MOOCs - how to live with them and love them


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Keynote address at Innovation in Tertiary Education Services 2014 conference, Auckland, New Zealand, 5th May 2014.

Discusses how MOOCs are stimulating a climate of innovation and change in education online, shows case studies of innovative teaching formats in a range of Universities and Community Colleges.

Argues that MOOCs are performing at plateau of stable expectations, and that their greatest impact is a set of invigorated conversations around cost, access, quality and delivery of education.

Compares two interdisciplinary courses, one a blended/hybrid course at Harrisburg Community Colleges, and one offered later as a MOOC at UC Irvine, both using topic of Zombies as a vehicle.

Concludes that MOOCs have unleashed an innovative set of approaches across HE (rather than being in them selves innovative). Schools focussed on classroom delivery have an opportunity to re-invent what they do. Elite institutions can use the MOOC as an intermediary format for delivering their content across multiple formats

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  • I enjoyed your presentation @ #ITES2014 ( Yes, it's not about opening up the lecture, it's about opening up the conversation. Unfortunately, the disruptive potential of xMOOCs (disruptive to traditional business models, if not to pedagogy) has distracted us from what's possible if we take the first 'O' seriously.
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  • Delivery is the last of the conversations that is changing and opening up under the MOOC pressure.

    HE has stayed in the closet on how they deliver their content, pretend it’s lawns and tutorials. MOOCs are making it okay to talk openly and positively about the use they make of online.

    STEM delivery meta-analysis,
    UIS is positively online and vaunts this advantage,

    Florida – future (cost-focus) shocking for us Poms: - requiring SHS to push students out of schools and study at home for 25% of the content: and everyone’s happy. Creating a generation expecting the online mode. FLVC – sharing content x-insititution and shopping for best.

    What this means is the modes of online delivery are entering a golden age of innovation

    Irony that most MOOCs themselves are mostly dull pedagogy - instructivism

    I’ve seen award entries this week for 50 innovative uses of D2L platform – dross, okay, but amazing ideas out there. And they are really concentrated in Florida – which is a place we think of as not the hotbed of educational innovation

    So here’s one
  • Question
  • Broward College: new courses in Math, Psych, English using MOOC-derived techniques
  • Zombies.

    Look at two courses on Zombies and see this contrast between what the innovations are that come from MOOCs, and contrast them with innovations that are distinctly NON MOOC
  • Mulitidisciplinary MOOC The Walkking Dead
    Psychology physics, maths, public health, social science
    AMC cable network
    UC Irvine, Orange county, a big business too
    now remember UC Online famously spent $4.3 mnmarketing online courses and recruited one single student. So the issue here - which the MOOC format is bouncing off - is can you get numbers signing up for UC experiences online at all.
  • completions probably not massive but that’s okay
  • MOOCs - how to live with them and love them

    1. 1. MOOCs - how to live with them and love them STEPHEN HAGGARD Auckland NZ, 6 May 2014, Innovation in Tertiary Education Summit Please tweet questions and comment during this talk @stephendh #ITES14
    2. 2. MOOCs do change HE delivery... ….but not in the ways we were expecting
    3. 3. WHAT’S INNOVATIVE ABOUT MOOCS ? massive open online course not significantly innovative a new kind of conversation about cost, access, quality, delivery significant innovation
    4. 4. hype cycle
    5. 5. Stanford Online - 2013 in review
    6. 6. 3 cost lessons from MOOCs MOOC-type scalable pedagogies: 1. apparently reduce course price (thanks, Marketing) 2. probably reduce course costs (Georgia Tech $7K Masters or SJSU EdX ?) 3. definitely help us talk about value
    7. 7. Value problems are toxic students’ priorities for university spending Data: Equifax/CCS Higher Education Policy Inst
    8. 8. Cost becomes a defining feature University of Pennsylvania / New Republic Daily Sample: 35,000 MOOC students
    9. 9. 2 MOOC access lessons
    10. 10. Access is up for challenge University of Pennsylvania / New Republic Daily. Sample: 35,000 MOOC students
    11. 11. 1 MOOC quality lesson Quality is relative & is perceived clearly throughout the system Christian Guellerin, Directeur L’Ecole de Design Nantes Atlantique “ I have no chance of putting together a better MOOC than Stanford and Tim Brown has done on Design Thinking”
    12. 12. n MOOC delivery lessons Online is the new normal • Traditional delivery reduces success in STEM • Univ Illinois Springfield 45% credit hours online Florida is the future • Senior HS mandatory 25% fully online courses • FLVC catalog: “cross-institutional access to online teaching” Delivery mode innovation is in (no thanks to MOOCs)
    13. 13. Which innovative maths MOOC ?  No-charge course materials and tools  Mandatory peer review of all assignments  Submit graphs online by google draw  Instruction in youtube video  Assessment by peer-reviewing comments
    14. 14. The Florida challenge Minorities > 60% Pell Grant recipients >50% Vocational/technical qualifications >25% Lowest tuition fees in State Top 10% of State for passing and employment
    15. 15. MOOCs do change HE delivery... ….but not in the ways we were expecting
    16. 16. What do you do ? ● Watch video: lectures and clips of “The Walking Dead” or cast interviews ● Read stuff ● Discuss in structured forums ● 10-question quiz ● Open course forum
    17. 17. What happened ? 65,000 enrollments 12,000 SURVEYS 90% new to MOOC 41% new to online learning 55% interested in other online multidisciplinary courses 80% spent >1hr/week
    18. 18.
    19. 19. The original zombie course…. Gianluca Ramalho Misiti CC
    20. 20. Harrisburg Area Community College 75 students 3 terms accelerated degree program interdisciplinary course: psychology, microbiology, philosophy, administration Blended/hybrid pedagogy Online news widget link to online lectures itunes podcasts chat, boards, panels, skypes, roleplay etc Assessed - Blooms higher skills framework: essay, graded discussion, group task, exam, project Completion - 100% Open - 8 lectures on itunes
    21. 21. bifurcation high-touch residential low-touch class delivery ● job readiness ● updating ● credentialling
    22. 22. Daniel McFarlane, Stanford Organizational Analysis MOOC Three incarnations
    23. 23. Thank you (OK, I didn’t cover MOOCs’ completion rates business models accreditation quality problems & copyright) @stephendh