1. Why MOOCs Are Good for
Higher Education
(And What MOOCs Will Make Your University Do)
GARY W. MATKIN, PH.D., DEAN
CONTINUING EDUCATION, DISTANCE LEARNING AND SUMMER SESSION
UNIVERSITY OF CALIFORNIA, IRVINE
NCSE ONLINE WEBINAR
DECEMBER 20, 2012
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3. Summary of Converging Themes
1. The commercialization of OpenCourseWare
2. The creation of low cost degrees
4. Summary of Emerging Themes
1. Improving teaching and learning through
online delivery
2. Concentration on assessments
3. The proliferation of open materials
4. The incorporation of open material in
"regular" (or traditional) degrees
5. The creation of viable and sustained
learning communities
6. By 2025, 98 million graduates of
secondary education WILL NOT be
able to attend college
7. To serve these students, 4 large
campuses, serving 30,000 students,
would have to be built EVERY WEEK
for the next 15 years
8. The Cost of Degrees in the U.S.
Tuition, Fees, and ENROLLMENT
Living
Public 2-year 10,550 7,285,000
Public 4-Year $17,860 9,925,000
Private 4-Year $39,518 3,822,000
For Profit 4-Year $15,172 (Room and 2,426,000
Board not included)
SOURCE: The College Board, Trends in College Pricing 2012
9. Inflation-Adjusted Published Tuition and Fees Relative to
1982-83, 1982-83 to 2012-13 (1982-83 =100)
SOURCE: The College Board, Trends in College Pricing 2012, Figure 5.
13. Imagine a World in Which
everyone
could learn
anything
anywhere
anytime
for
free
14. Commoditization Pushes the “Value
Proposition” to the Periphery
Content/Information
Wikipedia Google iTunes YouTube
Communication/Interaction (Web 2.0)
Skype Facebook Twitter
Learning Pathways
Flat World Kahn
OCWC Merlot Connexions
Knowledge Academy
15. 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
16. 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
17. The Growth and Development of
Open Education Channels
Utilities
YouTube EDU: 700,000 video lectures
iTunes U: 500,000 video lectures
Open Text Books
20. 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
23. 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”
24. 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
25. 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
26. The Unstated Monetization Models
Advertising
Selling student data/personal information
Selling ancillary materials
27. 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%
28. 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
29. 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
30. 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
31. 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
32. OCW, MOOCs, and the Universal Degree
Excelsior and Saylor
University of Washington and Coursera
Antioch and Coursera
ACE and Coursera
33.
34.
35. The deal represents one of the first instances
of a third-party institution buying
permission to incorporate a MOOC into its
curriculum — and awarding credit for the
MOOC.
36. 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
37. 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
38. 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
39. 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
40. 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
41. 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
42. Elements for Successfully Implementing Online
and Open Education on Your Campus
1. Institutionalized Receptivity will:
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
43. For More Information
CONTACT KATHY TAM AT KSTAM@UCI.EDU
DOWNLOAD PRESENTATION AT:
slideshare.net/garymatkin/ncseonline
44. The Institutional Case for OCW
1. Serve current students (supports teaching and learning)
2. Attract new students
3. Support faculty in both course authoring and delivery
4. Facilitate accountability and aid continuous improvement
5. Advance institutional recognition and reputation
6. Support the public service role of institutions
7. Disseminate the results of research and thereby attract
research funding
8. Serve as a repository for a wide range of digital assets
9. Serve learning communities of all types
10. Enhance international service and reputation
11. Serves as a mechanism for fundraising
Notas del editor
There are two very powerful trends in higher education that are converging—the commercialization of OpenCourseWare (OCW) and the strong national and international interest in lowering the cost of degree attainment. This presentation will trace the history and then detail the current events leading up to the converging of these two trends as symbolized by several recent announcements about the granting of credit for learning achieved primarily through OCW.
This presentation will also consider some emerging trends that will continue with increased vigor—the proliferation of high-quality open materials, the incorporation of open material in traditional degree offerings,including the "flipped classroom” concept, and the creation of sustained online learning communities.
UNESCO calculatesthat by 2015 just about 1 billion people who could benefit from higher education will not be able to get it. Serving these people is impossible with traditional campus-based higher education. The answer to this crisis is in online education as is indicated by a list of the universities (all using online education extensively) enrolling over 100,000.
Yet there is absolutely no way that the demand for education, to sustain social and economic growth and to address our many problems, can be satisfied by traditional higher education.
The demands for workforce education cannot be met by traditional degree programs. Degree education is not affordable by world economies and is often not the appropriate format for many learning objectives.
U.S. students today graduate with an average student debt of about $26,000, but this average masks the scope of the problem for individuals. Debt for a bachelor’s degree can range has high as $50,000 +. For graduates starting out in a tough job market with an obligation to make monthly payments is discouraging to say the least and weighs on the public psychology. This burden is virtually inescapable—such debts, which are usually guaranteed by the federal government cannot be relieved by bankruptcy proceedings and are subject to the same collection methods as those who owe delinquent taxes. Total student debt in the U.S. now topped $1 trillion in 2012. When compared to the total consumer debt in the U.S. of $11 trillion, which has been falling in recent years, student debt threatens the very economic health of the nation just as mortgage debt did a few years ago.
The purpose of this presentation is to make and document the point that this is no longer a vision, but now a prediction. This prediction presents serious threats to traditional higher education, and, in fact, gives us a window into what has been called “post-traditional” higher education. Institutions now have a responsibility to help our institutions recognize the opportunities and threats that this “imperative” holds for their futures.
Commoditization pushes the traditional “value proposition” of an industry to the periphery of the good or service. The consequences of the commodification of education are more clearly seen if we observe what happened in the content and communication industries. Providers of content (publishers, encyclopedias) gave way to organizations which provided free content but charged or benefitted from peripheral services (Wikipedia, Google, iTunes and YouTube). Commodification of communications spawned the social network industry and web-based communication (Skype, Facebook, and Twitter). In education we’re seeing the creation of organizations and businesses designed to deliver free services associated with learning pathways (repositories of learning objects and supplemental instruction). Again, the OER/OCW movements are the result of and benefit from the long-term shift in education toward commodification.
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.
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.
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.
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.”
Just now becoming evident is the use of OCW by major institutions and organizations in the offering of low cost degrees. These three examples provide different models for the future of higher education in the U.S. (first) and the world.
Coursera and Antioch College have entered “into a contract to license several of the courses Courserahas built. Antioch University, would offer versions of the MOOCs for credit as part of a bachelor’s degree program. ”The deal represents one of the first instances of a third-party institution buying permission to incorporate a MOOC into its curriculum…..in an effort to lower the full cost of a degree for students.” Kolowich, Steve. “MOOCs for Credit,” Inside Higher Ed, October 29, 2012.
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).