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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Making Free Online Learning Sustainable Through Reduction of MOOC Production ...
This document discusses making MOOCs more sustainable through reducing production costs. It defines MOOCs and outlines their history and growth since 2008. Current MOOC providers are identified and emerging student patterns noted. Advantages like free access globally are weighed against disadvantages like lack of individual instruction. The document examines costs to develop MOOCs and argues they could be cheaper through open platforms and tools. An Intel-funded Irish MOOC project aims to develop free coding courses at low cost through partnerships.
Strategic development of learning technology at northampton 31 10-13
Strategic development of learning technology at Northampton - presentation for Education 3.0 in Moscow 30th October, 2013
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It's easy to make a MOOC. So why are more not doing it?
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Massive Open Online Courses - Why isn't everyone building them?
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OOFHEC2017 How to build a MOOC on a budget and why.
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Keynote Speech, EdTech2022, Cork
This document discusses opportunities for digital transformation and new models of higher education. It questions traditional approaches and outlines several innovative models, including:
- Higher apprenticeships that combine online study 1-2 days per week with work experience.
- Competency-based education that assesses students based on skills and knowledge rather than time spent learning.
- Recognition of prior learning through challenge exams and competency assessments to award credit for experience.
- Hybrid teaching models that deliver classes locally and remotely simultaneously through technologies like HyFlex.
The document advocates for thinking bigger about education delivery and prioritizing access and cost over traditional measures of quality. New models could significantly reduce the cost of higher education.
Pause & Rewind: simple techniques to build a MOOC
Brian Mulligan, Head of Online Learning Innovation at Institute of Technology Sligo, gave a webinar on simple techniques for building a MOOC with limited resources. He outlined principles like Pareto's 80/20 rule and agile development. Inspired by Salman Khan, he advocated for the power of short, simple video content using tools like PowerPoint, screen recording, and video editing software. The webinar covered topics like course design, team roles, planning, content creation, hosting on platforms like Moodle, automated assessment, and offering certificates to recognize learning. The goal is to make high quality online education accessible through free or low-cost MOOCs.
Innovation – a litany of failures!
Brian Mulligan, Head of Online Learning Innovation at the Institute of Technology Sligo in Ireland, explores barriers to innovation in education. Over his career, Mulligan has tried several innovations, with some successes and some failures. He identifies many potential barriers, including quality assurance, funding, technology implementation, expectations, regulations, access to technology, ideology, communication challenges, risk aversion, and lack of professional training. Mulligan believes most innovations fail initially, like many of Edison's light bulbs, and discusses barriers with conference attendees to gather ideas for addressing them.
IT Sligo Online - the past and the future.
This document discusses the development of online learning at the Institute of Technology Sligo. It began in 2002 with live online evening classes for continuing education students. Enrollment grew steadily, reaching 4,500 online learners by 2020. The COVID-19 pandemic accelerated the transition to fully online learning. The document outlines different models of online learning that have emerged, from digitization of traditional classes to more transformative approaches using technologies like adaptive learning and micro-credentials. It also discusses barriers to digital transformation and strategies institutions can take to support more innovation in online and lifelong learning.
Higher Ed 4.0 - Addressing the STEM shortage through new models of higher edu...
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What about those who cannot go to university? wcol2019
This document discusses alternatives to traditional university for those who cannot or do not want to attend, such as due to disability, social anxiety, caregiving responsibilities, or costs. It proposes a work-based learning model where students spend 3 days per week paid in the workplace and 2 days studying online to complete a degree over 3 years while living at home, making it more affordable. Additional supports would be provided for disabilities, career development, and a sense of community through online interactions. Feedback is sought on previous work done and opinions on better serving the needs of students through this alternative model of higher education.
The threat of the mega providers!
If higher education can be delivered more effectively at scale, how will smaller institutions survive?
Online Learning: The present and the future.
A short description of the current state of online learning with some predictions on emerging technologies and modes of learning.
How I lost my faith in OER!
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?
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.
Getting Bang for your Buck from Learning Technologies - Maximising Impact, Mi...
Invited presentation to staff in Dublin Institute of Technology, September 4th, 2017. Looking more particularly at the sourcing, production and use of video.
Academic Video
Keynote presentation to staff conference, Limerick Institute of Technology, September 1st, 2017. On the sourcing, production and use of video in a higher education setting.
Learning Technologies and the Future of Manufacturing Education
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.
An overview of low-cost and low-effort methods of creating online content to facilitate blended learning.
Lifelong Learning is the Future and the Future of Lifelong Learning.
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"
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.
A low-cost MOOC production workflow for distributed teams
This document describes a project to develop low-cost MOOCs for teaching coding skills to young people. The project is led by IT Sligo and involves partners developing four MOOCs on topics like web development, robotics, and game design. The goals are to leverage open resources, simplify processes, and have developers located outside of IT Sligo to reduce costs from typical MOOC production. The document outlines the planned MOOCs, pilot tests, goals to evaluate student and instructor experiences, and costs. It also provides recommendations for keeping MOOC development lean like standardized templates, minimal training, and peer assessment.
Low-cost MOOC Development
This document discusses low-cost methods for developing 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 have higher costs. A simple online course structure is proposed that could be developed and delivered for €6,000, involving 12 weekly 1-hour video lectures and additional materials. Research is being conducted into low-cost MOOC development methods through a project called LoCoMoTion involving several European universities.
MOOCs for Secondary School Students
This document summarizes a MOOC on coding for secondary school students in Ireland. It discusses:
1) The goals of developing free online courses in coding for teenagers through the Intel Ireland MOOC Project led by Institute of Technology Sligo and several partner institutions.
2) The four MOOCs to be developed - Web Page Development, Roboslam, Multiplayer Online Game Development, and Mobile Game Development - along with their topics, lead institutions, and pilot schedules.
3) How MOOCs can help augment classroom learning, prepare students for college and careers, and potentially be used in secondary education in Ireland.
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Higher Ed 4.0 - Addressing the STEM shortage through new models of higher edu...
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Learning Technologies and the Future of Manufacturing Education
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Low-cost Development of MOOCs
- 1. Low-cost MOOC Development Brian Mulligan Institute of Technology Sligo, Ireland. moocs4all.eu
- 2. Cost is an access issue! RUMBEK, 13 June 2010 (Gurtong) - The students were protesting against the severe shortage of classrooms, teachers and lack of foodstuff.
- 3. The cost of MOOCs • Survey of 27 UK universities – £29,356 average (€40,485) – Times Higher Ed. http://goo.gl/1kQE2V • What about niche courses? – Small target audiences – Higher levels – Minority languages – Changing technologies
- 4. Why do universities spend so much on MOOCs? • Reputation? • Quality of Learning?
- 5. 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”
- 6. If an online course is good enough for 30 students, is it good enough for 3000 students?
- 7. Are high production values required for a Youtube video to be successful?
- 8. 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
- 9. • Funded research into low-cost methods. • Four MOOCs in coding for young people – Web development, Mobile Games, Multiplayer games, Roboslam • Started September 2014 • 3 pilots in Spring 2015 • Going live Autumn 2015 Intel CodeMakers
- 10. moocs4all.eu • Collection and dissemination of low-cost methods – Started 1 Feb 2015 • Website and Community Forum • MOOC: “Making MOOCs on a Budget” • Pilot: edge.edx.org June 2015 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