MOOCs:

A Framework for

Campus Analysis Date

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Panelist

• Tracy Mitrano

• Director of IT Policy, Internet Culture, Policy and Law Program

• Cornell University

The opinions expressed during today’s event are not necessarily those of PaperClip Communications

Question?

Are MOOCs the end of traditional not-for-profit (NFP) higher education or the beginning of its

renaissance?

MOOC

• Massive (very large numbers of people, e.g. the first had over 150,000)

• Open (free to the user, anyone with an Internet connection can participate)

• On-line (Internet, including mobile)

• Course (open to interpretation, for example “semester” or only a few weeks, but typical in the sense of covering defined content)

Distance Education

• MOOCs might be thought of as a subset of distance education

• Distance education is at least as old as correspondence courses via USPS

• Military use throughout much of the 20th century

• Closed-Circuit television enhanced technology

Internet Distance Education

• Both for-profit (FP) and NFP sector have sprung up riding the tide of the Internet

• Early large-scale experiments such as Fathom in the NFP “elite” schools sectors spent many millions but did not find their worth

• Some smaller-scale operations still in existence, such as eCornell

• Professional education (MBA) and training

“Information Technology will Transform Education!”

• To date, that idea has not been realized

• Rather, higher education has absorbed technology into its structure, hierarchy and traditions

• Including the concepts and structures of “classes,” “credit hour,” “degrees” (as the critical credential), and even “sage on the stage” delivery with SMART Boards and LMS

Example from Copyright

• TEACH Act of 2001, amendment of copyright, designed to bring distance, on-line, Internet education in sync with section 110, face-to-face exception.

• Little used, however, because of the complicated, ambiguous terms, such as “session times” and the authentication requirement

• Most institutions have fallen back on Fair Use

Precursors to MOOCs

• Global Internet and Information Economy

• Greater speed, storage, reduced size and entry costs to get on the Internet

• Mobile Technologies

• Open software movement

• Earlier examples:

– MIT OpenCourseWare

– Carnegie Mellon University Open Learning Initiative

Boom!

• Professor Thrun and a basic Computer Science course

• Stanford professor, uses a platform to open to anyone who wants to take it

• Greater than 150,000 students, more than 25,000 complete the course

• Issues a letter to certify accomplishment

Take Off!

• Udacity

– Professor Thrun’s FP company

• Coursera

– Stanford graduates create FP company, MOOC platform

– Bandwagon phenomenon, jump start distance ed

• edX

– MIT/Harvard, NFP and not “MOOC” per se

– UC Berkeley, Wellesley, but not Amherst!

Early Reports

• Lots of hype, uncertainty, experimentation

• Not a simple approach to teaching, takes lots of preparation and lead time

• Basic technical requirements: platform, robust network, video, LMS, etc.

Challenges

• Assessment and grading

– Peer grading and lots of teaching assistants

• Academic Integrity

– Physical test centers

– “Signature Track” with keystroke authentication

• Credit Hour, Credentials, Badges, Accreditation

• Range of opinion about ultimate affects on higher education …

Whatever You Want Them To Be!

• If you think the sky is falling, it will, because technology, whatever its uses, is not going away …

• If you think that it is the harbinger of a brave new world of free information, education and no price credentials, don’t count on it.

– That thinking would comport with a long line of utopian thought enamored of technology …

Karl Marx

“In communist society … society regulates the general production and thus makes it possible

for me to do one thing today and another tomorrow, to hunt in the morning, fish in the afternoon, rear cattle in the evening, criticize

after dinner, just as I have a mind, without ever becoming hunter, fisherman, shepherd or critic.”

Goldie Locks

• MOOCs reinforce the trends of a global, information economy

• Component of the challenge of NFP HE, insofar as it challenges price, credit hour and traditional credentials

• Fits in with discussion about college “for everybody” or better situated as “vocational” training?

Why MOOCs

• Branding and marketing?

• Life-long learning?

• Public service component of missions?

• New teaching methods?

Global University

• Collaborative Courses, classrooms, instructors, communication with researchers around the world

• Deploy technology to teach differently:

– Flipped classrooms

– Professor as a guide, not sage

– Use MOOCs as “homework” or foundational material, prerequisites for advanced learning

From Discipline Approach to Problem-Solving

• How to work toward environmental sustainability on a comprehensive scale, including prevention of global warming and of the extinction of many species

• How to create international jurisdiction and substantive law in order to settle legal disputes

• How to shape a developmental model of a global economy that distributes resources—including education—equitably and fairly around the world

Examples:

• How to inculcate an understanding of local or national culture, history, and traditions sufficiently to encourage tolerance of each others religions, manners, and mores?

• How to deploy all layers (physical, logical, and applications) of the Internet while also developing international governing bodies and policy principles for information and communications technologies, including search engines and the repositories of information and knowledge?

• How to optimize agricultural research on a global scale in order to eliminate starvation and hunger?

• How to research, manage, and treat disease—and thus provide reasonable health care, including pharmaceuticals—around the world?

• How to understand the human condition through the study of cross-cultural and trans historical art, literature, languages, and humanities?

• How to integrate archeology, history, literature, language, geography, sociology and science?

• How to live the ethics of scientific research, whether it be the exploration of outer space (and its expenses, given other needs), particle and nuclear physics (and the creation of such devastatingly destructive technologies), Internet and data networking technologies (the use of highly flawed proprietary operating systems without consequence to the companies making profit, notwithstanding the consequences that result to users from those flaws), or genomics and the creation of species for which we do not yet know all of the intended, or unintended, consequences?

The Liberal Arts Perspective

• Let’s really transform education!

– Make learning relevant, meaningful and interactive

– Broaden students’ perspectives on the world in which they live and will have to operate

– Combine with foreign travel, appreciation and understanding of global cultures

– Combine learning with service

– In turn, be treated as a whole person!

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