12. Analysis of MOOCs providers – differences between regions - Darco Jansen (EADTU) - Presentation

1. Training Madrid, 12-16 December 2016 Designing sustainable MOOCs in Europe Analysis of MOOCs providers – differences between regions Darco Jansen EADTU

2. Training Madrid, 12-16 December 2016 Designing sustainable MOOCs in Europe MOOC Platform

3. Training Madrid, 12-16 December 2016 Designing sustainable MOOCs in Europe MOOC Platform The hardware and software needed to publish and run a MOOC. A MOOC platform can be runned by the institution itself or outsourced to MOOC platforms such as edX, Coursera, Udacity, Iversity or Futurelearn

4. Training Madrid, 12-16 December 2016 Designing sustainable MOOCs in Europe MOOC provider

5. Training Madrid, 12-16 December 2016 Designing sustainable MOOCs in Europe MOOC provider Institution that creates and publishes a MOOC. In many cases, these are HEIs, but MOOCs are also offered by various agencies, social enterprises or organisations

6. Training Madrid, 12-16 December 2016 Designing sustainable MOOCs in Europe MOOC involvement HEIs • How many HEIs are involved in MOOCs? • Does this differ between regions and countries?

7. Training Madrid, 12-16 December 2016 Designing sustainable MOOCs in Europe Titel Spreker fotovoorbeeld

8. Training Madrid, 12-16 December 2016 Designing sustainable MOOCs in Europe Gaebel, M., Kupriyanova, V., Morais, R. & Colucci, E. (2014). E-learning in European Higher Education Institutions: Results of a mapping survey conducted in October-December 2013. http://www.eua.be/Libraries/Publication/e-learning_survey.sflb.ashx Allen, I.E. and Seaman. J. (2015). Grade Change: Tracking Online Education in the United States. Babson Survey Research Group and Quahog Research Group. http://www.onlinelearningsurvey.com/reports/gradelevel.pdf

10. Training Madrid, 12-16 December 2016 Designing sustainable MOOCs in Europe Titel Spreker fotovoorbeeld Source: ONLINE REPORT CARDTRACKING ONLINE EDUCATION IN THE UNITED STATES http://onlinelearningsurvey.com/reports/onlinereportcard.pdf

12. Jansen, D. & Schuwer, R. (2015). Institutional MOOC strategies in Europe Status report based on a mapping survey conducted in October - December 2014. EADTU – HOME project http://www.eadtu.eu/docum ents/Publications/OEenM/In stitutional_MOOC_strategies _in_Europe.pdf

15. MOOC offering • In the US the number of institutions having a MOOC or planning to (max 15%) is significant lower than in Europe and Canada (>40%) • Even after correction for bias in response (IPTS) • EUA (2013): about 58% of the European institution is having a MOOC or planning to introduce them • EADTU/HOME (2014): about 71% of the institutions has a MOOC or is planning to develop one • JRC-IPTS (2015): about 41% of the institutions has a MOOC or is planning to develop one • EADTU/HOME (2015): about 68% of the institutions has a MOOC or is planning to develop one Darco Jansen

16. Why is Europe so much more involved in MOOCS? Darco Jansen

18. Significant differences between countries? Darco Jansen

19. IPTS (2015) study in five European Countries • Reponse 178 • Correction for (neff 118) • Country • Region, • Type HEi • Past MOOC offering according OpenEducationEuropa Darco Jansen

20. Training Madrid, 12-16 December 2016 Designing sustainable MOOCs in Europe Titel Spreker fotovoorbeeldhttp://www.slideshare.net/yvespunie/ipts-opensurvey-final-55974682

21. EADTU – HOME survey (2015) • Net reponse 150 (total 168) Darco Jansen

23. Training Madrid, 12-16 December 2016 Designing sustainable MOOCs in Europe Main drivers behind MOOCs • Why are HEIs involved in MOOCs? (and why not?)

31. Training Madrid, 12-16 December 2016 Designing sustainable MOOCs in Europe Sustainability and Business models • Are MOOCs seen as sustainable model? • What are the main business models for MOOCs and MOOC providers

34. Training Madrid, 12-16 December 2016 Designing sustainable MOOCs in Europe Bussiness to consumers • MOOCs are for free, but participants might pay for additional services like formal certificates, remedial courses, individual tutoring during the MOOC, tailored (paid for) follow-up resources (B2C) • MOOC might be aligned to HEIs strategies and other HEIs businesses: MOOC as a marketing model, to attract more (on-campus) students, new kind of students, to improve the quality of on-campus education, to reduce the cost of the regular course provision • B2B: Course Production Services, MOOC platform, Global marketing and branding, Learning analytics tools, Translation services, …. • B2G: to society goals like training the unemployed, social inclusion Challenge: unbundling of education

35. Training Madrid, 12-16 December 2016 Designing sustainable MOOCs in Europe Credits and Quality • What about credits to MOOCs • Quality Education for all (SD#4) • Quality models for Online Education • Quality models for MOOCs

37. Training Madrid, 12-16 December 2016 Designing sustainable MOOCs in Europe Quality of MOOCs (1) • MOOCs used as tool for Quality Education for all (SD#4) or to train the unempoyed – for CPD - ….. • Quality must be seen as the result of the application of a systematic process of design and evaluation, aimed at improvement over time. • Quality may be reviewed from the macro level (national/global), meso (institutional) and micro (course/module) • Many stakeholders: learners and educators, but also higher education institutions (HEIs) and MOOC platform providers, quality agencies and government, and potentially employers

38. Training Madrid, 12-16 December 2016 Designing sustainable MOOCs in Europe Quality of MOOCs (2) 1. Quality from the learner’s point of view 2. Quality connected to the pedagogical framework of the MOOC 3. Quality related to the input elements 4. Quality based on outcome measures • Ossiannilsson et al, (2015) have studied existing quality models for online education, including MOOCs. • They found that most models take a holistic view of quality • most cover a consistent set of important dimensions.

39. Training Madrid, 12-16 December 2016 Designing sustainable MOOCs in Europe Quality of MOOCs (3) • Need for integrated / holistic quality models • Since Jan’2014 : Quality Label for MOOCs by OpenupEd • A process-based quality enhancement framework for MOOCs and their providers • A quality label based on existing systems of both open and online education • Benchmarks for the institutional level are grouped into the same six areas : Strategic management, Curriculum design, Course design, Course delivery, Staff support and Student support • And additional benchmarks at course level

42. Making Sense of MOOCs: A Guide for Policy Makers in Developing Countries • MOOCs are still a powerful tool to provide quality education for all • MOOCs should essentially be about • Open(ing up) education • Scalability by the use of online tools • As such we should embrace diversity – equity and increase accessibility MOOC provision (and collaboration on shared services) should account for diverse languages, cultures, settings, pedagogies and technologies • Generic MOOC model needs to be re-engineered to allow for a broad spectrum of approaches and contexts. • As such different regional strategies are necessary to leverage the full potential of online learning and MOOCs for education and development. • Cross-institutional and cross-continental collaboration needed. Darco Jansen

12. Analysis of MOOCs providers – differences between regions - Darco Jansen (EADTU) - Presentation

12. Analysis of MOOCs providers – differences between regions - Darco Jansen (EADTU) - Presentation

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12. Analysis of MOOCs providers – differences between regions - Darco Jansen (EADTU) - Presentation