Over the past year, the massive open online course (MOOC) has emerged as a significantly different course model. So, what we have learned about the MOOC and its potential to support learning? In this session I’ll review examples of how the MOOC is being utilized along with several related issues: implementation and deployment approaches; student success data; MOOC innovations; financial models; connections to traditional programs; and future developments. Resource list: http://tinyurl.com/elimooc

1. The MOOC in Review:
Contributions to
Teaching and Learning
Veronica Diaz, PhD
Associate Director
EDUCAUSE Learning Initiative
EDUCAUSE
October 2013

2. What is it?
So what?
But what about?
What’s next?
Where do I put this?

3. A
what??

4. Source:
h/p://www.educause.edu/ero/ar5cle/online-­‐educa5onal-­‐delivery-­‐models-­‐descrip5ve-­‐view

5. the
last
12
months

6. the
last
12
months

7. Source:
h/p://en.wikipedia.org/wiki/Massive_open_online_course#cite_note-­‐20

12. Source:
h/p://www.pearsonlearningsolu5ons.com/assets/downloads/reports/changing-­‐course-­‐survey.pdf

14. So
what?

16. Disengaging
Completing
Sampling
Auditing
Kizilcec,
Piech,
&
Schneider
(2013),
Deconstruc5ng
disengagement:
Analyzing
learner
subpopula5ons
in
Massive
Open
Online
Courses

18. Feathering
High
College
Work
School
2
years
2
years

19. VP
Business
&
Finance
CIO
+
IT
Department
Academic
Media
Tech
External
Pla?orm
Provost
Vice
Provost
Teaching
&
Learning
Center
Legal
Academic
Divisions
Biology
Chemistry
Engineering
&
Applied
Sci
+
Marke-ng
Development
Geological
&
Planetary
Humani-es
&
Social
Sci
Physics,
Math,
Astronomy
Alumni
Students/TAs

20. What
is
our
online
strategy?

22. But
what
about…

25. Source:
h/p://wcetblog.wordpress.com/2013/07/25/ace-­‐review-­‐moocs-­‐for-­‐credit/

26. Source:
h/ps://www.udacity.com/course/ma008

30. So,
what’s
holding
up
the
Revolution?

31. Got
SMOOC?
…Success
in
the
MOOC

32. Source:
h/p://mfeldstein.wpengine.netdna-­‐cdn.com/wp-­‐content/uploads/2013/03/studentPa/ernsInMoocs3-­‐2.jpg

33. MOOC
Comple5on
Rates:
The
Data
Source:
h/p://www.katyjordan.com/MOOCproject.html

34. MOOC
Comple5on
Rates:
The
Data

35. MOOC
Comple5on
Rates:
The
Data

39. What’s next for the MOOC?

41. SMOC
Synchronous Massive Online Class
(somewhere between a MOOC, a latenight television show, and a real-time
research experiment)

42. SPOC
small
private
online
course

44. the not so disruptive
MOOC

46. How
will
MOOCs
Affect
Fair
Use
and
Copyright
Compliance?

47. Research Directions: Gates Foundation
§ Drive scaled adoption of MOOCs for intro and
remedial learning content and competencies,
for low-income young adults, and in the
blended format
§ Research use cases, efficacy, and cost savings
of MOOC implementations
§ Drive evolution of MOOC conversations and
MOOC platforms toward higher quality,
improved pedagogy, and improved authoring/
integration support

48. Research Questions
§ What data needs to be captured and how open will it be
for the advancement of learning?
§ What are the purposes and designs of different types of
MOOCs?
§ Related to the above, what are the various instructional
models?
§ For which students, courses, and contexts are MOOCs
effective and where are they not?
§ How rich and deep is the learning with MOOCs – e.g.,
knowledge transfer vs. connectivism, deeper learning
outcomes?

49. Research Questions
§ Which components drive impact for our target
learners and what additional supports need to be
added online or face-to-face?
§ What is the faculty role, time commitments, and
work conditions versus face-to-face and traditional
online? Which faculty are well suited?
§ What are the costs and barriers for development?
Local customization? Implementation?
§ How can MOOCs serve broader goals of both
students and institutions?

50. “we
inform
our
innova5on
through
our
users,
who
teach
us
about
all
the
ways
they
learn”

54. degree
resume
interview
test

55. test
interview
resume
degree

56. 1.
Matricula5on
2.
Transferable
credit

58. 10%

59. Increase
agility
and
innova-on
in
the
other
por?olio
areas

60. MOOC

61. Disaggregated
instruc5on
Adap5ve
learning/
assessments
Learner
authen5ca5on
Learner
analy5cs
Competency
based
learning

62. Uninformed
consumer
Rising
costs
Diminishing
returns
Poor
access

63. ELI Online Spring Focus Session
Learning and the
MOOC
…..
http://www.educause.edu/eli/
events/eli-online-spring-focussession/2013
http://tinyurl.com/elimooc

64. Learning and the MOOC
• Getting the MOOC Off
the Ground: What
You’ll Need to Deploy
• Weaving the MOOC
Into Campus Practice
• MOOC Quality
Assurance and
Analytics
• Exploring MOOC
Delivery Options

66.
Veronica
Diaz
PhD
@drvdiaz
vdiaz@educause.edu
Associate
Director
EDUCAUSE
Learning
Ini5a5ve
EDUCAUSE