The Ladies of MOOCS

SummarySummary
Qu’est ce qu’un MOOC ? Qu’est-ce qu’un MOOC ?
 Daphne Koller
 Geneviève Fioraso Geneviève Fioraso
 Queen Rania Al Abdullah
 Jet Bussemaker Jet Bussemaker
 Why Women Should Take Business MOOCs
 Future of Education & Learning Future of Education & Learning
 Credits
2

Qu’est-ce qu’un MOOC ?Qu est ce qu un MOOC ?
Les MOOCs (Massive Open Online Courses) sont des
t à t t à di tcours ouverts à tous et à distance.
 Le « M » de Massive signifie que le cours peut accueillir un
nombre en principe non limité de participants.nombre en principe non limité de participants.
 Le « O » de Open signifie que le cours est ouvert à tous les
internautes, sans distinction d’origine, de niveau d’études,
ou d’un quelconque critèreou d’un quelconque critère.
 Le « O » de Online signifie que l’ensemble du cours peut
être suivi en ligne: cours, activités, devoirs, examens, etc.g
 Le « C » de Course rappelle que c’est un cours avec des
objectifs pédagogiques, et donc une pédagogie active, et
non simplement des ressources diffusées en lignenon simplement des ressources diffusées en ligne.
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MOOC Provider DistributionMOOC Provider Distribution
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MOOC Subject DistributionMOOC Subject Distribution
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Daphne Koller
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Daphne Koller

Daphne Koller
Professor of Computer Science,
Daphne Koller
Stanford University, Co-Founder
of Coursera (2012)
Born: August 27 1968Born: August 27, 1968
Residence: United States
Nationality: IsraelNationality: Israel
13

Flip Teaching
 In 2009, Daphne Koller realized that the way she and other
professors on Stanford University campus were teaching
their students was backwardstheir students was backwards.
 «I would walk into class, deliver the same lecture, tell the
same stories, again and again, and never have a chance to, g g ,
engage with my students in a meaningful way.»
 «Why don't I just pre-record the lecture, add interactive
elements to make it less boring, and come to class to
actually talk to my students?»
S D h K ll b ffl di h l t ti t So, Daphne Koller began offloading her lecture time to
video so she could spend more time interacting with
students in class, a method now widely referred to as the
"flipped classroom."
14
Source: http://e-ducate.us/?p=1099

COURSERA
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COURSERA
educational technology company

Coursera MOOC
The student experience in Coursera is that the course
starts on a given day and each week a student has
access to numerous pieces
“access to numerous pieces.
One piece is video lecture, and it’s interactive videos,
you don’t sit there for an hour just watching video, you
get to interact with the videoget to interact with the video.
There is rigorous meaningful assessments of different
kinds, not just multiple choice but real exercises with
real depthreal depth.
And there is a community of students that you get to
interact with to ask questions and have those questions
answered by your fellow students.answered by your fellow students.
So that you get both a better learning experience via
peer teaching as well as a social experience, where you
feel like there is a community of learners surroundingy g
this intellectual activity.
16
” Daphne Koller

Integration physical & virtual campus
People often ask us whether universities are a thing
of the past, whether universities are going to die out,“
and I definitely do not think so.
There is something tremendous about getting people
t th i l h di it i t titogether in a place where serendipitous interactions
can happen.
Where you can have face-to-face mentoring betweenWhere you can have face-to-face mentoring between
an instructor and students, where students can talk
to each other, and create together, and learn to
d b t iddebate ideas.
So this on-campus physical experience at the moment
has no virtual substitute that is equally effective
”has no virtual substitute that is equally effective.
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”Daphne Koller

Online Education 2 GoalsOnline Education 2 Goals
Online education, then, can serve two goals.
“For students lucky enough to have access to great
teachers, blended learning can mean even better
outcomes at the same or lower cost.
And for the millions here and abroad who lack
d i d i liaccess to good, in-person education, online
learning can open doors that would otherwise
remain closed
”remain closed.
Daphne Koller
”
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Coursera risingCoursera rising
Over little more than a year (Feb 2012 - Mar 2013),
C h i t d d 328 diff t f 62Coursera has introduced 328 different courses from 62
universities in 17 countries.
19

Coursera CertificatesCoursera Certificates
Statement of
Accomplishment
Specialization
Certificate
VERIFIEDVERIFIED
CERTIFICATE
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Coursera MOOC MapCoursera MOOC Map
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Geneviève Fioraso
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Geneviève Fioraso

Geneviève FiorasoGeneviève Fioraso
Secrétaire d'État chargée Secrétaire d État chargée
de l'Enseignement
Supérieur et de la
Recherche (depuis le
9 avril 2014)
 Président: François Président: François
Hollande
 Gouvernement: Manuel
Valls
 Born: 10 octobre 1954
 Residence: France
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Un Contexte PorteurUn Contexte Porteur
 Le numérique a révolutionné notre façon de communiquer.
Il devrait transformer en profondeur la façon d’enseigner Il devrait transformer en profondeur la façon d’enseigner.
 Ainsi, depuis la fin 2011, l’essor des MOOCs redessine peu
à peu l’accès à l’enseignement supérieur dans le monde,
ainsi que la conception même des formations universitaires.
 Selon toutes les études, les cinq prochaines années (2014 -
2018) seront décisives et verront exploser le marché2018) seront décisives et verront exploser le marché
mondial de l’e-education.
 Deux plateformes, Coursera et EdX ont investi $ 43M et $
60M ti t d l dé l t d til t60M respectivement dans le développement des outils et
des contenus. Plus de trois millions d’étudiants peuvent
suivre les cours de Stanford, d’Harvard ou du MIT, grâce à
l’ l i d MOOCl’explosion des MOOCs.
24

FUN
25
FUN
France Université Numérique

Ce que France Universitéq
Numérique (FUN) va changer
L’agenda numérique de l’enseignementL’agenda numérique de l’enseignement
supérieur décline 18 actions pour :
 aire du numérique une chance pour les étudiants etaire du numérique une chance pour les étudiants et
tous les publics désireux de se former,
 soutenir les enseignants et les équipes
pédagogiques dans la rénovation pédagogiquepédagogiques dans la rénovation pédagogique
induite par le numérique,
 construire des campus d’@venir et accompagner les
ét bli t d l t f ti tétablissements dans leur transformation avec et par
le numérique,
 renforcer le rayonnement de l’enseignementy g
supérieur français à l’international.
26

La révolution numériqueLa révolution numérique
«La révolution numérique est en marche.
Elle est à la fois une chance et un défi pour
une université en mouvement.
U h ll d l’él b iUne chance, celle de repenser l’élaboration et
la transmission des savoirs, de manière
interactive, en mettant les étudiants au coeurinteractive, en mettant les étudiants au coeur
du projet pédagogique de l’enseignement
supérieur.
Un défi, celui de construire une université
performante, innovante et ouverte sur le
monde»monde».
Geneviève Fioraso
27

Queen Rania Al Abdullah
28

Q R i Al Abd ll h f J dQueen Rania Al Abdullah of Jordan
 a mother, a wife, a boss,
an advocate, and a
humanitarian.
 Born: August 30, 1970
 Degree in Business
Administration, American
University in Cairo
 Monday May 19 2014: Monday, May 19, 2014:
launches Edraak, an Arab
non-profit MOOC platform
29

 EDRAAK, “an Arabic language
MOOC portal”, is an initiative of
the Queen Rania Foundation for
Education and Development.p
 Developed based on edX technolo-
gy, a leading global MOOC provider
founded by Harvard and MIT.
 The platform aspires to make quality education
more accessible for a population that is thirsty for
higher quality education by offering Arab learners
access to courses taught at universities such asaccess to courses taught at universities such as
Harvard, MIT, and UC Berkeley, amongst others, at
no cost to the learner, with the potential to earn
certificates of master for certain co rses
30
certificates of mastery for certain courses.

The Queen Rania Foundation forThe Queen Rania Foundation for
Education and Development
"What the Arab world needs today
is an educational revolution; weis an educational revolution; we
need a fundamental change that
will fulfill every parent's ambitionf f y p
to provide their child with a
quality education."
Her Majesty Queen Rania Al
Abdullah, 2013
31

ChallengesChallenges
Speaking at the launch, Queen Rania highlighted some
of the challenges faced by the Arab world:
 poor quality of education and graduates' inability
to meet the demands of the job marketto meet the demands of the job market,
 the limited number of global scientific
publications releasedpublications released
 the scarcity of exports in advanced technology
 the skills gap in the region the skills gap in the region.
32

Transformative shiftsTransformative shifts
Queen Rania stressed to the audience that …
 “The world around us is speeding toward a future
where ideas, knowledge and skills are the founding
blocks of prosperity while we drift at the bottom ofblocks of prosperity, while we drift at the bottom of
global rankings in terms of knowledge, and in terms
of how and what we produce".
 “Transformative shifts usually happen when need
and opportunity meet. We desperately need quality
education and online learning is our opportunity "education, and online learning is our opportunity.
 “The Arab world has a chance to acquire
capabilities and skills needed to catch up and
realize transformative leaps.”
33

EDRAAK adoption of the Open edX platform
Q R i Al Abd ll h f J d QRF (Q R i F d tiQueen Rania Al Abdullah of Jordan, QRF (Queen Rania Foundation
for Education and Development) CEO Haifa Dia Al-Attia. edX CEO
Anant Agarwal, at the edX offices in Cambridge, MA , USA.

Edraak – availability of knowledgey g
 "We launched Edraak as a realization of what we have
already missed and as a way to catch up to a futurey y p
befitting of us, of our history.“
 "Today, knowledge is available for those who seek it,
d d ti i th f th h t it ”and education is there for those who want it.”
 “Edraak will broadcast the best in the Arab world and it
will translate the best internationally”will translate the best internationally
 “Although online learning is not a solution to all our
problems, quality education that is open to everyone is
t it t i k l d d i than opportunity to increase our knowledge, and raise the
potential of the region“
 “What was exclusively limited to "the few that knew" isWhat was exclusively limited to the few that knew is
now open to everybody who wants to know and read”.
35

Jet Bussemaker
36
Jet Bussemaker

Mariëtte “Jet” Bussemaker
 Dutch Minister for Education,
Culture and Science in the secondCulture and Science in the second
Rutte cabinet since Nov 5, 2012
 Born: January 15, 1961
 Nationality: Dutch
 Political party: Dutch Labour
P t /P tij d A b id P dAParty/Partij van de Arbeid – PvdA
 Occupation: Politician,
Political scientistPolitical scientist
 “The use of MOOC will make it
possible to improve the quality of
d d h leducation and teaching material in
the Netherlands”.
37

nt In a letter to the Dutch Parliament, Jet Bussemaker
amen explains that the deployment of new technologies will
provide new possibilities for the design of communica-
tion and teaching modes between teachers and
Parli
students.
With a budget of € 1M per year, she would like to
stimulate:
utch
stimulate:
1.the international reputation of Dutch higher education
in a number of profiling areas through the
toDu
p g g
development of MOOCs,
2.cooperation between Dutch higher education aimed at
improving education through the use of MOOCs and
tter
improving education through the use of MOOCs and
3.thorough evaluation of the experience with open and
online education in the Dutch context (with the
Le
(
condition that the results are freely available).
38

RESEARCH UNIVERSITIES IN NETHERLANDS THAT OFFER MOOCS
Current New
University Platform
Current
MOOCs
Students
New
MOOCS
University of Amsterdam Coursera 1 5.000 -
lf f 000Delft University of
Technology
edX 2
54,000
27,000
3
Leiden University Coursera 2
43.000
6Leiden University Coursera 2
26.000
6
Utrecht University Elevate 15 - -
Maastricht University - - - 1Maastricht University 1
Eindhoven University
of Technology
Coursera - - 1
W i U i itWageningen University
& Research Centre
- - - 2-3
Open Universiteit in
th N th l d
OpenupEd - - -
39
the Netherlands
OpenupEd
Source: SURF report as of 16 December 2013

Why Women Should Take Business MOOCsWhy Women Should Take Business MOOCs
by Laurie | May 2, 2014 |
“Hi! I'm Laurie Pickard
y | y , |
from Kigali, Rwanda.
I'm using websites like
Coursera, edX, Udacity,
and others to put together
th i l t f MBAthe equivalent of an MBA
degree - for free!”
40
http://www.nopaymba.com/women-take-business-moocs/

MOOCs: a great boon to womenMOOCs: a great boon to women
1. “The economic arguments that keep some women out
of MBA programs do not apply to MOOCs For womenof MBA programs do not apply to MOOCs. For women
who choose to prioritize family, have flexibility in
their careers, or take any extended breaks from
working, a MOOC-based education makes more sense
than a traditional degree program.”
2 “For women who do intend to apply to B-school2. For women who do intend to apply to B-school,
taking a few MOOCs can be a great way to build
confidence prior to enrolling.”
3. “The number of women-owned businesses grew by
41% between 1997 and 2013. Free online education
can provide what an entrepreneur needs to getcan provide what an entrepreneur needs to get
started without the debt to weigh her down.”
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Future of Education & LearningFuture of Education & Learning
The Future of Learning is far more than new devices, digitalThe Future of Learning is far more than new devices, digital
content and online classrooms, it means potentially rewritten
relationships between students and information, teachers and
instruction, and schools and society.instruction, and schools and society.
https://www.youtube.com/watch?v=quYDkuD4dMU
Video includes commentary from Seth Godin, American authorVideo includes commentary from Seth Godin, American author
and entrepreneur, Sugata Mitra, professor of educational
technology at the UK’s Newcastle University, Stephen
Heppell English educator who specializes in the use of ICT inHeppell, English educator who specializes in the use of ICT in
education, Jose Ferreira, adaptive learning technology
Knewton founder and CEO, Daphne Koller, online education
platform Coursera cofounder as well as input from leaders
42
platform Coursera cofounder, as well as input from leaders
bringing connectivity to villages across Africa.

Revolutions destroy the perfect and
bl th i iblenable the impossible.
 “The move from pre-printing press to post-printing press is a
ti t iti i hi t f th ld i t fone-time transition in history of the world, in terms of
education. Online education is going to be like that as well.”
Seth Godin
 “One of the revolutions that we’re going to see is where less and
less of education is about a conveyer of content, because that is
going to be a commodity, and hopefully one that's going to begoing to be a commodity, and hopefully one that s going to be
available to everyone around the world.”
Jose Ferreira
 “And a lot more of what we think of as education is going to go
back to its original roots of teaching. Where the instructor
actually engages in a dialogue with the students and helps them
d l h k k ll bl l k ll f hdevelop thinking skills, problem solving skills, passion for the
discipline.”
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Daphne Koller

CreditsCredits
 http://edutech4teachers.edublogs.org/2014/03/08
/the-rising-power-of-moocs-infographic/
 https://www.coursera.org/
 MOOCs in 2013: Breaking Down the Numbers MOOCs in 2013: Breaking Down the Numbers,
Dhawal Shah, Dec 22, 2013,
 http://www.france-universite-numerique.fr/
 dossier-de-presse-france-universite-numerique-
dpgf_sc1_sc
 http://www queenrania jo/media/press/queen-http://www.queenrania.jo/media/press/queen
rania-al-abdullah-launches-edraak-arab-non-profit-
mooc-platform
https://www youtube com/watch?v quYDkuD4dMU https://www.youtube.com/watch?v=quYDkuD4dMU
44

The Ladies of MOOCS

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