1. Presented by:
Gary W. Matkin, Ph.D, Dean
University of California, Irvine
Carin Nuernberg, Dean
Berklee College of Music
MOOCS:
LESSONS LEARNED FROM
THE FRONT LINES
Disruption 2.0: Game Changers in Professional, Continuing and Online Education
UPCEA 98th Annual Conference: April 3-5, 2013, Boston MA
2. THE SUPPLY OF OER IS
HUGE AND GROWING
• 280 Members
OCWC • Over 30,000
Courses
• Over 700,000
OER YOU
TUBE
videos on
Education channel
• Over 500,000
iTUNESu courses/learning
materials
3. PUBLIC DEMAND FOR LOWER COST
EDUCATION IS INCREASING
Average tuition in higher
education increased
27% over the last 5
years
Graduates leave college
with an average debt of
$27,000
U.S. student debt is
approaching $1
trillion, exceeding credit
card debt
4. MOocs Seemed to
link these two driving
elements
Demand
by adding the OER for Lower
Costs
possibility of quality to
the equation
5. THE CONNECTION
BETWEEN OER AND CREDIT
CHOOSE LEARNK
LEARN NOW DO
DISCOVER ADOPT
• UCI OCW • Open • Preview
• YouTube Course • Supplement
EDU Module • Assess
• iTunesU Learning
• Coursera
• Full Open • Certify
• edX
Course Learning
• Merlot • Full Open • Gain
• Connexions Curriculum Academic
Credit
• Get Job
6. WHY DID BERKLEE AND
UCI JOIN COURSERA
• UCI
• Natural outgrowth of commitment to open education
developed over the last 10 years
• Open education is a natural part of a public and land
grant mission
• Berklee
• Continue commitment to providing free access to
curriculum and promoting the value of music education
• Build awareness of college and its online programs
• Learn from this “disruptive” offering—social learning,
peer review, Coursera platform
7. WHO MADE THE DECISION?
• UCI
• The Dean of Continuing Education, Distance Learning
and Summer Session supported by Distance Learning
and Open Education staff
• Berklee
• Plan developed within Continuing Education Division,
approved by senior administrators of the college, in
consultation with board of trustees
8. HOW WERE THE
COURSES SELECTED?
• UCI
• Because of time limitations, well developed online
courses with willing faculty were chosen
• Berklee courses were selected based on:
• Popular subject areas within online school
• Their compatibility with (not duplication of) existing
Berklee Online courses
• Strong faculty who have developed online courses
before and have a strong presence on camera
9. WHAT ARE THE ROLES
OF THE FACULTY
• UCI
• Faculty agree to having their courses put on Coursera and
adapt them to Coursera platform
• They are paid a small amount to “teach,” according to the
minimal requirement by Coursera for the first offering
• Berklee
• Faculty develop course outline and lesson plans, including
announcements, quizzes, and peer review assignments, in
consultation with an instructional designer
• With video production team, faculty shoot video segments in
campus video studio and review all footage
• Faculty monitor forums with support from instructional designer
and Berklee Online customer support
• Faculty are paid an authoring fee, in addition to a teaching fee
for the first offering
10. Courses offered and sign ups?
UCI COURSES SIGN UPS
Personal Financial 90,303
Planning
Algebra (ACE Credit) 45,480
Micro Econ for Managers 36,857
Pre-Calculus (ACE Credit) 36,262
Intro to Biology 16,459
Principles of Public Health 16,642
Science to Superheroes 12,038
TOTAL (3/18) 254,041
11. Courses offered and sign ups?
BERKLEE COURSES SIGN UPS
Introduction to Guitar 75,855
Songwriting 64,780
Introduction to Music 53,552
Production
Introduction to 31,623
Improvisation
TOTAL (3/27) 225,810
12. Results
• UCI
• Course completion rate is 8%, which is at the high end
of Coursera's average range which is 6-8%.
• BERKLEE
• First two courses will not yet be complete, but Carin to
add retention info here
13. Cost and funding
• UCI
• Courses were already developed as fully online
courses. Cost between $8,000 - $10,000 to adapt the
courses to the Coursera platform mainly in “re-
chunking” the courses into smaller “bites”
• Funding came from online operating income
• Berklee
• Courses are new offerings, developed as “lead-ins” to
instructor-led, 20-student courses offered through
Berklee Online. Cost is about $20,000 per course.
• Funding came from online operating income.
14. Instructional design elements
implemented
• UCI
• Focused on right-sizing lecture material
• Learner engagement with content: focus-present-review
design, self quizzes, animated voice
• Berklee
• High production values—3 camera shoots, extensive post-
production
• Video chunked in short, bite-sized segments where possible
• Quiz questions embedded in video to test recall/reinforce
learning
• Social, collaborative learning
15. Proprietary assets
removed
• UCI/Berklee
• Assets within Coursera fall into the following three
buckets:
• We own them (UCI or Berklee)
• They are already under creative commons licensing
• They are owned by a publisher, but we have explicit
permission to utilize them
16. Why are students enrolling
in moocs?
• Want a skill or set of knowledge to be successful in an academic setting
(e.g., they need algebra to prepare for college pre-calculus)
• Need skills to be successful in a professional setting (many public health
practitioners took UCI public health class to stay current in ideas,
research and trends; many students in Berklee courses aspire to be in
the music industry)
• Failed the subject in an academic setting and want to prepare for the
retake of the subject (UCI had one student failed algebra 3 times in
community college and is taking its MOOC before she attempts it a 4th
time)
• Reputation of faculty member (Berklee songwriting professor gives
clinics and seminars around the world, known entity)
17. Why are students enrolling
in moocs?
• Supplement their own personal knowledge (UCI had many people over
the age of 60 in microeconomics and public health; Berklee has many
music hobbyists)
• Connect and collaborate with other people around the world interested in
the subject (we had hundreds of Facebook groups start up associated
with PFP and public health)
• Homeschooled children in English speaking countries (they flocked to
Dennin’s Physics course and loved it)
• Instructor in an academic setting and who wants to refresh or deepen
their knowledge of a subject
18. Faculty intellectual
property issues
• UCI
• Coursera contract rewritten to place UCI between
faculty and Coursera
• UCI signs a licensing agreement with faculty
• Berklee
• Faculty sign separate contract with Berklee
• Berklee owns IP
• Faculty earn royalty on Berklee Online courses they
author, may see increase in enrollment due to
Coursera courses
19. Next steps
• UCI
• Continue to 3 of 7 courses through Coursera
• 2-3 more may be added in the future
• Berklee
• Introduction to Guitar and Introduction to Improvisation
launching April 22
• Two additional courses slated for the upcoming fiscal
year
20. Lessons learned
• Really good content and instructional design makes a big
difference; be careful with repurposed courses and/or materials
• Students want to connect to one another and the instructor; must
provide ample opportunities specific to the Coursera setting and
with social media tools for this
• Faculty need to understand their role clearly; they serve the
Coursera students more than they teach them
• Strong support staff are critical, especially for the first iteration of
any course
• Faculty and support staff need to be careful not to overreact to
student concerns; many issues work themselves out within the
community
21. Lessons learned
• Staff should be monitoring discussion activity once per day to
catch any course design issues, especially in the first iteration of
the course.
• Students provide a great deal of support and encouragement to
each other. There are high performers who devote a great deal of
time to helping others.
• Craft peer assessments very carefully, with the understanding of
the diversity of your audience in mind. Provide examples that
students can model.
• Build in some flexibility with due dates, particularly in the early
lessons, to accommodate students who enroll late.
• Overall, remember every student is in a different time zone, has a
different reason for taking the course, and brings his/her own
perspective to the course.
22. Questions
To contact Gary Maktin email gmatkin@uci.edu
To contact Carin Nuernberg email cnuernberg@berklee.edu
Download presentation at slideshare.net/upcea2013
Notas do Editor
The supply of OER is how so large that it is attracting a great deal of attention. Most major institutions are now regularly contributing to the store of OER. For instance, the OCW Consortium now has over 280 members offering more than 30,000 courses in several different languages. YouTube EDU and iTunes U both offer thousands of video lectures and courses.
As higher education tuition, particularly in public colleges and universities increases, the public (and state and federal legislators) are demanding lower costs and greater accountability. One indication of this problem is the huge amount of student debt which is approaching one trillion dollars, exceeding credit card debt.
The huge supply of OER produced a mass that began to have a gravitation pull on the idea of lowering the cost of higher education, but the two driving forces were held apart because of the issue of quality—people could not imagine how open education could be offered at quality. Then Stanford came along with the first publically visible MOOC and the quality link was made: if Stanford could produce a very good MOOC then quality open education was possible.
The big step ahead in making the connection between OER and low cost higher education is making the connection between open content and academic credit. Many of the parts of this puzzle are on the table. There are many open “channels” for open course and curricula. These channels include YouTube, iTunesU, Coursera, Udacity, edX, and individual institutional OCW sites. There are the beginnings of ways in which these open educational resources can be used by students to gain credit. The first step is to create learning assessments that can be administered to students in order to verify that they have mastered the subject. Allied with the assessment issue is the student authentication issue—how can institutions verify that there is no cheating on the assessments. The first connections were made between individual intuitions and particular sets of open material. For instance, Excelsior University is willing to provide assessments and authentication processes for open courses offered by the Saylor Foundation. Similar arrangements were made between Coursera and Antioch College and Coursera and the U. of Washington. In November 2013 ACE and courser announced a joint experiment whereby ACE would give academic credit for five Coursera courses (2 of which are UCI courses). Thus for the first time a national “credit bank” is available for students seeking credit.
UCI: In some cases, the content did not fall into these three buckets and our instructors removed them (Mike Dennin replaced movie snippets with examples from YouTube) OR our instructors created new elements from scratch (Math).