“Compared with the new open badge
systems, the standard college transcript
looks like a sad and archaic thing.”
Kevin Carey, The Chronicle of Higher
Education

36. ABC 101 “Introduction to ABC”
ABC 451 “Advanced ABC”
Knowledge Acquisition
Comprehension
Evaluation
Creation
Application
Analysis
ABC 601 “Dissertation Research”

37. ABC 451 “Advanced ABC”
ABC 601 “Dissertation Research”
ABC 101 “Introduction to ABC”
Knowledge Acquisition
Comprehension
Evaluation
Creation
Application
Analysis

38. ABC 601 “Dissertation Research”
ABC 451 “Advanced ABC”
ABC 101 “Introduction to ABC”
Knowledge Acquisition
Comprehension
Evaluation
Creation
Application
Analysis

39. ABC 451 “Advanced ABC”
ABC 601 “Dissertation Research”
ABC 101 “Introduction to ABC”
Knowledge Acquisition
Comprehension
Evaluation
Creation
Application
Analysis

40. ABC 451 “Advanced ABC”
ABC 101 “Introduction to ABC”
ABC 601 “Dissertation Research”
“flex MOOC”
Content Pool

41. flex-MOOC
Personalized
Learning Plan
Content Pool
Personalized
Learning Plan
Personalized
Learning Plan
Personalized
Learning Plan
Personalized
Learning Plan
“flex MOOC”

42. flex-MOOC
Personalized
Learning Plan
Personalized
Learning Plan
Personalized
Learning Plan
Personalized
Learning Plan
Personalized
Learning Plan
Peer
Revi
e
Test
Test
Peer
Review
Peer
Revie
w
Test
Online Portfolio
Report
Portfolio > Collections
ABC 101 “Introduction to ABC”
Prior
Learning
Assessme
nt
CEUs
Accept
Processing
Fee
Calculate
Hours
Spent
Award
# CEUs
Exam
Pass
Exam
?
Stop
Try
again? No
Yes
Award Credit
Transcript
Try
Again
Submit
Report /
Protfolio
and Fee
Portfolio
Review
Oral
Exam /
Interview
via
Skype
Review
Portfolio
Cours
e
Credit
Credit by
Exam or
Portfolio?
Associate Degree
Baccalaureate Degree
Doctoral Degree
Masters Degree
Certificates
ABC 4101 “Introduction to ABC”
Pass
Review?
No
Yes
Stop
Try
again
?
Content Pool

43. +
 Credit
“for taking
a MOOC.”
 Credit granted
for
demonstrating
competencies,
through exams
and/or
portfolios.
It won’t be… It WILL be…

44. +
Research, and Two Decades of
Experience with Online Learning
Have Demonstrated…
• Online learning is at least as effective
as face-to-face teaching (with adult
learners).
• Many people are interested in taking
college-level online courses.

45. +
MOOCs Have Demonstrated…
• Large numbers of people can learn
college-level content on their own and with
peer support (even with the initial, “old school”
formats that have been used to date).
• Learners from all over the world are interested in
college-level content.
• The world’s best professors are willing to share
their messages with a worldwide audience.

46. +
It is up to us, the professional educators
and leaders of leading institutions…
• To use these emerging technologies to share
important learning with people who otherwise
would not have access
• To adopt competency-based approaches and
assessments that honor what people already
know and can learn on their own, and
• To focus on higher-order learning, certifying
competency, and issuing meaningful credentials.

47. +
By doing so…
• We can serve many more learners
throughout the lifespan, at the knowledge
and comprehension levels (perhaps at no cost).
• We can devote our energy to higher-order skill
development, recovering costs and producing
better prepared graduates.
• We can reduce the time and cost required.
• We can remain relevant, productive and
financially stable, by providing what learners and
employers need.

48. +
“Disruptive Innovations”
 New Technologies
 Inferior at First
 Get Better Quickly
 Displace Complacent Incumbent
 Examples:
 Digital Photography - Kodak
 Streaming Video - Blockbuster
 Online Commerce - Borders
 Blogs & Online Publishing –
Newspapers and Magazines (in progress)
 Is Higher Education next?
Remember this slide?

49. + Expect significant improvements!
 Open Educational Resources (OER)
More opportunities to learn (anything)
 Better MOOCS
More and better interactions
Better Peer Support Mechanisms
Increasingly “Intelligent” Assessments
 Modularity and Personalization
CBE / PLA / Digital Badging / Adaptive Learning
 More people really ready for higher education

50. +
The future of
LEARNING is bright,
and
The future is bright for
organizations that
effectively support
learning.

51. +
Redesign higher
education,
concurrently
re-inventing the roles
of learner, educator,
and technology.

52. +
Think first about
what the students
must DO
to become skilled,
and what they will
need from us
(the professionals and technologies).

53. +
3 Kinds of People in the
World…
 People who make
things happen
 People who watch
things happen
 People who wonder
what happened. (-:

54. +
WE are the
professional
educators and
leaders.
If we don’t take
advantage of these
new opportunities,
who will?

55. +
Using Massive Open Online Courses (MOOCs) to
Provide of Equitable and Inclusive Higher Education
National Institute for Lifelong Education
Incheon Metropolitan City, Republic of Korea
May 18, 2015
Dr. Kyle L. Peck, The Pennsylvania State University