This is a presentation that acted as a base for the conversation in the master class on Nov 14, 2013 at the FICCI Higher Education Summit at New Delhi.

1. MOOCS
…and the future of Indian Higher Education
Master Class, FICCI HES 2013, November 14

2.  Chair: Dr. B N Jain, Vice Chancellor, BITS Pilani
 Expert: Mohan Kannegal, Manipal Global Education
 Facilitator: Viplav Baxi, LearnOS Consulting Services

3.  0915-0920: Introductions and Agenda
 0920-0930: Chair’s Address: Setting the context
 0930-0945: About MOOCs
 0945-1015: MOOCs Lifecycle– from Analysis to Evaluation
 1015-1025: Open discussions
 1025-1030: Concluding Remarks and Next Steps

4. Chair’s Address

5. Origins, Types, Current State

6. Massive: No restriction on class size, very
limited regulation
Open: Anyone can enroll
Online: High use of social media and online
collaboration tools
Course: Loosely structured, facilitated,
learner led course environments

7. Types of MOOCs

8. cMOOCs
http://www.edgex.in
The founders of the cMOOCs – George Siemens, Stephen Downes and Dave Cormier

9. Learning is the process of making connections…
Knowledge is the network.
A critical part of cMOOC design is its heutagogical (self
determined, capability building learning) bent – focus on
how to give the learner control over what and how they wish to
learn

10. Sage on the
Stage
Content is King
To
…
Process Based
Networked, open learning
promoting diversity and
autonomy
Factory
Mode

11. xMOOCs
Daphne Koller
Andrew Ng
Mike Sokolsky David Stavens Sebastian Thrun
Anant Agarwal
Eren Bali
xMOOCs have garnered the MOOC moniker and taken a substantial part of the investment and hype

12. xMOOCs have garnered a lot of interest and
investment worldwide

15. In the instructivist learning theory, knowledge exists independently of the learner, and is transferred
to the student by the teacher. As a teacher-centered model, the instructivist view is exhibited by the
dispensing of information to the student through the lecture format.
Andragogy is the underlying theory of adult learning behind xMOOCs. It presumes active (via instructor) or implicit
(via curriculum and sequencing) “rules” for the learning process

16. +
+
Sage on the
Stage
Content is King
Process Based
Factory
Mode
Add scalability to it…
Take big money and brand…
And make it all available
online…

17. •
Takes too Much Time
•
Assumes Too Much Knowledge
•
Too Basic, Not Really at the Level of Stanford, Oxford and MIT
•
Lecture Fatigue
•
Poor Course Design
•
Clunky Community/Communication Tools
•
Bad Peer Review & Trolls
•
Surprised by Hidden Costs
•
You’re Just Shopping Around
•
You’re There to Learn, Not for the Credential at the End
(http://www.openculture.com/2013/04/10_reasons_you_didnt_complete_a_mooc.html)

18. Analyze, Design, Develop, Implement, Evaluate

19. Design
Analyze
Evaluate
Develop
Implement

20. Getting the requirements in place

21.  Promoting existing and new programs to a massive
worldwide audience for fee or free
 Supplementing existing traditional programs with the
power of a large network of learners and resources
 Increasing institutional visibility and demonstrating
quality & excellence
 Providing learners with ways to join communities of
experts and practitioners in the domain and collaborate
with them
 Bringing access to high quality teaching and resources to a
worldwide audience
Institutions are rapidly adopting this new model for a variety of purposes…

22. 1. Flipped Classroom Model – in which the MOOC model complements a
traditional face to face regular credits program. In this case, University handles all
student interactions, while Provider provides platform, development, support and
training.
2. Free MOOC Model – in which University decides to host a free MOOC while
Provider provides platform, support and training. University and Provider
together acquire students. University delivers the MOOC.
3. Freemium/Paid Model – in which Provider provides a free sample or
completely paid MOOC on behalf of the University. University provides base
content and Provider enhances it. Provider takes responsibility for student
acquisition and delivery of the MOOC.

23. 1.
2.
3.
4.
5.
6.
7.
8.
Digital Content for self learning
1:1 Mentoring
Assessments (intermediate and final)
Blends (e.g. Face to Face Workshops)
Project Support and Evaluation
Certification
Credit Transfers
Lifelong network membership (participation in repeat MOOCs, access to community)
1.
2.
3.
4.
Access to learners and their activity
Access to MOOC materials
Ability to engage in discussions
Email updates
9. Introductions/Exposure to potential employers
10. Access to educational and other material (electronics, books and references) at discounted
rates

24. Flipped Classroom
Model
Free MOOC Model
Freemium or Paid
MOOCs
Platform provision,
support and training
Provider
Provider
Provider
Content (including
assessments)
University
University
University (digitally
enhanced by Provider)
Student Acquisition
University
Provider + University
Provider
MOOC Facilitation
University
University
Provider
Provider + University
Provider + University
Student Services such as
mentoring, certification Provider + University
(as relevant)
Fees/Charges
University collects fees
and pays Provider
accordingly.
Provider collects fees and Provider collects fees and
pays university
pays university
accordingly.
accordingly.

25.  Based on selected model, costs will include
 One Time Platform provision
 Training Workshops
 Per Credit launch & subsequent maintenance
 Per Student share of revenue
 Development Services
 Institutions can extend program offerings to other geographies and markets (or
customize for a select audience) and create revenue opportunities

26. Important considerations and models

27. Programs
•
•
•
•
•
Participation Certificate •
Career credits (API Score,
Mandatory training etc.)
Certificate
•
Diploma
Degree
Content
•
•
•
•
•
•
•
Duration
Videos
OER
Reading Material
Interactive Content
Games and Simulations
Job Aids
Worksheets
Student Acquisition
•
Need to define MOOC
“Credit” or unit of
performance and
assessment
Need to correlate with
number of expected
study hours
Recurrence needs to
also be defined
Assessment
•
•
•
•
Participants
•
Modes
•
•
•
•
Self Paced vs Blended
Synchronous vs.
Asynchronous
Strict vs Flexible
Blended
None
Online (self/peer
assessed)
Online
(Automated)
Faculty Evaluation
•
Closed for internal
and captive
audience groups
Open to external
groups
Analytics
•
•
Metrics
Actionables
Fees
•
•
•
Free
Freemium
Fully Paid
Delivery
•
•
•
•
•
•
•
Discussion Forums
Collaborative
Projects
Other Activities
Offline selforganized learner
groups
Active facilitation
Video classrooms
Live instructors

28. •
Determine the topic and the audience – could be something you already teach or are interested
in
•
Find someone to teach with – never teach alone, bring in guests and external resources
•
Determine Content – content is a starting point for the conversation; leverage available
materials
•
Plan spaces of interaction – let interaction be distributed over various channels as well as
centralized
•
Plan interactions (live, asynchronous) – leave a trail of discussion that others can follow
•
Plan *your* continued presence – be active, not dominant
•
Learner creation (activities) – encourage learners to create their own stuff and critique others
•
Promote and share – use social media and your networks
•
Iterate and improve – adapt to learner feedback and recommendations

29. •
Mission to Inspire
•
Online Activities
•
MOOC Learning Platform
•
Online Assessment
•
Choose Courses/Modules/Topics
•
Quality Control
•
Delivery Mode(s)
•
Course Completion Incentives
•
Course Facilitator(s)
•
Promote the MOOC
•
Support Team
•
Sustainable Budget/Income Model
•
Course Design

30. Steps and Tools

31. A plethora of tools are now available and many more to come

40. Important considerations

41. Needs to be tightly planned. Interventions could include:
 Prompting students to complete the curricular unit
 Highlighting important contributions
 Elaborating on or clarifying concepts through discussions
 Seeding conversations
 Bringing in external experts
 Regular alerts and reminders
 Connecting students with each others
 Counselling

42. Typically required in discussion forums, moderation may be exercised when:
 Objectional behavior or language needs to be addressed
 Code of Conduct is violated in any way (for example, no cheating or plagiarism)
 Any other pattern of behavior that may be considered objectionable

43. Based on the services you have offered, such as 1:1 mentoring or Certification, you
must:
 Ensure that you have staffed or procured services to the right scale
 Monitor quality of service delivery
 Treat the MOOC overall as a service and measure quality
 Conduct student demographics and satisfaction surveys
 Have a FAQ page where you can take in complaints as well

44. Each recurrence may see changes in:
 Content and Assessments
 Schedule of delivery
 Services offered
Please make sure you are able to leverage past occurrences for insights on how to
make future occurrences better.

45. Important considerations

46. Very important to track learner progress and performance through the course:
 Resources accessed
 Assessments taken
 Discussions participation
 Performance in activities, quizzes, project work etc

47.  cMOOC Metrics will differ, primarily because they are worried about:
 autonomy, diversity, open-ness and interactivity & connectedness (Stephen Downes)
 These distinguish a knowledge-generating network from a mere set of connected
elements
 Autonomy – how independently are members of the network/community?
 Diversity – how different are the members?
 Open-ness – how easy is it to communicate across the course barriers
 Connectedness – who are we connected with and what are the ties that bind us
 (Indicative Metrics - http://learnos.wordpress.com/2009/03/08/connectivis-metrics/ )

48. Q&A, Discussions

50. Reach Viplav
www.learnos.com
+91-98110-48940
vb@learnos.com
http://learnos.wordpress.com
Viplavbaxi
Viplavbaxi