the place for moocs in the changing educational...

CENTRE FOR INNOVATION

IN TECHNOLOGIES & EDUCATION

The place for MOOCs in the

changing Educational Landscape

March 2014

Hugh Davis @HughDavis

Professor of Learning Technologies

Director of Education

Director of CITE

Director of PDU

BIBSYS-konferansen

Founded 1862,

Charter 1952

25,000 Students

Russell Group

Top 20 UK

WUN

Excellence in:

(Opto) Electronics

Computer Science

Oceanography

Engineering (esp.

Nautical and Aero)

Acoustics



@HughDavis

BIBSYS March „14

A quick tour of MOOCs

HE Context

Why are Universities making MOOCs?

What can we gain from MOOCs?

Addressing the critisisms

Challenges for HE

This Talk

3

A Quick Tour of

MOOCs

4



@HughDavis

BIBSYS March „14

Massive - some have 10,000s registered.

Open = free

anyone can register

Online although many have a parallel blended incarnation

Course - that runs at a given time with a given cohort

(but not necessarily accredited for anything)

-

What is a MOOC?

5

Short (often 4-8 weeks, 3 hrs /week)

No formal assessment and feedback

Rely on Social Learning



@HughDavis

BIBSYS March „14

xMOOCs –

• Defined based on learning

outcomes

• Well defined journey through

learning

• Instructor led – “broadcast”

mode

• Learning can be assessed and

certified

cMOOCs

• Based on educational theories

of connectivism – which hold

that knowledge resides in the

network and that learning is

about making connections.

See:- http://bit.ly/lyNmGX

Types of MOOCs

6



@HughDavis

BIBSYS March „14

MOOC Timeline

7

Florida Institute of Technology

http://libguides.lib.fit.edu/HistoryofMOOCs



@HughDavis

BIBSYS March „14

Udacity the first “democratizing education”

but still for profit. Started at Stanford.

Coursera for profit

but business model only just emerging

6,000,000 people have taken a course,

from the catalogue of around 700.

EdX not for profit

MIT, Harvard, Berkeley

Futurelearn for profit

Based in UK at OU - launched Oct 2013

aspires to include top 30-40 universities

Director is Simon Nelson - responsible previously for

BBC digital strategy

MOOC Providers

8



@HughDavis

BIBSYS March „14

Most MOOCs consist of:

• Many short videos

• Some talking heads

• Some “worked examples”

• Some experiments etc.

• On-line papers etc.

• On-line activities

• Links to external resources

• Discussions on platform

• Off platform activity

What are MOOCs made of?

9



@HughDavis

BIBSYS March „14

Assessment (and feedback) will need

to be

• Objective (multiple choice etc.)

• Peer review

• Self evaluation

The emphasis must be on the student

as a self-motivated learner.

No “Conversational Framework” here!

Assessment and Feedback?

10

Critisisms?

11



@HughDavis

BIBSYS March „14

Cultural Imperialism?

12



@HughDavis

BIBSYS March „14

Demographics of Edinburgh’s MOOCs

13

(MOOCs @ Edinburgh 2013 - Report #1)



@HughDavis

BIBSYS March „14

The literature quotes figures of 7 – 13%

(See Katy Jordan‟s Blog - http://moocmoocher.wordpress.com/)

An interesting observation

is the drop off with time.

Completion Rates

14

But is completion

the correct measure of

satisfaction or learning?

http://moocmoocher.wordpress.com/

http://moocmoocher.wordpress.com/



@HughDavis

BIBSYS March „14

Pedagogy

Learning

Unit 1

Learning

Unit 2

Learning

Unit 3

Learning

Unit 4

Learning

Unit 5

Learning

Unit 6 Up to 10

Learning

Unit n

Weekly Learning Units: , 2- 6 hours study time

Meaningful title, clear learning goals, end-of-unit assessment

1 2 3 Each with 2 or 3 self-contained Learning Blocks

Learning Block

Video Text Discuss Quiz

Learning Blocks

Sequence of elements

(This is just one example)

15

Its not exactly

the leading edge

of online pedagogy

There is no real

interaction between

educators and learners

HE Context

16

“The Avalanche Report”

Barber, M. Donnelly, K & Rizvi, S. (March 2013).

An Avalanche is Coming; Higher Education and the Revolution Ahead.

Institute for Public Policy Research.

17

Time

Perform

ance/

Incom

e

New

Technology

The

Napster

moment

Disruptive Technologies



@HughDavis

BIBSYS March „14

Fees going up faster than value of degree

(in most of the developed world if not Norway!)

Increased demand for flexibility of study (particularly CPD)

Challenge from alternative educational providers (particularly

for MSc‟s/CPD) becoming real

All these things imply a greater engagement with on-line

Changing Business model for higher education

Need for universities to globalize or specialize

MOOCs are the vanguard for on-line programmes

HE Context

18

End of the campus...?

Clicks not bricks?

Business Models

20



@HughDavis

BIBSYS March „14

The Fremium Model

You get added value if you pay e.g.

• Statements of participation, or

attainment – or actual credits?

• Tutoring – the eBay model

Sponsored MOOCs

• Someone pays me to make the

MOOC I want (for their marketing

purposes)

• Someone pays me to make the

MOOC they want – but I can use

too.

Access to student data

How do MOOCs make money?

21

But this is all money for

the Platform Provider.

Why do Universities

and Academics do this?



@HughDavis

BIBSYS March „14

Southampton is running

Web Science and Oceanography

based MOOCs as its first offerings..

Enhancing our Reputation and Brand

22



@HughDavis

BIBSYS March „14

New Markets (1)

23

Informal

Learning

YouTube,

iTunesU

Non Formal

Learning

MOOCs

OERs

Formal

Learning

Modules

Formal

Learning

Whole

Programmes

Pulling Students through from the Informal to the Formal



@HughDavis

BIBSYS March „14

“When employers accept on-line

certification then things will

really change”

There can be many other options

than “boarding school” degrees

New markets (2)

24

HE for non-traditional students,

students from developing

countries and CPD



@HughDavis

BIBSYS March „14

Provide a public service

25

http://iberry.com/cms/OER.htm

Democratising Education

What can we gain

from MOOCs?

26



@HughDavis

BIBSYS March „14

MOOCs in campus based learning

27

External non-paying MOOCers

MOOC

Paying Students

The Embedded MOOC



@HughDavis

BIBSYS March „14

Berkley Scratch Course- shows F2F and MOOC version of course

28

http://inst.eecs.berkeley.edu/~cs10/fa12/



@HughDavis

BIBSYS March „14

The flipped MOOC / flipped classroom

End of the lecture?

29

From http://www.washington.edu/teaching/teaching-resources/flipping-the-classroom/



@HughDavis

BIBSYS March „14

MOOCs are the vanguard of online degrees

There is a lot of VC money out there looking for brands willing to

go online

The belief is that there are are new markets waiting for online

opportunities

• Cheaper Course fees

• No boarding fees or travel

• Any time, and place

• Flexible (CPD)

• International markets

lacking provision

Online Degrees

30



@HughDavis

BIBSYS March „14

Articulated Degrees

31

F2F

Module

MOOC

at

Stanford

OU

Module

MOOC

at Soton

Capstone

Project

Degree Programme



@HughDavis

BIBSYS March „14

Fully accredited programmes offered as MOOCs

32



@HughDavis

BIBSYS March „14

Venture Capitalists

Publishers

Education-business start-ups

Distance Programmes in partnership (for profit)

33



@HughDavis

BIBSYS March „14

Marketing people are happy to get email lists

But much more than that….

The massive cohorts give us new opportunities for experimenting

in and understanding learning and assessment

• Adaptive feedback

• Adaptive learning paths

• Adaptive Content

• Gameification

• Peer Review

• Self Review

Big Data

34

Mike Wheatley http://siliconangle.com

Addressing the

Critisisms

35



Criticisms

Pedagogically Simplistic

No support and feedback

Poor Completion rates

No accreditation

This is going to kill Universities

Observation

Really? Worse than the lecture?

-and innovations in social learning

There could be: You‟d have to pay

Retention is not the aim –

satisfaction is. We are not dealing

with paying students.

There could be. You would have to

pay for it.

Only those that are not agile and

responsive to new business models

– but expect some unbundling

36

Addressing the Criticisms



@HughDavis

BIBSYS March „14

Patterns of engagement

37

Auditing: Just interested.

Not looking for credit.

Completing: Looking for

credit – either passive

or actively engaged

with discussions etc.

Sampling: Looking for

interesting material

Concluding

38

MOOCs = more choice & flexibility

We are developing our

capacity to develop high

quality on-line courses



@HughDavis

BIBSYS March „14

• Changing Beliefs – online works!

• Curriculum Design

• Working with the right academic staff

time. Who pays them?

• Growing teams of Learning Designers

and Multimedia Production

• Legal Matters

• Speed and Agility

• Budget

• Marketing

Challenges for Institutional Strategy

40

End of the campus...?

Clicks AND

Bricks

Just as people still throng to

music concerts for the unique

experiences they entail, the

rich and dense ecosystems of

communities of learning that

are embedded in place-based

universities will remain

precious, cherished and

revered.

Galager & Garrett, 2013



@HughDavis

BIBSYS March „14

MOOCs are a good marketing device

MOOCs have the potential to democratize education

But they are also useful

Providing high quality content for re-use /embedded MOOCs

Changing teaching practice

Providing big data about how learners learn

Building capacity for on-line

MOOCS are the vanguard of the online disruption. Watch this space!

Conclusions

42

43

Thank you

Any Questions?

Hugh Davis

@HughDavis

http://users.ecs.soton.ac.uk/hcd

[email protected]

Tomorrow I will be talking about what‟s

involved in making a MOOC and the

role of the librarian

the place for moocs in the changing educational...

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