how technology can transform pedagogy (166377647)
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Can the Current Model of Higher Education
Survive
MOOCs and Online Learning?
Hank Lucas
Professor of Information Systems
University of Maryland College Park
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The three amigos
• Kodak
• Blockbuster
•
Borders• What do they have in common?
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Interesting Developments
• The Minerva Project proposes to create a top-
tier for-profit research university. Students
will live together on different campuses
around the world and top professors willstream online classes to student seminars
(New York Times, 4/21/2013).
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• Georgia Tech has announced a professional
online Master of Science degree in Computer
Science earned through MOOCs in
conjunction with Udacity and AT&T.
– The program estimates tuition at $7000 for the
three-years of course work and is expected to
enroll 10,000 students at any given time. – There are arrangements with 4500 centers for
proctoring examinations.
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• Ten large public university systems are forming apartnership with Coursera. – “Joining Coursera will be the State University of New York system, the Tennessee Board
of Regents and the University of Tennessee systems, the University of Colorado system,the University of Houston system, the University of Kentucky, the University of
Nebraska, the University of New Mexico, the University System of Georgia and WestVirginia University.
• Some systems plan to blend online materials withfaculty-led classroom sessions.
• Others will offer credit to students who take thecourses online followed by a proctored exam oncampus (New York Times, 5/30/2013).”
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Poll
• Are MOOCs, online and blended courses a
threat to American Higher Education?
– 1. Yes
– 2. Not sure
– 3. No
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Innovator
Products
ServicesBusiness models
The incumbent’s
dilemma
Morph business model to accommodate
competition and new opportunities
Abandon existing business model and
adopt a new one
Failure: merger, buyout, liquidate
Denial
History
Resistance to change
Mind setBrand
Sunk costs
Profitability
Lack of imagination
Information
Technology
The Survivor Model
Source: Lucas, H. C., Jr,
The Search for Survival:
Lessons from Disruptive
Technologies, Praeger, 2012
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The outcomes
• Morph your business model
• Adopt a whole new model
•
Go out of business
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Poll
• Universities can successfully take a “wait and
see” approach to MOOCs and online
education.
– 1. Agree
– 2. Not sure
– 3. Disagree
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The online world
• Traditional
• Fully online
– Asynchronous
– Synchronous
• Blended
•
Massive Open Online Course (MOOC)
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Poll
• MOOCs will increasingly be used to create
new degree programs like the MS in Computer
Science at Georgia Tech.
– 1. Agree
– 2. Not sure
– 3. Disagree
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What I taught
• Fully online MBA course to 24 PT students
from 3 campuses
• Blended course in the FT program
• MOOC with Coursera on Surviving Disruptive
Technologies
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Confessions of a MOOC Man
• Intensive development effort
• Many hours to create video lectures
– Adopt the Coursera recommended
platform – Wacom tablet and Camtasia for video
– Annotate PPTs with pen-underlining,circling and writing comments
– Creating a video lecture – https://www.youtube.com/watch?v=V8kllcorQjY
• Two great teaching assistants
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My first assistant
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• A human teaching assistant
• Peer grading
•
MOOC seminar16,000 registered
• Very positive response
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Surviving Disruptive Technologies
9/7/2013 19
Visits to the course website,based on country of origin of
the email address used to
register for access to the
site. “Regions” are loosely
defined.
• Total number of visits: 77,355
• 70% from outside U.S.
• Average length of time spent
during a “visit”: 38 minutes
35 countries via email
About 100 on survey
37.5%
24.9%
13.9%
9.8%
6.6%
6.0%
0.6%0.3% 0.3%
Visits by Region
Surviving Disruptive Technologies
North America
Europe
Middle East
Australia
South America
Asia
unknown
Africa
China
S i i Di ti
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Surviving DisruptiveTechnologies
9/7/2013 20
Total # Students 18262
Total Active Students 9085
Submitted Survey 1302
Submitted Term Project 639
First lecture
0
1000
2000
3000
4000
5000
6000
7000
8000
0 1 2 3 4 5 6 7Week
Student ParticipationSurviving Disruptive Technologies
Viewed Videos
Submitted AssignmentRetention: Percent of prior
week’s students watching
videos
1 62.1%
2 84.7%
3 84.8%
4 87.3%5 85.4%
6 90.0%
7 84.9%
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We are doing it againSurviving Disruptive Technologies 002 starts on September 30 for 7 weeks
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A Poll
The most resistance for moving to MOOCs and blended
and online learning will come from:
1. Students
2. The administration
3. The faculty
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The threat
• Changing the structure of higher ed
– A different cost structure
– What an opportunity for students
–
What an opportunity for universities to expand theirscope and educational mission
• Raising the level of competition among schools
– And competing now at the level of individual courses
• The faculty: – Will we become TAs for star professors on video?
– How can we add value?
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Morphing the model
• Universities need to compete vigorously withcourses and programs
– Innovate!
– Compete on quality – Compete in niche subjects
• Provide a variety of ways for students to
participate—flexibility for students is key• Look at the cost structure: can you move
resources to support online?
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More than anything
• Create a sense of urgency
• Create a spirit of innovation
•
Support the faculty as theytransitions to new teaching modes
• Develop scenarios to help create a plan
•
Take action sooner rather than later – First movers have an advantage
• Execute successfully (think of the 3 amigos)
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We live in
interesting times
• MOOCs and other types of technologically-
enhanced learning create great opportunities
for students and universities
• Along with opportunities come challenges and
threats
• The schools that compete vigorously with
faculty who figure out how to add value totheir courses will survive and flourish