There can be no doubt that Massive Open On-line Courses (MOOCs) have been the educational phenomenon of the last few years with large numbers of these web based courses attracting tens of thousands of registrations. But what is the business model for a university investing in making MOOCs and then making them freely available? This talk will examine the ways in which universities are benefiting from their investment and the ways in which MOOCs are affecting pedagogy and the composition of credit bearing courses both online and on campus.
How are MOOCs Disrupting the Educational Landscape? Hugh Davis
Massive Open Online Courses (MOOCs) are the latest disruption to traditional educational patterns. Instead of asking students to pay for the courses Universities are giving them away free. This implies that Universities are changing business models and some critics suggest that these new business models will be the death of traditional Universities. Furthermore, educational experts are criticising MOOCs for limited pedagogy and enormous drop-out rates. Many commentators suggest that MOOCs are now passing the peak of inflated expectations on the new technologies hype cycle, and will soon be history. This talk takes a more optimistic middle path, suggesting that Universities that are agile can go with the flow of the disruption (or avalanche?) to the educational benefit of their students, both on campus and at distance. MOOCs are encouraging teachers to take a fresh look at the benefits of blended learning activities, social learning and peer support. At the same time University administrations are revising their financial models for supporting learning and curriculum development. This talk will look at some of the latest trends in the way MOOCs are starting to change educational practice. The educational landscape is being disrupted, but maybe for the better.
Open and online education - chances and challenges for Higher Educationtimokos
Presentation for the Dutch Ministery of Education on the developments in Open and Online Education and the chances and challenges for public higher education.
Presentation shared by author at the 2017 EDEN Annual Conference "Diversity Matters!" held on 13-16 June 2017, in Jönköping, Sweden.
Find out more on #eden17 here: http://www.eden-online.org/2017_jonkoping/
An introduction to EDEN - The European Distance and E-Learning Network exists to share knowledge and improve understanding amongst professionals in distance and e-learning and to promote policy and practice across the whole of Europe and beyond.
How are MOOCs Disrupting the Educational Landscape? Hugh Davis
Massive Open Online Courses (MOOCs) are the latest disruption to traditional educational patterns. Instead of asking students to pay for the courses Universities are giving them away free. This implies that Universities are changing business models and some critics suggest that these new business models will be the death of traditional Universities. Furthermore, educational experts are criticising MOOCs for limited pedagogy and enormous drop-out rates. Many commentators suggest that MOOCs are now passing the peak of inflated expectations on the new technologies hype cycle, and will soon be history. This talk takes a more optimistic middle path, suggesting that Universities that are agile can go with the flow of the disruption (or avalanche?) to the educational benefit of their students, both on campus and at distance. MOOCs are encouraging teachers to take a fresh look at the benefits of blended learning activities, social learning and peer support. At the same time University administrations are revising their financial models for supporting learning and curriculum development. This talk will look at some of the latest trends in the way MOOCs are starting to change educational practice. The educational landscape is being disrupted, but maybe for the better.
Open and online education - chances and challenges for Higher Educationtimokos
Presentation for the Dutch Ministery of Education on the developments in Open and Online Education and the chances and challenges for public higher education.
Presentation shared by author at the 2017 EDEN Annual Conference "Diversity Matters!" held on 13-16 June 2017, in Jönköping, Sweden.
Find out more on #eden17 here: http://www.eden-online.org/2017_jonkoping/
An introduction to EDEN - The European Distance and E-Learning Network exists to share knowledge and improve understanding amongst professionals in distance and e-learning and to promote policy and practice across the whole of Europe and beyond.
Thinking about Open: University of the West of Scotland (UWS)OEPScotland
Slides for the OEPS Thinking About Open workshop held at University of the West of Scotland (UWS) on Friday 30 October 2015.
Facilitators: Bea de los Arcos and Beck Pitt
Presentation shared by author at the 2016 EDEN Annual Conference "Re-Imagining Learning Environments" held on 14-17 June 2016, in Budapest, Hungary.
Find out more on #eden16 here: http://www.eden-online.org/2016_budapest/
The future of higher education a constantly moving target (11 key questions)@cristobalcobo
Closing Plenary Session at the European Distance Education Network (EDEN) summit: "Traditions and Innovations: Getting the Right Mix"
Cristobal Cobo, University of Oxford, United Kingdom
14-17 June 2016 Budapest, Hungary www.eden-online.org
Martin Weller is Professor of Educational Technology at The Open University, UK. His keynote at the #EDEN2015 Annual Conference is captured on video and will be published on on EDEN's Youtube channel. Read about EDEN: http://www.eden-online.org
Designing strategically aligned credentialing systems with open badges to eng...Jisc
Open badges are digital credentials that earners can display anywhere on the web. They are underpinned by an open accreditation infrastructure developed by Mozilla, which enables the issuing of open badges to recognise granular achievements gained through formal and informal learning opportunities and to capture attributes not picked up in formal qualifications, such as the individual qualities that could help a student stand out in the job market. This workshop will focus on effective open badge system development, introducing Mozilla and Jisc toolkits to support badge system design and a strategic approach to implementing open badges in a formal education context. The session will be led by Mozilla and Jisc, and will include tips, case studies and guidance on best practice in badge system design. Participants will gain hands-on experience with tools they can use for developing open badge systems for motivating learning, supporting engagement and progression and enhancing employability.
2018-03-05 Keynote Quality Design Online Courses OpenEd Framework Mooc Survey...Christian M. Stracke
2018-03-05 Keynote at 1st International Media Literacy Conference in Kuala Lumpur on "Quality & Design of Online Courses: The OpenEd Framework & the Global MOOC Quality Survey" by Christian M. Stracke from the OUNL
i.school Innovation Education by Hideyuki Horii (The University of Tokyo)EduSkills OECD
This presentation was given by Hideyuki Horii of the University of Tokyo at the project meeting “Fostering and assessing students' creativity and critical thinking in higher education” on 20 June 2016 in Paris, France.
Credit and Collaboration in MOOCs: Where are we now?tbirdcymru
This presentation was presented in a webinar for Open Education Week 10 March 2015, on behalf of the work of eMundus EU Project, which promotes and researches collaborative work in open educational practice.
Thinking about Open: University of the West of Scotland (UWS)OEPScotland
Slides for the OEPS Thinking About Open workshop held at University of the West of Scotland (UWS) on Friday 30 October 2015.
Facilitators: Bea de los Arcos and Beck Pitt
Presentation shared by author at the 2016 EDEN Annual Conference "Re-Imagining Learning Environments" held on 14-17 June 2016, in Budapest, Hungary.
Find out more on #eden16 here: http://www.eden-online.org/2016_budapest/
The future of higher education a constantly moving target (11 key questions)@cristobalcobo
Closing Plenary Session at the European Distance Education Network (EDEN) summit: "Traditions and Innovations: Getting the Right Mix"
Cristobal Cobo, University of Oxford, United Kingdom
14-17 June 2016 Budapest, Hungary www.eden-online.org
Martin Weller is Professor of Educational Technology at The Open University, UK. His keynote at the #EDEN2015 Annual Conference is captured on video and will be published on on EDEN's Youtube channel. Read about EDEN: http://www.eden-online.org
Designing strategically aligned credentialing systems with open badges to eng...Jisc
Open badges are digital credentials that earners can display anywhere on the web. They are underpinned by an open accreditation infrastructure developed by Mozilla, which enables the issuing of open badges to recognise granular achievements gained through formal and informal learning opportunities and to capture attributes not picked up in formal qualifications, such as the individual qualities that could help a student stand out in the job market. This workshop will focus on effective open badge system development, introducing Mozilla and Jisc toolkits to support badge system design and a strategic approach to implementing open badges in a formal education context. The session will be led by Mozilla and Jisc, and will include tips, case studies and guidance on best practice in badge system design. Participants will gain hands-on experience with tools they can use for developing open badge systems for motivating learning, supporting engagement and progression and enhancing employability.
2018-03-05 Keynote Quality Design Online Courses OpenEd Framework Mooc Survey...Christian M. Stracke
2018-03-05 Keynote at 1st International Media Literacy Conference in Kuala Lumpur on "Quality & Design of Online Courses: The OpenEd Framework & the Global MOOC Quality Survey" by Christian M. Stracke from the OUNL
i.school Innovation Education by Hideyuki Horii (The University of Tokyo)EduSkills OECD
This presentation was given by Hideyuki Horii of the University of Tokyo at the project meeting “Fostering and assessing students' creativity and critical thinking in higher education” on 20 June 2016 in Paris, France.
Credit and Collaboration in MOOCs: Where are we now?tbirdcymru
This presentation was presented in a webinar for Open Education Week 10 March 2015, on behalf of the work of eMundus EU Project, which promotes and researches collaborative work in open educational practice.
What I call multi-homed applications are cloud-based applications that don't reside solely on the web, the desktop or in the phone, but work across all of these platforms, exploiting the advantages and coping with the disadvantages of each. This is, in my view, an emerging characteristic that is common for many of the apps we use every day and become really attached to, and hence something that users will increasingly require from new apps
There is also a video of the presentation: http://disruptivemedia.23video.com/video/840598/multihomed-applications
Breaking the Mould - or how technology changes the way we learnHugh Davis
My Inaugural Lecture - Nov 2104.
The livestream is also available at
http://new.livestream.com/UniversityofSouthampton/ILIaD/videos/66978562
And it was storied by Natasha Webb at http://storify.com/natashawebb/hugh-davis-iliad
Challenges faced by universities in online education - EMEA Online Symposium ...Studiosity.com
Neil Mosley of Cardiff University examined some of the challenges universities face in online education, with a focus on what to change, think and do differently.
Neil’s three key suggestions for universities to consider for the next academic year were:
- Invest and invest wisely in people and technology
- Seriously consider forming partnerships
- Don’t delay!
Closing the Gap - flexible approaches to adult learningDiana Andone
Closing the Gap - flexible approaches to adult learning
Diana Andone, EDEN EC
Antonio Teixeira, EDEN president
Presentation for the IDEAL Workshop at the EADTU Conference, 29-30 October, 2015, Hagen
Student Achievement in the Digital Age: How emergent technologies can enhance...Richard Hall
My presentation at The Northern Universities Consortium (NUCCAT) annual conference in Manchester on 19 November 2015. See: http://www.richard-hall.org/2015/11/18/student-achievement-in-the-digital-age-how-emergent-technologies-can-enhance-the-academic-experience/
A Curated Conversation on MOOCs in the Uk held at the altMOOCsig at UCL on 27th June 2014. Contributions from various British academics including Diana Laurillard, Shirley Ellis, Frances Bell, Jenny Mackness Amy Woodgate as well as Curtis Bonk & some colleagues from the USA. Event organised by Mira Vogel. Slides still being edited & updated, last update July 24. Should be completed by 27 July 2014
Promising aspects of online education in Africa: OER, Open Textbooks & MOOCsROER4D
Promising aspects of online educationin Africa: OER, Open Textbooks & MOOCs? A presentation by Associate Professor Cheryl Hodgkinson-Williams for the World Development Report 2016: Internet for Development Regional Consultation Conference, Nairobi, 26-27 January 2015, Centre for Innovation in Learning and Teaching, University of Cape Town
Similar to The place for MOOCs in the changing Educational Landscape: BIBSYS March 2014 (20)
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
The place for MOOCs in the changing Educational Landscape: BIBSYS March 2014
1. CENTRE FOR INNOVATION
IN TECHNOLOGIES & EDUCATION
The place for MOOCs in the changing
Educational Landscape
March 2014
Hugh Davis @HughDavis
Professor of Learning Technologies
Director of Education
Director of CITE
Director of PDU
BIBSYS-konferansen
2. Founded 1862,
Charter 1952
25,000 Students
Russell Group
Top 20 UK
WUN
Excellence in:
(Opto) Electronics
Computer Science
Oceanography
Engineering (esp.
Nautical and Aero)
Acoustics
3. CENTRE FOR INNOVATION
IN TECHNOLOGIES & EDUCATION
@HughDavis
BIBSYS March „14
A quick tour of MOOCs
HE Context
Why are Universities making MOOCs?
What can we gain from MOOCs?
Addressing the critisisms
Challenges for HE
This Talk
3
5. CENTRE FOR INNOVATION
IN TECHNOLOGIES & EDUCATION
@HughDavis
BIBSYS March „14
Massive - some have 10,000s registered.
Open = free
anyone can register
Online although many have a parallel blended incarnation
Course - that runs at a given time with a given cohort
(but not necessarily accredited for anything)
-
What is a MOOC?
5
Short (often 4-8 weeks, 3 hrs /week)
No formal assessment and feedback
Rely on Social Learning
6. CENTRE FOR INNOVATION
IN TECHNOLOGIES & EDUCATION
@HughDavis
BIBSYS March „14
xMOOCs –
• Defined based on learning
outcomes
• Well defined journey through
learning
• Instructor led – “broadcast” mode
• Learning can be assessed and
certified
cMOOCs
• Based on educational theories of
connectivism – which hold that
knowledge resides in the network
and that learning is about making
connections. See:-
http://bit.ly/lyNmGX
Types of MOOCs
6
7. CENTRE FOR INNOVATION
IN TECHNOLOGIES & EDUCATION
@HughDavis
BIBSYS March „14
MOOC Timeline
7
Florida Institute of Technology
http://libguides.lib.fit.edu/HistoryofMOOCs
8. CENTRE FOR INNOVATION
IN TECHNOLOGIES & EDUCATION
@HughDavis
BIBSYS March „14
Udacity the first “democratizing education”
but still for profit. Started at Stanford.
Coursera for profit
but business model only just emerging
6,000,000 people have taken a course,
from the catalogue of around 700.
EdX not for profit
MIT, Harvard, Berkeley
Futurelearn for profit
Based in UK at OU - launched Oct 2013
aspires to include top 30-40 universities
Director is Simon Nelson - responsible previously for BBC
digital strategy
MOOC Providers
8
9. CENTRE FOR INNOVATION
IN TECHNOLOGIES & EDUCATION
@HughDavis
BIBSYS March „14
Most MOOCs consist of:
• Many short videos
• Some talking heads
• Some “worked examples”
• Some experiments etc.
• On-line papers etc.
• On-line activities
• Links to external resources
• Discussions on platform
• Off platform activity
What are MOOCs made of?
9
10. CENTRE FOR INNOVATION
IN TECHNOLOGIES & EDUCATION
@HughDavis
BIBSYS March „14
Assessment (and feedback) will need to be
• Objective (multiple choice etc.)
• Peer review
• Self evaluation
The emphasis must be on the student as a
self-motivated learner.
No “Conversational Framework” here!
Assessment and Feedback?
10
12. CENTRE FOR INNOVATION
IN TECHNOLOGIES & EDUCATION
@HughDavis
BIBSYS March „14
Cultural Imperialism?
12
13. CENTRE FOR INNOVATION
IN TECHNOLOGIES & EDUCATION
@HughDavis
BIBSYS March „14
Demographics of Edinburgh’s MOOCs
13
(MOOCs @ Edinburgh 2013 - Report #1)
14. CENTRE FOR INNOVATION
IN TECHNOLOGIES & EDUCATION
@HughDavis
BIBSYS March „14
The literature quotes figures of 7 – 13%
(See Katy Jordan‟s Blog - http://moocmoocher.wordpress.com/)
An interesting observation
is the drop off with time.
Completion Rates
14
But is completion
the correct measure of
satisfaction or learning?
15. CENTRE FOR INNOVATION
IN TECHNOLOGIES & EDUCATION
@HughDavis
BIBSYS March „14
Pedagogy
Learning Unit1 Learning Unit2 Learning Unit3 Learning Unit4 Learning Unit5 Learning Unit6 Up to 10
Learning Unitn
Weekly Learning Units: , 2- 6 hours study time
Meaningful title, clear learning goals, end-of-unit assessment
1 2 3 Each with 2 or 3 self-contained Learning Blocks
Learning Block
Video Text Discuss Quiz
Learning Blocks
Sequence of elements
(This is just one example)
15
Its not exactly
the leading edge
of online pedagogy
There is no real
interaction between
educators and learners
17. “The Avalanche Report”
Barber, M. Donnelly, K & Rizvi, S. (March 2013).
An Avalanche is Coming; Higher Education and the Revolution Ahead.
Institute for Public Policy Research.
17
Time
Performance/
Income
New
Technology
The
Napster
moment
Disruptive Technologies
18. CENTRE FOR INNOVATION
IN TECHNOLOGIES & EDUCATION
@HughDavis
BIBSYS March „14
Fees going up faster than value of degree
(in most of the developed world if not Norway!)
Increased demand for flexibility of study (particularly CPD)
Challenge from alternative educational providers (particularly
for MSc‟s/CPD) becoming real
All these things imply a greater engagement with on-line
Changing Business model for higher education
Need for universities to globalize or specialize
MOOCs are the vanguard for on-line programmes
HE Context
18
21. CENTRE FOR INNOVATION
IN TECHNOLOGIES & EDUCATION
@HughDavis
BIBSYS March „14
The Fremium Model
You get added value if you pay e.g.
• Statements of participation, or
attainment – or actual credits?
• Tutoring – the eBay model
Sponsored MOOCs
• Someone pays me to make the MOOC
I want (for their marketing purposes)
• Someone pays me to make the MOOC
they want – but I can use too.
Access to student data
How do MOOCs make money?
21
But this is all money for
the Platform Provider.
Why do Universities
and Academics do this?
22. CENTRE FOR INNOVATION
IN TECHNOLOGIES & EDUCATION
@HughDavis
BIBSYS March „14
Southampton is running
Web Science and Oceanography
based MOOCs as its first offerings..
Enhancing our Reputation and Brand
22
23. CENTRE FOR INNOVATION
IN TECHNOLOGIES & EDUCATION
@HughDavis
BIBSYS March „14
New Markets (1)
23
Informal
Learning
YouTube,
iTunesU
Non Formal
Learning
MOOCs
OERs
Formal
Learning
Modules
Formal
Learning
Whole
Programmes
Pulling Students through from the Informal to the Formal
24. CENTRE FOR INNOVATION
IN TECHNOLOGIES & EDUCATION
@HughDavis
BIBSYS March „14
“When employers accept on-line
certification then things will really
change”
There can be many other options
than “boarding school” degrees
New markets (2)
24
HE for non-traditional students,
students from developing countries
and CPD
25. CENTRE FOR INNOVATION
IN TECHNOLOGIES & EDUCATION
@HughDavis
BIBSYS March „14
Provide a public service
25
http://iberry.com/cms/OER.htm
Democratising Education
27. CENTRE FOR INNOVATION
IN TECHNOLOGIES & EDUCATION
@HughDavis
BIBSYS March „14
MOOCs in campus based learning
27
External non-paying MOOCers
MOOC
Paying Students
The Embedded MOOC
28. CENTRE FOR INNOVATION
IN TECHNOLOGIES & EDUCATION
@HughDavis
BIBSYS March „14
Berkley Scratch Course- shows F2F and MOOC version of course
28
http://inst.eecs.berkeley.edu/~cs10/fa12/
29. CENTRE FOR INNOVATION
IN TECHNOLOGIES & EDUCATION
@HughDavis
BIBSYS March „14
The flipped MOOC / flipped classroom
End of the lecture?
29
From http://www.washington.edu/teaching/teaching-resources/flipping-the-classroom/
30. CENTRE FOR INNOVATION
IN TECHNOLOGIES & EDUCATION
@HughDavis
BIBSYS March „14
MOOCs are the vanguard of online degrees
There is a lot of VC money out there looking for brands willing to go online
The belief is that there are are new markets waiting for online
opportunities
• Cheaper Course fees
• No boarding fees or travel
• Any time, and place
• Flexible (CPD)
• International markets
lacking provision
Online Degrees
30
31. CENTRE FOR INNOVATION
IN TECHNOLOGIES & EDUCATION
@HughDavis
BIBSYS March „14
Articulated Degrees
31
F2F
Module
MOOC
at
Stanford
OU
Module
MOOC
at Soton
Capstone
Project
Degree Programme
32. CENTRE FOR INNOVATION
IN TECHNOLOGIES & EDUCATION
@HughDavis
BIBSYS March „14
Fully accredited programmes offered as MOOCs
32
33. CENTRE FOR INNOVATION
IN TECHNOLOGIES & EDUCATION
@HughDavis
BIBSYS March „14
Venture Capitalists
Publishers
Education-business start-ups
Distance Programmes in partnership (for profit)
33
34. CENTRE FOR INNOVATION
IN TECHNOLOGIES & EDUCATION
@HughDavis
BIBSYS March „14
Marketing people are happy to get email lists
But much more than that….
The massive cohorts give us new opportunities for experimenting in and
understanding learning and assessment
• Adaptive feedback
• Adaptive learning paths
• Adaptive Content
• Gameification
• Peer Review
• Self Review
Big Data
34
Mike Wheatley http://siliconangle.com
36. CENTRE FOR INNOVATION
IN TECHNOLOGIES & EDUCATION
Criticisms
Pedagogically Simplistic
No support and feedback
Poor Completion rates
No accreditation
This is going to kill Universities
Observation
Really? Worse than the lecture?
-and innovations in social learning
There could be: You‟d have to pay
Retention is not the aim – satisfaction
is. We are not dealing with paying
students.
There could be. You would have to pay
for it.
Only those that are not agile and
responsive to new business models
– but expect some unbundling
36
Addressing the Criticisms
37. CENTRE FOR INNOVATION
IN TECHNOLOGIES & EDUCATION
@HughDavis
BIBSYS March „14
Patterns of engagement
37
Auditing: Just interested.
Not looking for credit.
Completing: Looking for
credit – either passive
or actively engaged
with discussions etc.
Sampling: Looking for
interesting material
39. MOOCs = more choice &
flexibility
We are developing our
capacity to develop high
quality on-line courses
40. CENTRE FOR INNOVATION
IN TECHNOLOGIES & EDUCATION
@HughDavis
BIBSYS March „14
• Changing Beliefs – online works!
• Curriculum Design
• Working with the right academic staff time.
Who pays them?
• Growing teams of Learning Designers and
Multimedia Production
• Legal Matters
• Speed and Agility
• Budget
• Marketing
Challenges for Institutional Strategy
40
41. End of the campus...?
Clicks
AND
Bricks
Just as people still throng to
music concerts for the unique
experiences they entail, the rich
and dense ecosystems of
communities of learning that are
embedded in place-based
universities will remain precious,
cherished and revered.
Galager & Garrett, 2013
42. CENTRE FOR INNOVATION
IN TECHNOLOGIES & EDUCATION
@HughDavis
BIBSYS March „14
MOOCs are a good marketing device
MOOCs have the potential to democratize education
But they are also useful
Providing high quality content for re-use /embedded MOOCs
Changing teaching practice
Providing big data about how learners learn
Building capacity for on-line
MOOCS are the vanguard of the online disruption. Watch this space!
Conclusions
42
43. 43
Thank you
Any Questions?
Hugh Davis
@HughDavis
http://users.ecs.soton.ac.uk/hcd
hcd@soton.ac.uk
Tomorrow I will be talking about what‟s
involved in making a MOOC and the role of
the librarian