This document summarizes a presentation about how MOOCs can benefit higher education. The presentation discusses the growth of open educational resources and MOOCs, including early repositories, open courseware initiatives, and new MOOC platforms like Coursera, edX, and Udacity. It predicts that MOOCs will proliferate, advance the use of open resources, and increase the acceptance of alternative credentials. MOOCs may help lower costs but platforms will likely monetize through fees for certifications, proctored exams, career services, and selling user data. Universities can benefit from MOOCs by embracing open education, improving teaching, and enhancing their reputation.
Beyond Accreditation and Standards: The Distance Educator’s Opportunity for L...Gary Matkin
This presentation will provide practical suggestions for distance educators to take a leadership position amidst the call from accrediting bodies for institutions of higher education to become more accountable and transparent. Presentation will address content management, learner feedback, “openness”, and the establishment of infrastructure to meet these new requirements.
This presentation is intended for UPCEA members who are involved in helping their institutions determine whether to offer or continue to offer MOOCs. It draws on the experience of UC Irvine, an early member of Coursera, which has over ten years of experience in OpenCourseWare (OCW) and Open Educational Resources (OER). To begin, the presentation establishes the context for a full understanding of MOOCS, why they developed, what impact they have had so far, and what their effect might be on higher education and the world, but absent the hype and hyperbole that characterizes current discussions around MOOCS. The advantages and disadvantages of being involved with MOOCs and some strategic reasons to engage in MOOCs will be presented, using illustrations from the UCI experience.
This presentation is intended to put the recent U.S. movement toward Massive Open Online Courses (MOOCs) into perspective, assessing its effects on higher education in the U.S. and around the world. This presentation is informed in part by the University of California, Irvine’s (UCI) long-term involvement in the OpenCourseWare (OCW) and Open Educational Resources (OER) movements and its more recent experience in producing and offering seven MOOC courses through Coursera. This presentation goes beyond asking questions to making predictions that can guide institutional responses.
The development of the OpenCourseWare (OCW) and Open Educational Resource (OER) movements over the last three years indicates that major universities around the world are already or will soon become producers and publishers of OCW and OER and that these efforts will become permanent features of organizational life in these institutions. Continuing educators will gain institutional credibility by initiating open Web sites. The institutional case for OCW/OER is strong and multifaceted.
This presentation will describe how institutions are effectively using and supporting open Web sites and how such sites intersect with clear trends in higher education. Among the benefits described will be the use of OCW/OER to attract students, serve current students and supplement their learning, support faculty in both course authoring and delivery, facilitate accountability and aid continuous improvement, advance institutional recognition and reputation, support the public service role of institutions, disseminate the results of research and thereby attract research funding, serve as a repository for a wide range of digital assets, serve learning communities of all types, and enhance international service and reputation.
The objective of this presentation is to first, set the background, including the most recent events, around MOOCs. Of course, MOOCs are just an extension of a much earlier and deeper movement toward open education, but they represent a very important milestone in the development of universal higher education, where everyone can learn anything, anytime, anywhere, for free. We will also make some predictions, based on solid evidence, about where MOOCs are going and what their effect will be. Then we will develop some institutional strategies that might make sense given the background and predilections.
Beyond Accreditation and Standards: The Distance Educator’s Opportunity for L...Gary Matkin
This presentation will provide practical suggestions for distance educators to take a leadership position amidst the call from accrediting bodies for institutions of higher education to become more accountable and transparent. Presentation will address content management, learner feedback, “openness”, and the establishment of infrastructure to meet these new requirements.
This presentation is intended for UPCEA members who are involved in helping their institutions determine whether to offer or continue to offer MOOCs. It draws on the experience of UC Irvine, an early member of Coursera, which has over ten years of experience in OpenCourseWare (OCW) and Open Educational Resources (OER). To begin, the presentation establishes the context for a full understanding of MOOCS, why they developed, what impact they have had so far, and what their effect might be on higher education and the world, but absent the hype and hyperbole that characterizes current discussions around MOOCS. The advantages and disadvantages of being involved with MOOCs and some strategic reasons to engage in MOOCs will be presented, using illustrations from the UCI experience.
This presentation is intended to put the recent U.S. movement toward Massive Open Online Courses (MOOCs) into perspective, assessing its effects on higher education in the U.S. and around the world. This presentation is informed in part by the University of California, Irvine’s (UCI) long-term involvement in the OpenCourseWare (OCW) and Open Educational Resources (OER) movements and its more recent experience in producing and offering seven MOOC courses through Coursera. This presentation goes beyond asking questions to making predictions that can guide institutional responses.
The development of the OpenCourseWare (OCW) and Open Educational Resource (OER) movements over the last three years indicates that major universities around the world are already or will soon become producers and publishers of OCW and OER and that these efforts will become permanent features of organizational life in these institutions. Continuing educators will gain institutional credibility by initiating open Web sites. The institutional case for OCW/OER is strong and multifaceted.
This presentation will describe how institutions are effectively using and supporting open Web sites and how such sites intersect with clear trends in higher education. Among the benefits described will be the use of OCW/OER to attract students, serve current students and supplement their learning, support faculty in both course authoring and delivery, facilitate accountability and aid continuous improvement, advance institutional recognition and reputation, support the public service role of institutions, disseminate the results of research and thereby attract research funding, serve as a repository for a wide range of digital assets, serve learning communities of all types, and enhance international service and reputation.
The objective of this presentation is to first, set the background, including the most recent events, around MOOCs. Of course, MOOCs are just an extension of a much earlier and deeper movement toward open education, but they represent a very important milestone in the development of universal higher education, where everyone can learn anything, anytime, anywhere, for free. We will also make some predictions, based on solid evidence, about where MOOCs are going and what their effect will be. Then we will develop some institutional strategies that might make sense given the background and predilections.
This presentation provides a summary of Massive Open Online Course (MOOC) research and how it’s being organized around the world. MOOCs offer research objects that have the potential to address many of the issues higher education researchers face. They present new and unique opportunities to understand how people learn across a broad spectrum of educational mediums. MOOCs cross the boundaries between formal and informal learning in an unprecedented way, with each MOOC course offering opportunities for researchers to study how people select and engage with learning resources. This presentation will identify important questions: how are these research efforts being focused? What are they trying to learn? What impact are they having? What are they revealing about higher education? It also will explore the current state of MOOC research, summarize the approaches being taken, highlight some of the results that are coming from the research, and make predictions about what we might expect in the future.
Sustainability as Imperative: The Unavoidable Future for OCWGary Matkin
Online education has clearly become a permanent feature of higher education world-wide. However, as dramatic as the technology-induced changes have been, the pace and impact of technology will intensify over the next fifteen years. Based on currently observable, documented, and quantifiable trends in higher and distance education, this paper will make predictions about the transformations in higher education that are on the horizon, with specific reference to the inexorable expansion of Open Educational Resources (OER), Open CourseWare(OCW), and continuous improvement processes.
The main prediction of this presentation is that, notwithstanding the current confusion over the use of OER and OCW and the present struggles to find resources to sustain the considerable efforts that have been undertaken in the OER movement, OER and OCW are here to stay and will grow rapidly, soon to be a part of every major higher educational institution in the world. The strongest and most obvious trends in higher education all intersect with OER and OCW creating in their addition an “imperative” for these movements.
In 1990 the Hubble Telescope was launched providing current and future generations of scientists with a view of the cosmos unobstructed by the earth’s atmosphere. Ten years later over 9,000 journal articles had been based on the science delivered by the Hubble. It is the main contention of this presentation that MOOCs (and other forms of Open Educational Resources–OER) will have the same effect on higher education research by providing “massive” responses to exactly the same educational treatments delivered in the same way.
This presentation will describe how institutions are effectively using and supporting open Web sites and how such sites intersect with clear trends in higher education. Among the benefits described will be the use of OCW/OER to attract students, serve current students and supplement their learning, support faculty in both course authoring and delivery, facilitate accountability and aid continuous improvement, advance institutional recognition and reputation, support the public service role of institutions, disseminate the results of research and thereby attract research funding, serve as a repository for a wide range of digital assets, serve learning communities of all types, and enhance international service and reputation.
There are two very powerful trends in higher education that are converging—the commercialization of OpenCourseWare (OCW) and the strong national and international interest in lowering the cost of degree attainment. This presentation will trace the history and then detail the current events leading up to the converging of these two trends as symbolized by several recent announcements about the granting of credit for learning achieved primarily through OCW.
Members of the OCW/OER movement are properly occupied with the current efforts of importance to the movement—increasing the supply and usage of OCW/OER, finding sustainable models, embedding OCW/OER into government and institutional contexts, and seeking ways of certifying knowledge gained through open content. As educators, we are motivated by the high-minded goal of improving access to education throughout the world through technology and free learning opportunities. However, between the focus on issues of immediate concern and the shining light of our overall goal, there is a middle ground that is not well understood by many OCW/OER proponents. That middle ground is composed of large-scale forces that are impacting education and together create an imperative for the OCW/OER movement—a movement that is so important to these trends that the vision we have for the future of OCW/OER is inevitable. This presentation describes these trends and the part that OCW/OER plays in them.
The first and most important trend is the movement toward universal higher education. First identified and described by Martin Trow in 1973, universal higher education is the third stage in the evolution of higher education, following the movement from elite to mass higher education. There are two components for universal higher education. The first is the traditional notion of access by providing access to higher education to people who otherwise could not take part because of geographical or financial issues. The second component is more subtle, but no less important or visible after, the breakdown of boundaries, sequences, and distinctions between learning and life. This presentation will describe how universal higher education is becoming clearly evident and offer some examples of how OCW/OER is a major component in the advancement of universal higher education.
The second trend is the “commoditization” of education. A good or service is “commoditized” when it becomes ubiquitously available at no or very low cost. There are clear patterns of behavior that occur when an important aspect of an industry becomes commoditized. These patterns are evident in the commoditization of content (Google, Wikipedia, YouTube) and communications (Facebook, Skype, Twitter), both of which are important elements of education. Education itself is showing signs of becoming commoditized. Commoditization pushes the “value proposition” to the periphery of the good or service. This presentation will describe that value add shift in higher education, what it means to the OCW/OER movement, and how we can take advantage of this trend.
Advocacy on behalf of the OCW/OER movement is an important role for the OCWC and its members. That advocacy can be most effective when all of us understand the social and economic dynamics that shape our movement. OCW/OER is here to stay in ever greater volume and utility because it is aligned with major social, economic, and edu
This presentation will serve these three purposes and also propose that the OCW Consortium take a leadership role in serving as a clearing house and advocate for the sharing of data and experimental results across institutions, in order to advance the use of open material to fuel education innovation.
Internationalizing Learning Concepts through OCW. AIEA 2011Gary Matkin
This presentation addresses the following 2011 Association of International Education Administrators (AIEA) Annual Conference themes, 1) information technology and international collaboration, 2) strategies of international partnerships and exchange, and 3) joint degrees and off-shore operations. It is based on growing efforts of the University of California, Irvine (UCI) to expand its OpenCourseWare (OCW) Web site to include material relevant to international students and teachers. It includes a description of the partnership between UCI and the Fundacão Getulio Vargas, Brazil (FGV) for the development of an international MBA program and the exchange and innovative use of open educational resources (OER) primarily in the form of OCW.
Massive open online courses or MOOCs were predicted to achieve world domination and completely transformation of higher education. Today, these predictions are seen to have been overblown. But with several years of experience now behind them, MOOC providers and users are adjusting both their perceptions about online learning and the courses themselves. Mainly based on empirical research articles and reports and interviews with K-MOOC providers, this paper examines impacts of MOOCs on higher education and analyze K-MOOC as an illustrative case. For this, it asks such questions as: 1) have MOOCs expanded higher education and provided access for all, especially for the socially marginalized groups? 2) have MOOCs improved the quality of campus-based higher education? 3) have MOOCs reduced the costs to the providers and users? It will conclude with discussion of the emerging issues and future directions.
Keynote Presentation by Professor Alan Tait (UK Open University) at the CDE’s Research and Innovation in Distance Education and eLearning conference, held at Senate House London on 1 November 2013.
Intl ACAC Webinar Wednesday Using MOOCs for Counselors & StudentsOACACcom
Massive open online courses (MOOCs) provide free, accessible, expertise to anyone with an internet connection, but how can MOOCs really help you and your students? This webinar for secondary school counselors will detail practical ways in which you can use MOOCs to enhance your counseling program and how your students can use MOOCs to their benefit. You will hear from secondary school counselors about how they are currently using MOOCs at their schools, as well as a representative from Coursera, one of the major MOOC providers, who will share information about trends and platform updates relevant to secondary schools. The webinar will also briefly explore how MOOCs in the application are being viewed by admission offices. In the end, you will have practical examples of ways to use the free resources that MOOCs present.
Learning Futures@University of Westminster: Blended Learning & Teaching ThemeTony Burke
A presentation given to the 12th Westminster Learning & Teaching Symposium on 4th July 2013 about the Blended Learning and Teaching theme of the Learning Futures Project
Opportunities to Engage First Year Students at Community CollegesHobsons
As part of the Student Success and Support Program (SSSP) led by the Chancellor’s Office, Los Medanos College began implementing tools from the Starfish Enterprise Success Platform – specifically, early alert and degree planning – in 2015. In this Webinar, you’ll learn about their recipe for implementing student success technologies within a statewide initiative.
On 9 December 2013 we were very pleased to be able to welcome Professor Asha Kanwar (President & CEO of the Commonwealth of Learning) to Senate House to conduct a free lunchtime seminar “Old wine in new bottles? Exploring MOOCs”.
The special session was chaired by Professor Alan Tait (Open University, CDE Visiting Fellow), and was an opportunity to engage with one of the world’s leading advocates of learning for development.
MOOCs seem to be a natural progression in the different stages of the development of distance education. Starting with external degrees, correspondence courses, open and distance learning, and more recently OER, MOOCs are yet another phase of opening up access to education. But will MOOCs really make a difference to democratizing education? Will they transform pedagogy and positively impact learning outcomes? How will they negotiate the digital divide? Or are MOOCs simply old wine in new bottles? This presentation will address these questions and explore the ways in which MOOCs can play a positive role in transforming education.
Partnership campuses - a global key trend?Anders Norberg
A presentation of partnership campuses, multi-institutional campuses, multi-university campuses as a global trend. From a presentation for Seinäjoki University Consortium Forum, Conference, Sept 23rd, 2011 by me, Anders Norberg, Campus Skellefteå, Sweden.
This presentation provides a summary of Massive Open Online Course (MOOC) research and how it’s being organized around the world. MOOCs offer research objects that have the potential to address many of the issues higher education researchers face. They present new and unique opportunities to understand how people learn across a broad spectrum of educational mediums. MOOCs cross the boundaries between formal and informal learning in an unprecedented way, with each MOOC course offering opportunities for researchers to study how people select and engage with learning resources. This presentation will identify important questions: how are these research efforts being focused? What are they trying to learn? What impact are they having? What are they revealing about higher education? It also will explore the current state of MOOC research, summarize the approaches being taken, highlight some of the results that are coming from the research, and make predictions about what we might expect in the future.
Sustainability as Imperative: The Unavoidable Future for OCWGary Matkin
Online education has clearly become a permanent feature of higher education world-wide. However, as dramatic as the technology-induced changes have been, the pace and impact of technology will intensify over the next fifteen years. Based on currently observable, documented, and quantifiable trends in higher and distance education, this paper will make predictions about the transformations in higher education that are on the horizon, with specific reference to the inexorable expansion of Open Educational Resources (OER), Open CourseWare(OCW), and continuous improvement processes.
The main prediction of this presentation is that, notwithstanding the current confusion over the use of OER and OCW and the present struggles to find resources to sustain the considerable efforts that have been undertaken in the OER movement, OER and OCW are here to stay and will grow rapidly, soon to be a part of every major higher educational institution in the world. The strongest and most obvious trends in higher education all intersect with OER and OCW creating in their addition an “imperative” for these movements.
In 1990 the Hubble Telescope was launched providing current and future generations of scientists with a view of the cosmos unobstructed by the earth’s atmosphere. Ten years later over 9,000 journal articles had been based on the science delivered by the Hubble. It is the main contention of this presentation that MOOCs (and other forms of Open Educational Resources–OER) will have the same effect on higher education research by providing “massive” responses to exactly the same educational treatments delivered in the same way.
This presentation will describe how institutions are effectively using and supporting open Web sites and how such sites intersect with clear trends in higher education. Among the benefits described will be the use of OCW/OER to attract students, serve current students and supplement their learning, support faculty in both course authoring and delivery, facilitate accountability and aid continuous improvement, advance institutional recognition and reputation, support the public service role of institutions, disseminate the results of research and thereby attract research funding, serve as a repository for a wide range of digital assets, serve learning communities of all types, and enhance international service and reputation.
There are two very powerful trends in higher education that are converging—the commercialization of OpenCourseWare (OCW) and the strong national and international interest in lowering the cost of degree attainment. This presentation will trace the history and then detail the current events leading up to the converging of these two trends as symbolized by several recent announcements about the granting of credit for learning achieved primarily through OCW.
Members of the OCW/OER movement are properly occupied with the current efforts of importance to the movement—increasing the supply and usage of OCW/OER, finding sustainable models, embedding OCW/OER into government and institutional contexts, and seeking ways of certifying knowledge gained through open content. As educators, we are motivated by the high-minded goal of improving access to education throughout the world through technology and free learning opportunities. However, between the focus on issues of immediate concern and the shining light of our overall goal, there is a middle ground that is not well understood by many OCW/OER proponents. That middle ground is composed of large-scale forces that are impacting education and together create an imperative for the OCW/OER movement—a movement that is so important to these trends that the vision we have for the future of OCW/OER is inevitable. This presentation describes these trends and the part that OCW/OER plays in them.
The first and most important trend is the movement toward universal higher education. First identified and described by Martin Trow in 1973, universal higher education is the third stage in the evolution of higher education, following the movement from elite to mass higher education. There are two components for universal higher education. The first is the traditional notion of access by providing access to higher education to people who otherwise could not take part because of geographical or financial issues. The second component is more subtle, but no less important or visible after, the breakdown of boundaries, sequences, and distinctions between learning and life. This presentation will describe how universal higher education is becoming clearly evident and offer some examples of how OCW/OER is a major component in the advancement of universal higher education.
The second trend is the “commoditization” of education. A good or service is “commoditized” when it becomes ubiquitously available at no or very low cost. There are clear patterns of behavior that occur when an important aspect of an industry becomes commoditized. These patterns are evident in the commoditization of content (Google, Wikipedia, YouTube) and communications (Facebook, Skype, Twitter), both of which are important elements of education. Education itself is showing signs of becoming commoditized. Commoditization pushes the “value proposition” to the periphery of the good or service. This presentation will describe that value add shift in higher education, what it means to the OCW/OER movement, and how we can take advantage of this trend.
Advocacy on behalf of the OCW/OER movement is an important role for the OCWC and its members. That advocacy can be most effective when all of us understand the social and economic dynamics that shape our movement. OCW/OER is here to stay in ever greater volume and utility because it is aligned with major social, economic, and edu
This presentation will serve these three purposes and also propose that the OCW Consortium take a leadership role in serving as a clearing house and advocate for the sharing of data and experimental results across institutions, in order to advance the use of open material to fuel education innovation.
Internationalizing Learning Concepts through OCW. AIEA 2011Gary Matkin
This presentation addresses the following 2011 Association of International Education Administrators (AIEA) Annual Conference themes, 1) information technology and international collaboration, 2) strategies of international partnerships and exchange, and 3) joint degrees and off-shore operations. It is based on growing efforts of the University of California, Irvine (UCI) to expand its OpenCourseWare (OCW) Web site to include material relevant to international students and teachers. It includes a description of the partnership between UCI and the Fundacão Getulio Vargas, Brazil (FGV) for the development of an international MBA program and the exchange and innovative use of open educational resources (OER) primarily in the form of OCW.
Massive open online courses or MOOCs were predicted to achieve world domination and completely transformation of higher education. Today, these predictions are seen to have been overblown. But with several years of experience now behind them, MOOC providers and users are adjusting both their perceptions about online learning and the courses themselves. Mainly based on empirical research articles and reports and interviews with K-MOOC providers, this paper examines impacts of MOOCs on higher education and analyze K-MOOC as an illustrative case. For this, it asks such questions as: 1) have MOOCs expanded higher education and provided access for all, especially for the socially marginalized groups? 2) have MOOCs improved the quality of campus-based higher education? 3) have MOOCs reduced the costs to the providers and users? It will conclude with discussion of the emerging issues and future directions.
Keynote Presentation by Professor Alan Tait (UK Open University) at the CDE’s Research and Innovation in Distance Education and eLearning conference, held at Senate House London on 1 November 2013.
Intl ACAC Webinar Wednesday Using MOOCs for Counselors & StudentsOACACcom
Massive open online courses (MOOCs) provide free, accessible, expertise to anyone with an internet connection, but how can MOOCs really help you and your students? This webinar for secondary school counselors will detail practical ways in which you can use MOOCs to enhance your counseling program and how your students can use MOOCs to their benefit. You will hear from secondary school counselors about how they are currently using MOOCs at their schools, as well as a representative from Coursera, one of the major MOOC providers, who will share information about trends and platform updates relevant to secondary schools. The webinar will also briefly explore how MOOCs in the application are being viewed by admission offices. In the end, you will have practical examples of ways to use the free resources that MOOCs present.
Learning Futures@University of Westminster: Blended Learning & Teaching ThemeTony Burke
A presentation given to the 12th Westminster Learning & Teaching Symposium on 4th July 2013 about the Blended Learning and Teaching theme of the Learning Futures Project
Opportunities to Engage First Year Students at Community CollegesHobsons
As part of the Student Success and Support Program (SSSP) led by the Chancellor’s Office, Los Medanos College began implementing tools from the Starfish Enterprise Success Platform – specifically, early alert and degree planning – in 2015. In this Webinar, you’ll learn about their recipe for implementing student success technologies within a statewide initiative.
On 9 December 2013 we were very pleased to be able to welcome Professor Asha Kanwar (President & CEO of the Commonwealth of Learning) to Senate House to conduct a free lunchtime seminar “Old wine in new bottles? Exploring MOOCs”.
The special session was chaired by Professor Alan Tait (Open University, CDE Visiting Fellow), and was an opportunity to engage with one of the world’s leading advocates of learning for development.
MOOCs seem to be a natural progression in the different stages of the development of distance education. Starting with external degrees, correspondence courses, open and distance learning, and more recently OER, MOOCs are yet another phase of opening up access to education. But will MOOCs really make a difference to democratizing education? Will they transform pedagogy and positively impact learning outcomes? How will they negotiate the digital divide? Or are MOOCs simply old wine in new bottles? This presentation will address these questions and explore the ways in which MOOCs can play a positive role in transforming education.
Partnership campuses - a global key trend?Anders Norberg
A presentation of partnership campuses, multi-institutional campuses, multi-university campuses as a global trend. From a presentation for Seinäjoki University Consortium Forum, Conference, Sept 23rd, 2011 by me, Anders Norberg, Campus Skellefteå, Sweden.
Massive Open Online Courses (MOOCs): Entrepreneurial Instruction or the Death...University of Waterloo
2012 has been described at "The Year of the MOOC." This presentation describes where MOOCs came from and why they have drawn hundreds of media stories and commentaries and controversies and, more importantly, millions of investor dollars and claims that MOOCs represent "the future of education." Larger issues are at play—beyond high enrollment numbers in online classes—issues related to technological promise and education, views of students as consumers and of teachers as service providers, the rising price of tuition and shrinking public support of education, all embedded in a culture of entitlement challenged by unprecedented economic austerity. MOOCs, therefore, are as interesting for what they teach us about where we are technologically as they are for what they tell us about the value of education in our democratic society.
This digital artefact has been created for the Massive Open Online Course (MOOC) E-Learning and 'Digital Cultures' from the University of Edinburgh which was delivered through www.coursera.org.
Slides from Andrew Sears's presentation on What Disruptive Innovation Means for DEAC Schools at the Distance Education Accreditation Commission Conference in April 2016 .
Conferencia a cargo de Ben Sowter, jefe de la Unidad de Investigación de QS.
La conferencia se presentó en el 1er Seminario Internacional sobre Rankings en Educación Superior y E-learning organizado por la UOC.
Open Access Week: College of Du Page KeynoteUna Daly
Open Access Week keynote for In Service Day at College of DuPage in Glen Ellyn, Illinois. Choose Generation Open: Transforming Teaching and Learning with Open Educational Resources with Una Daly, Community College Director at the Open Education Consortium and Kate Hess, Faculty Librarian, at Kirkwood College, Iowa.
Presentation on UCT MOOCs project to the University of Western Cape's School of Public Health workshop (Emerging models in Public Health education) , 20 May 2015
Why, What and How of OER. Educational trends and how Open Education can help address these. Copyright and Open Licensing. Getting Started with an OER project.
The Present and Future of Alternative Digital CredentialsGary Matkin
Presentation begins with a review of the ICDE report on “The Present and Future of ADCs.” The presentation also will provide an update to the report with specific examples of issues that were highlighted that have already, subsequently to the report, come to our attention.
Career Services for New Generations of UCI Students and EmployersGary Matkin
Presentation describes the importance of the 60-Year Curriculum and the issuance of Alternative Digital Credentials as students move toward graduation to enter the world of work.
The Present and Future of Alternative Digital Credentials. ICDE World ConferenceGary Matkin
This presentation reviews the ICDE report on “The Present and Future of ADCs.” It also provides an update to the report with specific examples of issues that were highlighted that have already, subsequently to the report, come to our attention.
We start with a list of recommendations that reveal the overarching purpose of the report, which encourages and provides guidance to ICDE member institutions who are considering, or have already adopted, ADCs.
Digital Credentials: Why, What, and How. Connecting Learning Outcomes with Em...Gary Matkin
Presented at the UPCEA 2019 Annual Conference.
This presentation introduces the concept of Alternative Digital Credentials (ADC’s), sometimes referred to as “badges.” It discusses what ADCs are, how they are used, why they are important, how they are an imperative for higher education, how employers are beginning to accept and use ADCs, and what the future of ADCs might be. The basic thesis of this presentation is that ADCs are and will be a permanent feature of the higher education landscape and that societies and institutions that fail to adopt and recognize ADCs will lose their competitive advantage in the marketplace and fall short of their social responsibility.
The Present and Future of Alternative Digital Credentials. Gary Matkin
Presented at the Seminar for the Israeli Consortium of Faculty Development Centers (ICFDC).
This presentation introduces the concept of Alternative Digital Credentials (ADC’s), sometimes referred to as “badges.” It discusses what ADCs are, how they are used, why they are important, how they are an imperative for higher education, how employers are beginning to accept and use ADCs, and what the future of ADCs might be. The basic thesis of this presentation is that ADCs are and will be a permanent feature of the higher education landscape and that societies and institutions that fail to adopt and recognize ADCs will lose their competitive advantage in the marketplace and fall short of their social responsibility.
The Present and Future of Alternative Digital Credentials: An Imperative for ...Gary Matkin
This presentation introduces the concept of Alternative Digital Credentials (ADC’s), sometimes referred to as “badges.” It discusses what ADCs are, how they are used, why they are important, how they are an imperative for higher education, how employers are beginning to accept and use ADCs, and what the future of ADCs might be. The basic thesis of this presentation is that ADCs are and will be a permanent feature of the higher education landscape and that societies and institutions that fail to adopt and recognize ADCs will lose their competitive advantage in the marketplace and fall short of their social responsibility.
This seminar series is intended to explore new technology and trends in continuing education.
It is consistent with our 2016 strategic priorities (see document).The content management seminar will be followed by a seminar on analytics and how they can be used, and then by other subjects including competency based educational assessment, micro credentialing, and strategic partnership development.This seminar series is seeking input and involvement as we work things out. Out of these seminars will come projects and assignments. You will see what I mean—Larry, Sarah, and I will describe some of the capabilities of the new technologies but you will have to determine how these capabilities can be most useful to you. It is important that we establish roles and responsibilities, and balance user input and the discipline needed to maintain and operate a tech based system. At this seminar I will set the context, Sarah will talk about Canvas and best practices, Larry will talk about the UCI commons we are developing. Then all three of us will try to help you understand the difference between these efforts.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
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http://sandymillin.wordpress.com/iateflwebinar2024
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Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
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We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
1. Why MOOCs Are Good for
Higher Education
(And What MOOCs Will Make Your University Do)
GARY W. MATKIN, PH.D., DEAN
CONTINUING EDUCATION, DISTANCE LEARNING AND SUMMER SESSION
UNIVERSITY OF CALIFORNIA, IRVINE
NCSE ONLINE WEBINAR
DECEMBER 20, 2012
2. To Retrieve This Presentation
Visit:
s l i d e s h ar e . n e t / g a r y m a t k i n / n c s e o nl i n e
3. Summary of Converging Themes
1. The commercialization of OpenCourseWare
2. The creation of low cost degrees
4. Summary of Emerging Themes
1. Improving teaching and learning through
online delivery
2. Concentration on assessments
3. The proliferation of open materials
4. The incorporation of open material in
"regular" (or traditional) degrees
5. The creation of viable and sustained
learning communities
6. By 2025, 98 million graduates of
secondary education WILL NOT be
able to attend college
7. To serve these students, 4 large
campuses, serving 30,000 students,
would have to be built EVERY WEEK
for the next 15 years
8. The Cost of Degrees in the U.S.
Tuition, Fees, and ENROLLMENT
Living
Public 2-year 10,550 7,285,000
Public 4-Year $17,860 9,925,000
Private 4-Year $39,518 3,822,000
For Profit 4-Year $15,172 (Room and 2,426,000
Board not included)
SOURCE: The College Board, Trends in College Pricing 2012
9. Inflation-Adjusted Published Tuition and Fees Relative to
1982-83, 1982-83 to 2012-13 (1982-83 =100)
SOURCE: The College Board, Trends in College Pricing 2012, Figure 5.
13. Imagine a World in Which
everyone
could learn
anything
anywhere
anytime
for
free
14. Commoditization Pushes the “Value
Proposition” to the Periphery
Content/Information
Wikipedia Google iTunes YouTube
Communication/Interaction (Web 2.0)
Skype Facebook Twitter
Learning Pathways
Flat World Kahn
OCWC Merlot Connexions
Knowledge Academy
15. The Growth and Development of
Open Education Channels
1. Early Repositories 3. Utilities
Merlot YouTube
Connexions iTunes
Subject-matter based 4. Open Textbooks
2. OpenCourseWare
MIT
OCWC
UCI
16. The Growth and Development of
Open Education Channels
Open Repositories
Merlot: 38,000 learning objects
Connexions: 17,000 learning objects, 2 million visits per
month
OpenCourseWare
MIT: 2,100 courses, 1 million visits per month
OCW Consortium: 25,000 courses, 250 + institutional
members
UC Irvine OCW: 90 courses, 300 video lectures, 1,700
learning objects
17. The Growth and Development of
Open Education Channels
Utilities
YouTube EDU: 700,000 video lectures
iTunes U: 500,000 video lectures
Open Text Books
20. March 2011 Stanford’s Sebastian Thrun attends Ted talk by Salmon
Kahn
July 2011 Thrun and Norwig announce the Stanford AI course
October 2011 New York Times front page article on the AI course
enrollments
December Udacity and MITx launched
2011
January 2012 Kohler and Ng of Stanford launch Coursera with $16
million in VC funds
May 2012 MIT and Harvard announce edX with $60 million in start up
funding
July 2012 Coursera has 16 universities and 100 courses
August 2012 Coursera hits 1 million students
September Coursera expands to 33 institutions offering 200 courses
2012
November Coursera announces its partnership with ACE
2012
23. Coursera was launched on April 18, 2012
Coursera has raised over $16 million in funding
33 University Partners, 1.7 million followers, 200
courses
No solid business plan developed
Uses cohort model
Wants to present the “world‟s best courses”
Admits only elite universities: “top 50”
24. Coursera Partners
Stanford University University of Maryland, College Park
University of Michigan University of Melbourne
University of Pennsylvania University of Pittsburgh
Princeton University Vanderbilt University
Berklee College of Music Wesleyan University
California Institute of Technology
Brown University
Duke University
Columbia University
École Polytechnique Fédérale de
Emory University
Lausanne
Hebrew University of Jerusalem
Georgia Institute of Technology
The Hong Kong University of Johns Hopkins University
Science and Technology
Rice University
Mount Sinai School of Medicine University of California, San Francisco
Ohio State University University of Edinburgh
The University of British University of Illinois at Urbana-
Columbia Champaign
University of California, Irvine University of Toronto
University of Florida University of Virginia
University of London University of Washington
International Programmes
25. How Does Coursera Plan to Make Money in
the Future?
Certifications
Offering "Secure Assessments”
Employee Recruiting
Employee or University Screening
Tutoring or Manual Grading
Corporate/University Enterprise Model
Sponsorships
Selling Courses to Community Colleges
Charging Tuition
26. The Unstated Monetization Models
Advertising
Selling student data/personal information
Selling ancillary materials
27. I selected this course because it was
developed by the University of…
I'm curious about what it's like to
take an online course
This class relates to my current
employment or career
I want to earn a credential to add to
Slightly more than 1/2 of students
my resume/CV
state they selected their classes
This subject is relevant to my
because they expect it to be
academic field of study
This enjoyable; nearly the same number
class relates to my future career
plans
also state the course they selected
I think this course will be fun and
relates to their current or future
enjoyable
career plans
0% 20% 40% 60%
28. Founded May 2012
Harvard and MIT are founding partners with $60 million
in backing
Currently offers HarvardX, MITx and BerkeleyX classes
online for free
Beginning in Summer 2013, edX will also offer UTx
(University of Texas) classes online for free
The UT System is making a $5 million investment in the
edX platform
More than 150,000 students from over 160 countries
registered for Circuits and Electronics
29. More About edX
Certificates of completion will be issued by edX
under the name of the underlying "X University"
from where the course originated, i.e.
HarvardX, MITx or BerkeleyX
The certificates for courses completed in Fall 2012
will be free
There are plans to charge a modest fee for
certificates in the future
30. Launched April 2o12
800,000 students in 16 Open Courses
Not a cohort model, Start Class at any Time, Self-Paced
Courses Categorized by
Beginning, Intermediate, Advanced
Upon completing a course, students receive a certificate
of completion indicating their level of
achievement, signed by the instructors, at no cost.
50,000 certificates of completion issued as of October
2012
Not yet institutionally-sponsored
31. The Udacity Model: Plans for Monetizing
Plans to monetize its “students‟ skills”
Udacity will help with job placement by selling
student leads to recruiters
Final exams are proctored for a fee
Further plans for certification options would include
a "secured online examination" as a less expensive
alternative to the in-person proctored exams
32. OCW, MOOCs, and the Universal Degree
Excelsior and Saylor
University of Washington and Coursera
Antioch and Coursera
ACE and Coursera
33.
34.
35. The deal represents one of the first instances
of a third-party institution buying
permission to incorporate a MOOC into its
curriculum — and awarding credit for the
MOOC.
36. Coursera and ACE
Coursera‟s Partnership with ACE will allow the
evaluation/assessment of learning and credit
recommendations for about five of its courses
Learners can receive an ACE transcript
These credits can, at the discretion of the accepting
institution, be accepted toward a degree
Over 2,000 of the nation‟s some 4,600 colleges and
universities already accept ACE-generated credits
For the first time, a nationally recognized academic
credit “bank” is available to students of OCW
37. Predictions About Effects of MOOCs on
Higher Education: The MACRO Level
MOOCs will:
1. Help higher education institutions, especially the elite
institutions, embrace online education in all its
forms, including in classroom-based instruction
2. Rapidly advance the creation and use of open educational
resources (OER)
3. Increase the use of transfer credits in the achieving of
degrees
4. Help lower the cost of higher education
38. Predictions About Effects of MOOCs on
Higher Education: The MACRO Level
MOOCs will:
5. Be an important factor in the use of new instructional
technology by all institutions to improve teaching and
learning
6. Promote peer to peer interactions and the learning
associated with them and speed the development of viable
online learning communities
7. Speed the value, legitimacy, and use of degree-alternative
certifications in both personal and employment-related
learning projects
8. Promote the use of competency-based assessments for
degree and non-degree education
39. Predictions About Effects of MOOCs on
Higher Education: The MICRO Level
MOOCs will:
1. Continue to proliferate as will the “channels” and the
number of institutions engaged in them, to become a
permanent feature of the higher education landscape
2. Content will be the most significant driver of MOOC
enrollments (what do I want to know?)
3. Elite universities will engage in MOOCs for reputational and
revenue generating reasons
4. Second and third tier institutions will engage in MOOCs to
reduce costs
40. Predictions About Effects of MOOCs on
Higher Education: The MICRO Level
MOOCs will:
5. The average enrollment size of MOOCs will decline as
MOOCs proliferate
6. MOOC channels, and institutional contributors will
specialize along subject matter lines
7. All LMS technologies will incorporate functions and utilities
to serve MOOCs
8. MOOC technology, channels, and institutions will continue
to add service features for the learner, some of which will be
free and some of which will require the payment of a fee
41. Predictions About Effects of MOOCs on
Higher Education: The MICRO Level
MOOCs will:
9. The „monetization” strategies of MOOC channels will soon
become obvious and will feature learning
assessment, advertising, data selling, and associated services
(tutoring, the sale of supplemental learning materials, the
tying of learning assessments to degrees and employment
opportunities)
10. Universities will receive enough revenue to cause them to
continue to supply content
11. All universities will become more flexible in accepting non-
traditional learning assessments for transfer credit
42. Elements for Successfully Implementing Online
and Open Education on Your Campus
1. Institutionalized Receptivity will:
Flexible staff willing to make changes
An inventory/history of open content
Technical infrastructure
People and skill sets
Institutional credibility
Administrative structure
Money to invest
OER and OCW National and International contacts
Technical capacity
Responsible resource allocation planning
43. For More Information
CONTACT KATHY TAM AT KSTAM@UCI.EDU
DOWNLOAD PRESENTATION AT:
slideshare.net/garymatkin/ncseonline
44. The Institutional Case for OCW
1. Serve current students (supports teaching and learning)
2. Attract new students
3. Support faculty in both course authoring and delivery
4. Facilitate accountability and aid continuous improvement
5. Advance institutional recognition and reputation
6. Support the public service role of institutions
7. Disseminate the results of research and thereby attract
research funding
8. Serve as a repository for a wide range of digital assets
9. Serve learning communities of all types
10. Enhance international service and reputation
11. Serves as a mechanism for fundraising
Editor's Notes
There are two very powerful trends in higher education that are converging—the commercialization of OpenCourseWare (OCW) and the strong national and international interest in lowering the cost of degree attainment. This presentation will trace the history and then detail the current events leading up to the converging of these two trends as symbolized by several recent announcements about the granting of credit for learning achieved primarily through OCW.
This presentation will also consider some emerging trends that will continue with increased vigor—the proliferation of high-quality open materials, the incorporation of open material in traditional degree offerings,including the "flipped classroom” concept, and the creation of sustained online learning communities.
UNESCO calculatesthat by 2015 just about 1 billion people who could benefit from higher education will not be able to get it. Serving these people is impossible with traditional campus-based higher education. The answer to this crisis is in online education as is indicated by a list of the universities (all using online education extensively) enrolling over 100,000.
Yet there is absolutely no way that the demand for education, to sustain social and economic growth and to address our many problems, can be satisfied by traditional higher education.
The demands for workforce education cannot be met by traditional degree programs. Degree education is not affordable by world economies and is often not the appropriate format for many learning objectives.
U.S. students today graduate with an average student debt of about $26,000, but this average masks the scope of the problem for individuals. Debt for a bachelor’s degree can range has high as $50,000 +. For graduates starting out in a tough job market with an obligation to make monthly payments is discouraging to say the least and weighs on the public psychology. This burden is virtually inescapable—such debts, which are usually guaranteed by the federal government cannot be relieved by bankruptcy proceedings and are subject to the same collection methods as those who owe delinquent taxes. Total student debt in the U.S. now topped $1 trillion in 2012. When compared to the total consumer debt in the U.S. of $11 trillion, which has been falling in recent years, student debt threatens the very economic health of the nation just as mortgage debt did a few years ago.
The purpose of this presentation is to make and document the point that this is no longer a vision, but now a prediction. This prediction presents serious threats to traditional higher education, and, in fact, gives us a window into what has been called “post-traditional” higher education. Institutions now have a responsibility to help our institutions recognize the opportunities and threats that this “imperative” holds for their futures.
Commoditization pushes the traditional “value proposition” of an industry to the periphery of the good or service. The consequences of the commodification of education are more clearly seen if we observe what happened in the content and communication industries. Providers of content (publishers, encyclopedias) gave way to organizations which provided free content but charged or benefitted from peripheral services (Wikipedia, Google, iTunes and YouTube). Commodification of communications spawned the social network industry and web-based communication (Skype, Facebook, and Twitter). In education we’re seeing the creation of organizations and businesses designed to deliver free services associated with learning pathways (repositories of learning objects and supplemental instruction). Again, the OER/OCW movements are the result of and benefit from the long-term shift in education toward commodification.
The growing supply of OER has created a mass with a gravitational pull—this huge asset cannot be ignored any longer. It is too big and has so many high quality learning pathways available for free that traditional higher education institutions have to take notice and begin to use it to reduce the cost of higher education.
OER and OCW have been growing rapidly since the 1990s beginning with the creation of several open “learning object” repositories. The movement was spurred in 2001 by MIT with its goal to create an open version of all of its courses. MIT led other institutions into the movement and initiated the creation of the OpenCourseWare Consortium. Soon after, open “utilities” such as YouTube and iTunesU offered easy paths to the expression of open education through video capture and other new technology. And, again in a drive to reduce the cost of education, the open textbook movement was created.
OER and OCW have been growing rapidly since the 1990s beginning with the creation of several open “learning object” repositories. The movement was spurred in 2001 by MIT with its goal to create an open version of all of its courses. MIT led other institutions into the movement and initiated the creation of the OpenCourseWare Consortium. Soon after, open “utilities” such as YouTube and iTunesU offered easy paths to the expression of open education through video capture and other new technology. And, again in a drive to reduce the cost of education, the open textbook movement was created.
The rise of MOOCs has been astoundingly rapid and influential.
MOOCs was started with Stanford in July 2011. Within one year, many of the top universities in the country and theworld were offering MOOCs through one or more start-up entities, and millions of students had signed up for the free courses.
A Stanford course in AI offered by two Stanford professors started things. These courses caught the attention of venture capitalists hoping to find another Facebook.
Venture capital seeded a number of start-ups with Coursera, Udacity and edX among the leaders.
Coursera is a social entrepreneurship company that partners with the top universities in the world to offer courses online for anyone to take, for free. Coursera envisions a future where the top universities are educating not only thousands of students, but millions. Its technology enables professors to teach tens or hundreds of thousands of students.
By mid September 2012, Coursera had agreements with 33 top universities from around the world, including 7 universities outside of the U.S.
The possible “monetization” schemes as listed in the Coursera contract with its university partners are listed here. Of these nine possibilities only the first two are in immediate prospect.
Not listed in the Coursera contract but clearly under consideration and in prospect are these possible ways of making money.
Slightly more than 1/2 of students state they selected their classes because they expect it to be enjoyable; nearly the same number also state the course they selected relates to their current or future career plans.
EdX is a not-for-profit enterprise of its founding partners Harvard University and the Massachusetts Institute of Technology that features learning designed specifically for interactive study via the web. Based on a long history of collaboration and their shared educational missions, the founders are creating a new online-learning experience with online courses that reflect their disciplinary breadth. Along with offering online courses, the institutions will use edX to research how students learn and how technology can transform learning–both on-campus and worldwide. Anant Agarwal, former Director of MIT's Computer Science and Artificial Intelligence Laboratory, serves as the first president of edX. EdX's goals combine the desire to reach out to students of all ages, means, and nations, and to deliver these teachings from a faculty who reflect the diversity of its audience. EdX is based in Cambridge, Massachusetts and is governed by MIT and Harvard.Unlike the other start-up entities, edX has a plan by which the participating partners will offer learning assessments and the recognition of learning achievements with certificates from MITX, StanfordX, HarvardX and so on. The linking of these high level “brands” with learning assessments of a non-traditional kind is a major step toward the linking of open education with degree credit.
Udacity believes that university-level education can be both high quality and low cost. Using the economics of the Internet, we've connected some of the greatest teachers to hundreds of thousands of students in almost every country on Earth. Udacity was founded by three roboticists who believed much of the educational value of their university classes could be offered online for very low cost. A few weeks later, over 160,000 students in more than 190 countries enrolled in our first class, "Introduction to Artificial Intelligence." The class was twice profiled by the New York Times and also by other news media.
Like Coursera, Udacity sees certification as a path to “monetization.”
Just now becoming evident is the use of OCW by major institutions and organizations in the offering of low cost degrees. These three examples provide different models for the future of higher education in the U.S. (first) and the world.
Coursera and Antioch College have entered “into a contract to license several of the courses Courserahas built. Antioch University, would offer versions of the MOOCs for credit as part of a bachelor’s degree program. ”The deal represents one of the first instances of a third-party institution buying permission to incorporate a MOOC into its curriculum…..in an effort to lower the full cost of a degree for students.” Kolowich, Steve. “MOOCs for Credit,” Inside Higher Ed, October 29, 2012.
The linking of open education with transcripted academic credit took a major leap forward with the November 19, 2012 Coursera/ACEannouncementthat ACE was considering supplying learning assessments (tests) for students who had taken a free Coursera course and wanted degree credit for learning achievement. For the first time a national academic credit “bank” would accept credits toward degrees which could be accepted by any institution in the U.S. (and overseas).