Presentation from Dr Li Yuan, Jisc CETIS, Senior Researcher and Learning Technology Advisor, Institute for Educational Cybernetics, University of Bolton, to the SCONUL Conference 20-21 June 2013, Dublin
Dr Li Yuan - MOOCs: Game changer or fringe benefit?
1. Dr Li Yuan
Jisc CETIS, University of Bolton
MOOCs and Higher Education
- Concepts, Models and Trends
SCONUL Annual Conference
Dublin, 20 June, 2013
2. Open Educational Resources and Open Online Courses on Educational Technology
Designing Learning for the 21st Century
3. Outline of the Presentation
Making sense of MOOCs
Context, concept and history
MOOCs as a Business
Business models, revenues, partnerships and outcomes
MOOCs as Disruptive Innovation
Non-consumers, simple products, free or lower cost
Potential Impacts on HE
Missions, provisions, costs, delivery models
4. What is a MOOC
- The concept of MOOCs was introduced by Dave Cormier in 2008
5. The First MOOC: CCK08 (2008)
“Connectivism and Connective Knowledge” course
(CCK08)
George Siemens (Athabasca University) & Stephen Downs
(the National Research Council of Canada)
Designed for 25 fee-paying students
Over 2,300 people participated
6. AI – MOOC (2011)
“Introduction to Artificial Intelligence” course
Sebastian Thrun and his colleagues at Stanford
Attracted 160,000 learners from 190 countries
8. xMOOCs vs. cMOOCs
xMOOCs (edX, Coursera) cMOOCs (ocTEL, Change11)
Scalability of provision Massive Community and connections
Individual learning Online Networked learning
Open access - Restricted
licence
Open Open access - Open licence
Consume content Course Generate resources
Business
Model
Pedagogical
Model
9. Open Education, OERs and MOOCs
OERs 2006 : Open University - OpenLearn
2002: MIT - Open Courseware
cMOOCs 2013: OCTEL
2010: DS 106 Zone
2008: CCKO8
xMOOCs 2012: Udacity, Coursera
edX, & FutureLearn
2011: Stanford (AI MOOC)
Open Education: 1969: Open univerisity
10. The Business Concept of MOOCs
Business partners
Content providers Accreditation
StartupsVenture
Capitalists Learners
11. edX Coursera UDACITY
• Certification
• Shared
revenue with
universities
• Charges
$250,000 for
each new
course,
$50,000 for
recurring
course
• Certification
• Secure assessments
• Employee recruitment
• Applicant screening
• Human tutoring or
assignment marking
• Enterprises pay to run
their own training
courses
• Sponsorships
• Tuition fees
• Certification
• Employers pay for
recruit talent
student
• Students résumés
and job match
services
• Sponsored high-
tech skills courses
Revenue Streams for MOOC Startups
12. MOOCs So Far
edX Coursera Udacity
Investment $60 million $22 million $21.1 million
Partners 27 universities 62 universities 1 university
(San Jose State
University )
Courses 11 courses 212 courses 24 courses
Registered Users 0.9 million 3.2 million 0.4 million
19. Disruptive Innovation Theory
Sustaining innovation – to improve the existing
system.
Disruptive innovation - to create an entirely new
market, typically by lowering price or designing for
different customers .
(Christensen, 2003)
20. Potential Customer Groups
Non-consumers
lack the ability, wealth, or
access to a product or
service
Undershot Customers
consume a product or service
but are frustrated with its
limitations
Overshot Customers
stop paying for further
improvements to a product
or service.
21. MOOCs and Disruptive Innovation
Active Disruption
Begins
Noncustomer
Sustaining innovation
Disruptive innovation
PerformanceDemand
Time
New-market disruptive innovation
Undershot Customers
MOOCs
Overshot Customers
22. UK Higher Education Scenarios
- from the EU TEL-Map project
Traditional
University
Unidiversity
Hybrid
University
Online
University
23. Potential Benefits
Educational Institution
Supporting educational missions
Strengthening brand reputation and expanding markets
Low overhead provision
New revenue streams
Re-evaluating institutions’ existing pedagogical practice
Learner
Pace, time and location of study
Diversification of learning pathways
New provision at low cost
24. Potential Impacts on HE Provision
(Un-bundling)
Higher
Education
Content
Delivery
Accreditation
Platform
25. Potential Cost Structures
Cost to
learners
Providers
MOOC Startups Universities
Free Learning management platform Content
Lower cost Automated test or peer
assessment
Certification
Content
Higher Cost Licensed for credit course with
partner universities
Personalised
feedback and
support
Accreditation
26. MOOCs: Gartner Hype Cycle
2011
AI MOOC
2012
The year of
MOOCs
What works?
2013
Negative
news
appears
27. In Summary…
The basic concept of MOOCs is not new
- but the business model is relatively new to Higher
Education
MOOCs will not disrupt universities
- but they have the potential to reshape HE provision
The hype of MOOCs will fade away,
- but the real innovation in Open Online Courses is
just beginning
28. The Future of MOOCs
“A year ago, I could not have imagined that
we would be where we are now” …
“Who knows where we’ll be in five more
years?”
Daphne Koller (the Co-founder of Coursera):
30. Further Reading:
JISC CETIS, 2013, MOOCs and Open Education: Implications for Higher Education,
http://publications.cetis.ac.uk/2013/667
Moody, 2012, Shifting Ground: Technology Begins to Alter Centuries Old Business Model for Universities
http://www.etsu.edu/125/taskforces/Programs_and_Opportunities/documents/MOOC.PDF
Edinbourgh, 2013, MOOCs @ Edinburgh –Report #1,
http://www.era.lib.ed.ac.uk/bitstream/1842/6683/1/Edinburgh%20MOOCs%20Report%202013%20%231.pdf
Universities UK, 2013, Massive open online courses: higher education's digital moment?
http://www.universitiesuk.ac.uk/highereducation/Documents/2013/MassiveOpenOnlineCourses.pdf
Christensen, C., M. (2003). The innovator's solution: creating and sustaining successful growth. Harvard Business
Press.
Gartner (2013), Gartner Hype Cycles, http://www.gartner.com/technology/research/methodologies/hype-cycles.jsp
Hill P (2013), MOOCs Beyond Professional Development: Coursera’s Big Announcement in Context,
http://mfeldstein.com/moocs-beyond-professional-development-courseras-big-announcement-in-context/