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Moocs 2017 – Possibilities for On
Campus and Lifelong Learning
Terry Anderson, PhD
May 2017
MOOC
• Massive: Can scale but many are not large –
especially after initial offering.
• Open: Most free to register, but p...
Popularity of Moocs
Chinese MOOCs
• Many new entrants
From https://www.class-central.com/report/xuetangx/ -Oct 2016
Social Drivers
• High cost of education
• Scaling difficulty
• Government and peer pressure
• Need to Increase access
• Sh...
Drivers for Universities
• “don’t want to get left behind”
• Expectations for doing more from public and
government
• New ...
Cost of higher education - USA
Motives of MOOC Owners
• MOOC Private companies: - profit, advertising,
sale to industry, certificate revenue, entry into
...
Why do Students who complete
MOOCs take Them?
Source https://hbr.org/2015/09/whos-benefiting-from-moocs-and-why
What do Students get out of MOOCs
Source https://hbr.org/2015/09/whos-benefiting-from-moocs-and-why
Courses & Students Cont. to Grow (EdX)
Language of MOOCs
https://www.class-central.com/languages
Demographics (from EdX)
Very low
completion
rates
MOOCS Currently SERVING Well Off
MOOCs Currently serve the already
educated
The Harvard and MIT study of EdX identifies
that for STEM on-line courses 61% o...
Ompare to over age =
Exhibit 2b: If a MOOC classroom held 100 students, who would they
be?
TEACHERS OVER REPRESENTED
32% of MOOC sample
Training for jobs
• “short online courses are a means to
differentiate themselves in an increasingly
competitive job marke...
Move from Paced to self paced
Paced - inprogrss Self-paced
Use of Moocs within Credit
Universities
• Students study Moocs together in a class
• Institution evaluates and credits lik...
Moocs for Credit
• Achieving recognition is the most challenging issue for
students, companies and institutions
• Udacity’...
EdX Micro Masters
MicroMasters Example (EdX)
• MircoMasters from MIT
• 30 students/year on Campus
• 40,000 register for MOOC for free
• 12% ...
Course Transfer
• California Community Colleges, the nation’s
largest system with 113 institutions, just
launched a course...
Remote invigilation/proctoring
How do you know who wrote the
exam?
• Face to face invigilation is inconvenient, time
consu...
What about Low Completion Rates
• “Findings indicated that the strongest predictor of
performance was participation, follo...
Quality in Moocs
• (1) problem-centric learning with clear
expositions,
• (2) instructor accessibility and passion,
• (3) ...
Types of Participants
Quality Indicators based on Traditional
Online Courses
https://onlinelearninginsights.wordpress.com/2016/02/26/
moocs-desp...
We are developing quality standards
Quality standards (cont)
Future
of
MOOCs
Model
From D Santandreu - 2017
terrya@athabascau.ca
Blog: virtualcanuck.ca
Your comments and questions
most welcomed!
Terry Anderson, Ph.D.
Editor Emerit...
Moocs 2017   On campus and Off
Moocs 2017   On campus and Off
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Moocs 2017 On campus and Off

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Slldes for Faculty presentation on Moocs 2017 – Possibilities for On Campus and Lifelong Learning. Presented May 31, 2017 at Jiangnan University, China

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Moocs 2017 On campus and Off

  1. 1. Moocs 2017 – Possibilities for On Campus and Lifelong Learning Terry Anderson, PhD May 2017
  2. 2. MOOC • Massive: Can scale but many are not large – especially after initial offering. • Open: Most free to register, but pay for certificates and assessment. Materials NOT necessarily free and open source • Online: All, though may be supplemented by online seminars • Course: Move to combine in certificates, mini- degrees. Self paced (continuous enrollment) or scheduled sessions.
  3. 3. Popularity of Moocs
  4. 4. Chinese MOOCs • Many new entrants From https://www.class-central.com/report/xuetangx/ -Oct 2016
  5. 5. Social Drivers • High cost of education • Scaling difficulty • Government and peer pressure • Need to Increase access • Sharing resources • Lifelong learning
  6. 6. Drivers for Universities • “don’t want to get left behind” • Expectations for doing more from public and government • New learners • Opportunity to explore new approaches – especially blended learning and new credentials • Opportunities for change agents to push universities to use technologies, be more student-focused, create a new identity for Universities
  7. 7. Cost of higher education - USA
  8. 8. Motives of MOOC Owners • MOOC Private companies: - profit, advertising, sale to industry, certificate revenue, entry into adult education market • Universities: Brand Promotion, recruit for fee courses & programs, public service, develop new educational models – blended learning, new audiences, content for campus courses, research opportunities, • Software developers: Sell product • Companies – new, low cost training opportunities where skill shortages exist
  9. 9. Why do Students who complete MOOCs take Them? Source https://hbr.org/2015/09/whos-benefiting-from-moocs-and-why
  10. 10. What do Students get out of MOOCs Source https://hbr.org/2015/09/whos-benefiting-from-moocs-and-why
  11. 11. Courses & Students Cont. to Grow (EdX)
  12. 12. Language of MOOCs https://www.class-central.com/languages
  13. 13. Demographics (from EdX) Very low completion rates
  14. 14. MOOCS Currently SERVING Well Off
  15. 15. MOOCs Currently serve the already educated The Harvard and MIT study of EdX identifies that for STEM on-line courses 61% of participants have a bachelor's degree and 81% have a degree for government, health and social sciences courses.
  16. 16. Ompare to over age =
  17. 17. Exhibit 2b: If a MOOC classroom held 100 students, who would they be? TEACHERS OVER REPRESENTED 32% of MOOC sample
  18. 18. Training for jobs • “short online courses are a means to differentiate themselves in an increasingly competitive job market with over 75% of learners in the study stating that they are taking courses for career progression reasons.” Future Learn https://www.fenews.co.uk/featured-article/the-coming-of-age-of-digital-education-13014
  19. 19. Move from Paced to self paced Paced - inprogrss Self-paced
  20. 20. Use of Moocs within Credit Universities • Students study Moocs together in a class • Institution evaluates and credits like normal course • Teachers use MOOC for extra resources • Students do MOOC for exam preparation • Works best with self-paced MOOCs to align with institutional timelines
  21. 21. Moocs for Credit • Achieving recognition is the most challenging issue for students, companies and institutions • Udacity’s nano degree – “recognized by a number of well-known companies, such as Mercedes-Benz, Microsoft, Google, IBM and Amazon.” • CoursEra certificates • Some Universities offering Prior Learning Assessment or challenge exams to provide University credit – but resistance from many faculty and administrators • EdEx Micro Masters Degree – Credit for MOOC, reduces time in campus
  22. 22. EdX Micro Masters
  23. 23. MicroMasters Example (EdX) • MircoMasters from MIT • 30 students/year on Campus • 40,000 register for MOOC for free • 12% pay fee for testing = 480 MOOC students • MicroMasters – better assessment machine, peer and teacher • Students who pay have MUCH higher completion rates
  24. 24. Course Transfer • California Community Colleges, the nation’s largest system with 113 institutions, just launched a course exchange so students at one campus can take classes online at another if those courses aren’t available on their home turf. https://www.edsurge.com/news/2017-01-24- california-launches-the-nation-s-largest- community-college-course-exchange
  25. 25. Remote invigilation/proctoring How do you know who wrote the exam? • Face to face invigilation is inconvenient, time consuming and costly - around $200/student at Athabasca • Remote invigilation by humans is convenient, and mildly expensive • Invigilation by webcam/realtime analytics low cost, convenient see http://smowltech.com/
  26. 26. What about Low Completion Rates • “Findings indicated that the strongest predictor of performance was participation, followed by motivation.” de Barba, Kennedy, Ainley (20i6) • Students taking for credit have higher motivation and achievement • Many register to see and understand MOOCs or content and have no intention of completing •
  27. 27. Quality in Moocs • (1) problem-centric learning with clear expositions, • (2) instructor accessibility and passion, • (3) active learning, • (4) peer interaction, and • (5) using helpful course resources. Khe Foon Hew (2016) Promoting engagement in online courses: What strategies can we learn from three highly rated MOOCS. British Journal of Educational Technology 47 (2)
  28. 28. Types of Participants
  29. 29. Quality Indicators based on Traditional Online Courses https://onlinelearninginsights.wordpress.com/2016/02/26/ moocs-desperately-seeking-quality/
  30. 30. We are developing quality standards
  31. 31. Quality standards (cont)
  32. 32. Future of MOOCs Model From D Santandreu - 2017
  33. 33. terrya@athabascau.ca Blog: virtualcanuck.ca Your comments and questions most welcomed! Terry Anderson, Ph.D. Editor Emeritus Professor, Athabasca University Athabasca University 10005 93 St Edmonton, AB Canada T5H 1W6 Ph 780 425 5950 These slides are available!

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