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MOOCs - how to live with them
and love them
STEPHEN HAGGARD
Auckland NZ, 6 May 2014, Innovation in Tertiary Education Summit
Please tweet questions and comment
during this talk
@stephendh
#ITES14
MOOCs do change HE delivery...
….but not in the ways we were expecting
WHAT’S INNOVATIVE ABOUT MOOCS ?
massive
open
online
course
not significantly
innovative
a new kind of
conversation about
cost, access,
quality, delivery
significant
innovation
MOOCs - how to live with them and love them
hype
cycle
Stanford Online - 2013 in review
http://www.stanford.edu/dept/vpol/vpol-files/2013_Report/Stanford_Online_2013_In_Review.pdf
3 cost lessons from MOOCs
MOOC-type scalable pedagogies:
1. apparently reduce course price
(thanks, Marketing)
2. probably reduce course costs
(Georgia Tech $7K Masters or SJSU EdX ?)
3. definitely help us talk about value
Value problems
are toxic
students’ priorities for university
spending
Data:
Equifax/CCS
Higher Education Policy Inst
Cost becomes a defining feature
University of Pennsylvania / New Republic Daily
Sample: 35,000 MOOC students
2 MOOC access lessons
Access is up for challenge
University of Pennsylvania / New Republic Daily. Sample: 35,000 MOOC students
1 MOOC quality lesson
Quality is relative & is perceived clearly
throughout the system
Christian Guellerin, Directeur
L’Ecole de Design Nantes Atlantique
“ I have no chance of
putting together a better
MOOC than Stanford
and Tim Brown has done
on Design Thinking”
n MOOC delivery lessons
Online is the new normal
• Traditional delivery reduces success in STEM
• Univ Illinois Springfield 45% credit hours online
Florida is the future
• Senior HS mandatory 25% fully online courses
• FLVC catalog: “cross-institutional access to online teaching”
Delivery mode innovation is in
(no thanks to MOOCs)
Which innovative maths MOOC ?
 No-charge course materials and tools
 Mandatory peer review of all assignments
 Submit graphs online by google draw
 Instruction in youtube video
 Assessment by peer-reviewing comments
The Florida challenge
Minorities > 60%
Pell Grant recipients >50%
Vocational/technical qualifications >25%
Lowest tuition fees in State
Top 10% of State for passing and employment
MOOCs do change HE delivery...
….but not in the ways we were expecting
MOOCs - how to live with them and love them
What do you do ?
● Watch video: lectures and clips of “The Walking Dead”
or cast interviews
● Read stuff
● Discuss in structured forums
● 10-question quiz
● Open course forum
What happened ?
65,000 enrollments
12,000 SURVEYS
90% new to MOOC
41% new to online learning
55% interested in other online
multidisciplinary courses
80% spent >1hr/week
http://www.instructure.com/downloads/twd-mooc-feedback.pdf
The original zombie course….
Gianluca Ramalho Misiti CC
Harrisburg Area Community College
75 students
3 terms
accelerated degree program
interdisciplinary course: psychology,
microbiology, philosophy, administration
Blended/hybrid pedagogy
Online news widget link to online lectures
itunes podcasts
chat, boards, panels, skypes, roleplay etc
Assessed - Blooms higher skills framework: essay, graded discussion, group task, exam,
project
Completion - 100%
Open - 8 lectures on itunes
bifurcation
high-touch
residential
low-touch
class delivery
● job readiness
● updating
● credentialling
Daniel McFarlane, Stanford
Organizational
Analysis MOOC
Three incarnations
Thank you
(OK, I didn’t cover MOOCs’
completion rates
business models
accreditation
quality problems
& copyright)
@stephendh

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MOOCs - how to live with them and love them

  • 1. MOOCs - how to live with them and love them STEPHEN HAGGARD Auckland NZ, 6 May 2014, Innovation in Tertiary Education Summit Please tweet questions and comment during this talk @stephendh #ITES14
  • 2. MOOCs do change HE delivery... ….but not in the ways we were expecting
  • 3. WHAT’S INNOVATIVE ABOUT MOOCS ? massive open online course not significantly innovative a new kind of conversation about cost, access, quality, delivery significant innovation
  • 6. Stanford Online - 2013 in review http://www.stanford.edu/dept/vpol/vpol-files/2013_Report/Stanford_Online_2013_In_Review.pdf
  • 7. 3 cost lessons from MOOCs MOOC-type scalable pedagogies: 1. apparently reduce course price (thanks, Marketing) 2. probably reduce course costs (Georgia Tech $7K Masters or SJSU EdX ?) 3. definitely help us talk about value
  • 8. Value problems are toxic students’ priorities for university spending Data: Equifax/CCS Higher Education Policy Inst
  • 9. Cost becomes a defining feature University of Pennsylvania / New Republic Daily Sample: 35,000 MOOC students
  • 10. 2 MOOC access lessons
  • 11. Access is up for challenge University of Pennsylvania / New Republic Daily. Sample: 35,000 MOOC students
  • 12. 1 MOOC quality lesson Quality is relative & is perceived clearly throughout the system Christian Guellerin, Directeur L’Ecole de Design Nantes Atlantique “ I have no chance of putting together a better MOOC than Stanford and Tim Brown has done on Design Thinking”
  • 13. n MOOC delivery lessons Online is the new normal • Traditional delivery reduces success in STEM • Univ Illinois Springfield 45% credit hours online Florida is the future • Senior HS mandatory 25% fully online courses • FLVC catalog: “cross-institutional access to online teaching” Delivery mode innovation is in (no thanks to MOOCs)
  • 14. Which innovative maths MOOC ?  No-charge course materials and tools  Mandatory peer review of all assignments  Submit graphs online by google draw  Instruction in youtube video  Assessment by peer-reviewing comments
  • 15. The Florida challenge Minorities > 60% Pell Grant recipients >50% Vocational/technical qualifications >25% Lowest tuition fees in State Top 10% of State for passing and employment
  • 16. MOOCs do change HE delivery... ….but not in the ways we were expecting
  • 18. What do you do ? ● Watch video: lectures and clips of “The Walking Dead” or cast interviews ● Read stuff ● Discuss in structured forums ● 10-question quiz ● Open course forum
  • 19. What happened ? 65,000 enrollments 12,000 SURVEYS 90% new to MOOC 41% new to online learning 55% interested in other online multidisciplinary courses 80% spent >1hr/week
  • 21. The original zombie course…. Gianluca Ramalho Misiti CC
  • 22. Harrisburg Area Community College 75 students 3 terms accelerated degree program interdisciplinary course: psychology, microbiology, philosophy, administration Blended/hybrid pedagogy Online news widget link to online lectures itunes podcasts chat, boards, panels, skypes, roleplay etc Assessed - Blooms higher skills framework: essay, graded discussion, group task, exam, project Completion - 100% Open - 8 lectures on itunes
  • 23. bifurcation high-touch residential low-touch class delivery ● job readiness ● updating ● credentialling
  • 25. Thank you (OK, I didn’t cover MOOCs’ completion rates business models accreditation quality problems & copyright) @stephendh

Notas do Editor

  1. Delivery is the last of the conversations that is changing and opening up under the MOOC pressure. HE has stayed in the closet on how they deliver their content, pretend it’s lawns and tutorials. MOOCs are making it okay to talk openly and positively about the use they make of online. STEM delivery meta-analysis, UIS is positively online and vaunts this advantage, Florida – future (cost-focus) shocking for us Poms: - requiring SHS to push students out of schools and study at home for 25% of the content: and everyone’s happy. Creating a generation expecting the online mode. FLVC – sharing content x-insititution and shopping for best. What this means is the modes of online delivery are entering a golden age of innovation Irony that most MOOCs themselves are mostly dull pedagogy - instructivism I’ve seen award entries this week for 50 innovative uses of D2L platform – dross, okay, but amazing ideas out there. And they are really concentrated in Florida – which is a place we think of as not the hotbed of educational innovation So here’s one
  2. Question
  3. Broward College: new courses in Math, Psych, English using MOOC-derived techniques
  4. Zombies. Look at two courses on Zombies and see this contrast between what the innovations are that come from MOOCs, and contrast them with innovations that are distinctly NON MOOC
  5. Mulitidisciplinary MOOC The Walkking Dead Psychology physics, maths, public health, social science AMC cable network UC Irvine, Orange county, a big business too now remember UC Online famously spent $4.3 mnmarketing online courses and recruited one single student. So the issue here - which the MOOC format is bouncing off - is can you get numbers signing up for UC experiences online at all.
  6. completions probably not massive but that’s okay