This presentation is intended to put the recent U.S. movement toward Massive Open Online Courses (MOOCs) into perspective, assessing its effects on higher education in the U.S. and around the world. This presentation is informed in part by the University of California, Irvine’s (UCI) long-term involvement in the OpenCourseWare (OCW) and Open Educational Resources (OER) movements and its more recent experience in producing and offering seven MOOC courses through Coursera. This presentation goes beyond asking questions to making predictions that can guide institutional responses.
1. Making Sense of Free, Massive
Education: Disruptive, Natural
Evolution, Savior
GARY W. MATKIN, PH.D., DEAN
CONTINUING EDUCATION, DISTANCE LEARNING AND SUMMER SESSION
UNIVERSITY OF CALIFORNIA, IRVINE
ONLINE EDUCA BERLIN
PART OF “MOOCS EXAMINED” PANEL
NOVEMBER 29, 2012
2. FOR MORE INFORMATION
slideshare.net/garymatkin/oeb2012
To contact Gary Matkin, email
kstam@uci.edu or call (949) 824 -5525
3. Summary of Converging Themes
The growing supply of OCW and OER
The world-wide drive to lower the cost of
higher education while maintaining quality
4. Summary of Emerging Themes
Improving teaching and learning through
online delivery
Concentration on competency-based
assessments
The rise of “adaptive learning”
The creation of viable and sustained
learning communities
5. By 2025, 98 million graduates of
secondary education WILL NOT be
able to attend college
6. Imagine a World in Which
everyone
could learn
anything
anywhere
anytime
for
free
7. The Growth and Development of
Open Education Channels
1. Early Repositories 3. Utilities
Merlot YouTube
Connexions iTunes
Subject-matter based 4. Open Textbooks
2. OpenCourseWare
MIT
OCWC
UCI
8. The Growth and Development of
Open Education Channels
Open Repositories
Merlot: 38,000 learning objects
Connexions: 17,000 learning objects, 2 million visits per
month
OpenCourseWare
MIT: 2,100 courses, 1 million visits per month
OCW Consortium: 25,000 courses, 250 + institutional
members
UC Irvine OCW: 90 courses, 300 video lectures, 1,700
learning objects
9. The Growth and Development of
Open Education Channels
Utilities
YouTube EDU: 700,000 video lectures
iTunes U: 500,000 video lectures
Open Text Books
11. March 2011 Stanford’s Sebastian Thrun attends Ted talk by Salmon
Kahn
July 2011 Thrun and Norwig announce the Stanford AI course
October 2011 New York Times front page article on the AI course
enrollments
December Udacity and MITx launched
2011
January 2012 Kohler and Ng of Stanford launch Coursera with $16
million in VC funds
May 2012 MIT and Harvard announce edX with $60 million in start up
funding
July 2012 Coursera has 16 universities and 100 courses
August 2012 Coursera hits 1 million students
September Coursera expands to 33 institutions offering 200 courses
2012
November Coursera announces its partnership with ACE
2012
14. Coursera was launched on April 18, 2012
Coursera has raised over $16 million in funding
33 University Partners, 1.7 million followers,
200 courses
No solid business plan developed
Uses cohort model
Wants to present the “world‟s best courses”
Admits only elite universities: “top 50”
15. Coursera Partners
Stanford University University of Maryland, College Park
University of Michigan University of Melbourne
University of Pennsylvania University of Pittsburgh
Princeton University Vanderbilt University
Berklee College of Music Wesleyan University
California Institute of Technology
Brown University
Duke University
Columbia University
École Polytechnique Fédérale de
Emory University
Lausanne
Hebrew University of Jerusalem
Georgia Institute of Technology
The Hong Kong University of Johns Hopkins University
Science and Technology
Rice University
Mount Sinai School of Medicine University of California, San Francisco
Ohio State University University of Edinburgh
The University of British University of Illinois at Urbana-
Columbia Champaign
University of California, Irvine University of Toronto
University of Florida University of Virginia
University of London University of Washington
International Programmes
16. How Does Coursera Plan to Make
Money in the Future?
Certifications
Offering "Secure Assessments”
Employee Recruiting
Employee or University Screening
Tutoring or Manual Grading
Corporate/University Enterprise Model
Sponsorships
Selling Courses to Community Colleges
Charging Tuition
17. The Unstated Monetization Models
Advertising
Selling student data/personal information
Selling ancillary materials
18. UCI’s Coursera Student Survey Data
UCI‟s report is based on 11,194 survey
responses received during the period
9/19/12 – 10/5/12
During this same period, nearly 34,000
enrollments were generated across 7 courses
Indications:
Nearly 6 in 10 students registering for UCI
classes on Coursera are from outside the
United States
19. I selected this course because it was
developed by the University of…
I'm curious about what it's like to
take an online course
This class relates to my current
employment or career
I want to earn a credential to add to
Slightly more than 1/2 of students
my resume/CV
state they selected their classes
This subject is relevant to my
because they expect it to be
academic field of study
This enjoyable; nearly the same number
class relates to my future career
plans
also state the course they selected
I think this course will be fun and
relates to their current or future
enjoyable
career plans
0% 20% 40% 60%
20. Launched April 2o12
800,000 students in 16 Open Courses
Not a cohort model, Start Class at any Time, Self-Paced
Courses Categorized by
Beginning, Intermediate, Advanced
Upon completing a course, students receive a certificate
of completion indicating their level of
achievement, signed by the instructors, at no cost.
50,000 certificates of completion issued as of October
2012
Not yet institutionally-sponsored
21. The Udacity Model: Plans for
Monetizing
Plans to monetize its “students‟ skills”
Udacity will help with job placement by
selling student leads to recruiters
Final exams are proctored for a fee
Further plans for certification options would
include a "secured online examination" as a
less expensive alternative to the in-person
proctored exams
22. Founded May 2012
Harvard and MIT are founding partners with
$60 million in backing
Currently offers HarvardX, MITx and
BerkeleyX classes online for free
Beginning in Summer 2013, edX will also offer
UTx (University of Texas) classes online for free
The UT System is making a $5 million
investment in the edX platform
More than 150,000 students from over 160
countries registered for Circuits and Electronics
23. More About edX
Certificates of completion will be issued by
edX under the name of the underlying "X
University" from where the course
originated, i.e. HarvardX, MITx or
BerkeleyX
The certificates for courses completed in Fall
2012 will be free
There are plans to charge a modest fee for
certificates in the future
24. Coursera and ACE
Coursera‟s Partnership with ACE will allow the
evaluation/assessment of learning and credit
recommendations for about five of its courses
Learners can receive an ACE transcript
These credits can, at the discretion of the accepting
institution, be accepted toward a degree
Over 2,000 of the nation‟s some 4,600 colleges and
universities already accept ACE-generated credits
For the first time, a nationally recognized academic
credit “bank” is available to students of OCW
25. Predictions About Effects of MOOCs on
Higher Education: The MACRO Level
MOOCs will:
1. Help higher education institutions, especially
the elite institutions, embrace online education
in all its forms, including in classroom-based
instruction
2. Rapidly advance the creation and use of open
educational resources (OER)
3. Increase the use of transfer credits in the
achieving of degrees
4. Help lower the cost of higher education
26. Predictions About Effects of MOOCs on
Higher Education: The MACRO Level
MOOCs will:
5. Be an important factor in the use of new
instructional technology by all institutions to
improve teaching and learning
6. Promote peer to peer interactions and the learning
associated with them and speed the development of
viable online learning communities
7. Speed the value, legitimacy, and use of degree-
alternative certifications in both personal and
employment-related learning projects
8. Promote the use of competency-based assessments
for degree and non-degree education
27. Predictions About Effects of MOOCs on
Higher Education: The MICRO Level
MOOCs will:
1. Continue to proliferate as will the “channels” and
the number of institutions engaged in them, to
become a permanent feature of the higher
education landscape
2. Content will be the most significant driver of
MOOC enrollments (what do I want to know?)
3. Elite universities will engage in MOOCs for
reputational and revenue generating reasons
4. Second and third tier institutions will engage in
MOOCs to reduce costs and improve quality
28. Predictions About Effects of MOOCs on
Higher Education: The MICRO Level
MOOCs will:
5. The average enrollment size of MOOCs will decline
as MOOCs proliferate
6. MOOC channels, and institutional contributors will
specialize along subject matter lines
7. All LMS technologies will incorporate functions
and utilities to serve MOOCs
8. MOOC technology, channels, and institutions will
continue to add service features for the
learner, some of which will be free and some of
which will require the payment of a fee
29. Predictions About Effects of MOOCs on
Higher Education: The MICRO Level
MOOCs will:
9. The „monetization” strategies of MOOC channels
will soon become obvious and will feature learning
assessment, advertising, data selling, and
associated services (tutoring, the sale of
supplemental learning materials, the tying of
learning assessments to degrees and employment
opportunities)
10. Universities will receive enough revenue to cause
them to continue to supply content
11. All universities will become more flexible in
accepting non-traditional learning assessments for
transfer credit
30. Elements for Successfully Implementing
Online and Open Education on Your Campus
Flexible staff willing to make changes
An inventory/history of open content
Technical infrastructure
People and skill sets
Institutional credibility
Administrative structure
Money to invest
OER and OCW National and International contacts
Technical capacity
Responsible resource allocation planning
32. The Institutional Case for OCW
Serve current students (supports teaching and learning)
Attract new students
Support faculty in both course authoring and delivery
Facilitate accountability and aid continuous improvement
Advance institutional recognition and reputation
Support the public service role of institutions
Disseminate the results of research and thereby attract research
funding
Serve as a repository for a wide range of digital assets
Serve learning communities of all types
Enhance international service and reputation
Serves as a mechanism for fundraising
Serves as the basis for revenue generation (MOOCs)
Notas do Editor
This presentation is intended to put the recent U.S. movement toward Massive Open Online Courses (MOOCs) into perspective, assessing its effects on higher education in the U.S. and around the world. This presentation is informed in part by the University of California, Irvine’s (UCI) long-term involvement in the OpenCourseWare (OCW) and Open Educational Resources (OER) movements and its more recent experience in producing and offering seven MOOC courses through Coursera. This presentation goes beyond asking questions to making predictions that can guide institutional responses.
To download presentation, visit SlideShare at slideshare.net/garymatkin/oeb2012
The recent wide-scale publicity surrounding MOOCs emphasizes the power of two themes in higher education that are converging in the U.S. and around the world—the growing stock of OCW and OER and the drive to reduce the cost of high quality degree-based education.
These converging themes of increasing open education and the drive for low cost degrees have created some other themes that are now emerging and becoming more clear in their substance and their impact. First, the technology associated with online and Internet-based teaching and learning is developing at a rapid rate and gives promise of dramatically improving teaching and learning. An increase in pedagogic efficiency, particularly as it is expressed in providing students with more control over their learning environments, leads to a focus on how learning is assessed and how those assessments verify the achievement of specific competencies in students. Key to increased learner control is the notion of “adaptive learning” wherein student learning is assessed, diagnosed, and then customized for the individual student allowing the student to master the material at his/her own pace and in a variety of learning modes. As the store of open materials grow, the quality of this material increases, and faculty and institutions that recognize that quality will benefit from it as they incorporate it, at a low cost, into their own programs. Finally, the kind of student-to-instructor and student-to-student interaction available in classroom based education will find an analog in online education, with formal and informal learning communities created and sustained by mutual interest and common educational goals.
UNESCO and the OECD project that by 2025 almost one billion people who could benefit from higher education will not be able to with the current system of higher education.
It is this crisis that inspires the vision of those of us in the OCW and OER movements and now is spreading to policy makers, governments, NGOs, foundations, and the general public.
The growing supply of OER has created a mass with a gravitational pull—this huge asset cannot be ignored any longer. It is too big and has so many high quality learning pathways available for free that traditional higher education institutions have to take notice and begin to use it to reduce the cost of higher education.
OER and OCW have been growing rapidly since the 1990s beginning with the creation of several open “learning object” repositories. The movement was spurred in 2001 by MIT with its goal to create an open version of all of its courses. MIT led other institutions into the movement and initiated the creation of the OpenCourseWare Consortium. Soon after, open “utilities” such as YouTube and iTunesU offered easy paths to the expression of open education through video capture and other new technology. And, again in a drive to reduce the cost of education, the open textbook movement was created.
OER and OCW have been growing rapidly since the 1990s beginning with the creation of several open “learning object” repositories. The movement was spurred in 2001 by MIT with its goal to create an open version of all of its courses. MIT led other institutions into the movement and initiated the creation of the OpenCourseWare Consortium. Soon after, open “utilities” such as YouTube and iTunesU offered easy paths to the expression of open education through video capture and other new technology. And, again in a drive to reduce the cost of education, the open textbook movement was created.
The rise of MOOCs has been astoundingly rapid and influential.
MOOCs was started with Stanford in July 2011. Within one year, many of the top universities in the country and theworld were offering MOOCs through one or more start-up entities, and millions of students had signed up for the free courses.
A Stanford course in AI offered by two Stanford professors started things. These courses caught the attention of venture capitalists hoping to find another Facebook.
Venture capital seeded a number of start-ups with Coursera, Udacity and edX among the leaders.
Coursera is a social entrepreneurship company that partners with the top universities in the world to offer courses online for anyone to take, for free. Coursera envisions a future where the top universities are educating not only thousands of students, but millions. Its technology enables professors to teach tens or hundreds of thousands of students.
By mid September 2012, Coursera had agreements with 33 top universities from around the world, including 7 universities outside of the U.S.
The possible “monetization” schemes as listed in the Coursera contract with its university partners are listed here. Of these nine possibilities only the first two are in immediate prospect.
Not listed in the Coursera contract but clearly under consideration and in prospect are these possible ways of making money.
An early indication about why students are taking Coursera courses came from a survey of the first UCI sign ups. UCI’s 7 Coursera courses produced about 11,000 survey results.
Slightly more than 1/2 of students state they selected their classes because they expect it to be enjoyable; nearly the same number also state the course they selected relates to their current or future career plans.
Udacity believes that university-level education can be both high quality and low cost. Using the economics of the Internet, we've connected some of the greatest teachers to hundreds of thousands of students in almost every country on Earth. Udacity was founded by three roboticists who believed much of the educational value of their university classes could be offered online for very low cost. A few weeks later, over 160,000 students in more than 190 countries enrolled in our first class, "Introduction to Artificial Intelligence." The class was twice profiled by the New York Times and also by other news media.
Like Coursera, Udacity sees certification as a path to “monetization.”
EdX is a not-for-profit enterprise of its founding partners Harvard University and the Massachusetts Institute of Technology that features learning designed specifically for interactive study via the web. Based on a long history of collaboration and their shared educational missions, the founders are creating a new online-learning experience with online courses that reflect their disciplinary breadth. Along with offering online courses, the institutions will use edX to research how students learn and how technology can transform learning–both on-campus and worldwide. Anant Agarwal, former Director of MIT's Computer Science and Artificial Intelligence Laboratory, serves as the first president of edX. EdX's goals combine the desire to reach out to students of all ages, means, and nations, and to deliver these teachings from a faculty who reflect the diversity of its audience. EdX is based in Cambridge, Massachusetts and is governed by MIT and Harvard.Unlike the other start-up entities, edX has a plan by which the participating partners will offer learning assessments and the recognition of learning achievements with certificates from MITX, StanfordX, HarvardX and so on. The linking of these high level “brands” with learning assessments of a non-traditional kind is a major step toward the linking of open education with degree credit.
The linking of open education with transcripted academic credit took a major leap forward with the November 19, 2012 Coursera/ACEannouncementthat ACE was considering supplying learning assessments (tests) for students who had taken a free Coursera course and wanted degree credit for learning achievement. For the first time a national academic credit “bank” would accept credits toward degrees which could be accepted by any institution in the U.S. (and overseas).
To be successful in this rapidly changing environment, higher education institutions have to create the institutional will and the resources needed to be responsible contributors to open education and the lowering of the cost of education. Here is a list of the elements comprising institutional will.
To download presentation, please visit SlideShare at http://www.slideshare.net/garymaktin/oeb2012
MOOCs have added one more institutional benefit for producing high quality OCW, but the benefits of openness have been evident for many years. These benefits form an imperative in which all major universities must both produce and use OCW and OER to remain competitive.