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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

Published in: Education
  • I enjoyed your presentation @ #ITES2014 (http://goo.gl/CVljVf). 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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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 http://www.stanford.edu/dept/vpol/vpol-files/2013_Report/Stanford_Online_2013_In_Review.pdf
  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. http://www.instructure.com/downloads/twd-mooc-feedback.pdf
  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

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