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Dr Li Yuan - MOOCs: Game changer or fringe benefit?
The document discusses the emergence and development of MOOCs (Massive Open Online Courses) in higher education, highlighting their business models and disruptive potential in educational delivery. It contrasts different types of MOOCs, analyzes their impact on institutions and learners, and suggests that while MOOCs may not disrupt universities entirely, they can reshape educational provision. The presentation concludes that the hype surrounding MOOCs may diminish, but their innovation in open online courses is just beginning.
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Dr Li Yuan - MOOCs: Game changer or fringe benefit?
- 1. Dr Li Yuan JiscCETIS, University of Bolton MOOCs and Higher Education - Concepts, Models and Trends SCONUL Annual Conference Dublin, 20 June, 2013
- 2. Open Educational Resourcesand Open Online Courses on Educational Technology Designing Learning for the 21st Century
- 3. Outline of thePresentation Making sense of MOOCs Context, concept and history MOOCs as a Business Business models, revenues, partnerships and outcomes MOOCs as Disruptive Innovation Non-consumers, simple products, free or lower cost Potential Impacts on HE Missions, provisions, costs, delivery models
- 4. What is aMOOC - The concept of MOOCs was introduced by Dave Cormier in 2008
- 5. The First MOOC:CCK08 (2008) “Connectivism and Connective Knowledge” course (CCK08) George Siemens (Athabasca University) & Stephen Downs (the National Research Council of Canada) Designed for 25 fee-paying students Over 2,300 people participated
- 6. AI – MOOC(2011) “Introduction to Artificial Intelligence” course Sebastian Thrun and his colleagues at Stanford Attracted 160,000 learners from 190 countries
- 7. 2012: The Yearof MOOCs
- 8. xMOOCs vs. cMOOCs xMOOCs(edX, Coursera) cMOOCs (ocTEL, Change11) Scalability of provision Massive Community and connections Individual learning Online Networked learning Open access - Restricted licence Open Open access - Open licence Consume content Course Generate resources Business Model Pedagogical Model
- 9. Open Education, OERsand MOOCs OERs 2006 : Open University - OpenLearn 2002: MIT - Open Courseware cMOOCs 2013: OCTEL 2010: DS 106 Zone 2008: CCKO8 xMOOCs 2012: Udacity, Coursera edX, & FutureLearn 2011: Stanford (AI MOOC) Open Education: 1969: Open univerisity
- 10. The Business Conceptof MOOCs Business partners Content providers Accreditation StartupsVenture Capitalists Learners
- 11. edX Coursera UDACITY •Certification • Shared revenue with universities • Charges $250,000 for each new course, $50,000 for recurring course • Certification • Secure assessments • Employee recruitment • Applicant screening • Human tutoring or assignment marking • Enterprises pay to run their own training courses • Sponsorships • Tuition fees • Certification • Employers pay for recruit talent student • Students résumés and job match services • Sponsored high- tech skills courses Revenue Streams for MOOC Startups
- 12. MOOCs So Far edXCoursera Udacity Investment $60 million $22 million $21.1 million Partners 27 universities 62 universities 1 university (San Jose State University ) Courses 11 courses 212 courses 24 courses Registered Users 0.9 million 3.2 million 0.4 million
- 13. Analysis of MOOCLearners - Coursera survey, 2013
- 14. The UK’s FirstCoursera MOOCs in Edinburgh http://mashe.hawksey.info 309,628
- 15. Learners’ Engagement withMOOCs - MOOCs @ Edinburgh –Report #1 http://mashe.hawksey.info
- 16. Learners’ Time Spenton MOOCs - MOOCs @ Edinburgh –Report #1
- 17. Global Visibility - MOOCs@ Edinburgh –Report #1
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- 19. Disruptive Innovation Theory Sustaining innovation – to improve the existing system. Disruptive innovation - to create an entirely new market, typically by lowering price or designing for different customers . (Christensen, 2003)
- 20. Potential Customer Groups Non-consumers lackthe ability, wealth, or access to a product or service Undershot Customers consume a product or service but are frustrated with its limitations Overshot Customers stop paying for further improvements to a product or service.
- 21. MOOCs and DisruptiveInnovation Active Disruption Begins Noncustomer Sustaining innovation Disruptive innovation PerformanceDemand Time New-market disruptive innovation Undershot Customers MOOCs Overshot Customers
- 22. UK Higher EducationScenarios - from the EU TEL-Map project Traditional University Unidiversity Hybrid University Online University
- 23. Potential Benefits Educational Institution Supporting educational missions Strengthening brand reputation and expanding markets Low overhead provision New revenue streams Re-evaluating institutions’ existing pedagogical practice Learner Pace, time and location of study Diversification of learning pathways New provision at low cost
- 24. Potential Impacts onHE Provision (Un-bundling) Higher Education Content Delivery Accreditation Platform
- 25. Potential Cost Structures Costto learners Providers MOOC Startups Universities Free Learning management platform Content Lower cost Automated test or peer assessment Certification Content Higher Cost Licensed for credit course with partner universities Personalised feedback and support Accreditation
- 26. MOOCs: Gartner HypeCycle 2011 AI MOOC 2012 The year of MOOCs What works? 2013 Negative news appears
- 27. In Summary… Thebasic concept of MOOCs is not new - but the business model is relatively new to Higher Education MOOCs will not disrupt universities - but they have the potential to reshape HE provision The hype of MOOCs will fade away, - but the real innovation in Open Online Courses is just beginning
- 28. The Future ofMOOCs “A year ago, I could not have imagined that we would be where we are now” … “Who knows where we’ll be in five more years?” Daphne Koller (the Co-founder of Coursera):
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- 30. Further Reading: JISC CETIS,2013, MOOCs and Open Education: Implications for Higher Education, http://publications.cetis.ac.uk/2013/667 Moody, 2012, Shifting Ground: Technology Begins to Alter Centuries Old Business Model for Universities http://www.etsu.edu/125/taskforces/Programs_and_Opportunities/documents/MOOC.PDF Edinbourgh, 2013, MOOCs @ Edinburgh –Report #1, http://www.era.lib.ed.ac.uk/bitstream/1842/6683/1/Edinburgh%20MOOCs%20Report%202013%20%231.pdf Universities UK, 2013, Massive open online courses: higher education's digital moment? http://www.universitiesuk.ac.uk/highereducation/Documents/2013/MassiveOpenOnlineCourses.pdf Christensen, C., M. (2003). The innovator's solution: creating and sustaining successful growth. Harvard Business Press. Gartner (2013), Gartner Hype Cycles, http://www.gartner.com/technology/research/methodologies/hype-cycles.jsp Hill P (2013), MOOCs Beyond Professional Development: Coursera’s Big Announcement in Context, http://mfeldstein.com/moocs-beyond-professional-development-courseras-big-announcement-in-context/