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Could MOOCs quickly become a major component of higher education?

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Brian Mulligan
Brian Mulligan

Slides for a discussion forum at Madison Conference on Distance Learning, August 2013.

EducationTechnology
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Could MOOCs quickly become a major component of Higher Education? Brian Mulligan, Institute of Technology Sligo, Ireland Ray Schroeder, University of Illinois Springfield.
Sub-proposition 1: The cost of delivery of a MOOC need not necessarily be high and consequently they will become widespread!
How “lean” could we make a MOOC? • 12 x 50 minute live lectures • Additional open learning materials. • 12 x quizzes • 3 x peer assessed assignments • Access to peer support discussion for a • What else do we need? • .. • .. • .. • How much will this cost to deliver? • Probability that these open courses will become common?
Sub-proposition 2 If central formal evaluation of MOOCs shows positive results, and competency- based accreditation becomes more widely acceptable, dis-aggregation will accelerate and it will become commonplace for institutions to substituteMOOCs for their own teaching and add tuition support and assessment separately at a much lower cost.
If lots of MOOCs were available, would Institutions substitute them for their own courses? What is the probability of this becoming widespread?

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Could MOOCs quickly become a major component of higher education?

  • 1. Could MOOCs quickly become a major component of Higher Education? Brian Mulligan, Institute of Technology Sligo, Ireland Ray Schroeder, University of Illinois Springfield.
  • 2. Sub-proposition 1: The cost of delivery of a MOOC need not necessarily be high and consequently they will become widespread!
  • 3. How “lean” could we make a MOOC? • 12 x 50 minute live lectures • Additional open learning materials. • 12 x quizzes • 3 x peer assessed assignments • Access to peer support discussion for a • What else do we need? • .. • .. • .. • How much will this cost to deliver? • Probability that these open courses will become common?
  • 4. Sub-proposition 2 If central formal evaluation of MOOCs shows positive results, and competency- based accreditation becomes more widely acceptable, dis-aggregation will accelerate and it will become commonplace for institutions to substituteMOOCs for their own teaching and add tuition support and assessment separately at a much lower cost.
  • 5. If lots of MOOCs were available, would Institutions substitute them for their own courses? What is the probability of this becoming widespread?