The Open Education Consortium (OEC) launched a pilot in 2014 to demonstrate the power of re-using openly licensed course content to develop Massive Open Online Courses (MOOCs) and revitalize and update existing OER/OCW in the process. Converting existing OCW into MOOCs offers OEC member institutions opportunities to gather information about how learners interact with the content and offers learners greater opportunities for interactivity with instructors, peers, and the content. Partnering with edX, OEC has offered member institutions the opportunity to develop MOOCs on a leading technology platform that provides different options for how learners engage in a course. Learners may choose to audit a course or sign-up for a verified certificate for a modest fee that can be used for academic or career enrichment. Using their existing open courseware and open educational resources (OER), members have launched MOOCs that offer high-quality learning experiences with the option of a verified (fee-based) certificate available to learners throughout the world. Participating members in the pilot include the National Chiao Tung University, Tufts University, University Polytechnic of Madrid, Open University’s TESS India project, Anne Arundel Community College, and the University of Hokkaido. The courses range from the technology of energy, biology of water and health, introduction to helicopters, corporate social responsibility, teacher education, introduction to business, and the effects of radiation. Panelist from the MOOC development team at Open University, University Polytechnic of Madrid, and University of Hokkaido will share best practices for developing and running openly licensed MOOCs. Lesson learned about developing MOOCs with OER and strategies for enhancing student engagement and interactivity will be shared. The Open Education Consortium is a worldwide community of hundreds of higher education institutions and associated organizations committed to advancing open education and its impact on global education. We seek to instill openness as a feature of education around the world, allowing greatly expanded access to education while providing a shared body of knowledge upon which innovative and effective approaches to today’s social problems can be built. EdX, a not-for-profit enterprise founded by Harvard University and the Massachusetts Institute of Technology in 2012, was created for students and institutions that seek to transform themselves through cutting-edge technologies, innovative pedagogy, and rigorous courses. Through our institutional partners, the xConsortium, along with other leading global members, we present the best of higher education online, offering opportunity to anyone who wants to achieve, thrive, and grow.

1. OECx:
Building Openly Licensed MOOCs
to Enhance Re-use, Interactivity,
and Learning Data
Una Daly, Open Education Consortium
Dr. Katsuske Shigeta, Hokkaido University
Tim Seal, Open University
Wed, April 13, 2016
Unless otherwise indicated, this presentation is licensed CC-BY 4.0

3. 300+
Open Education Consortium
Community of hundreds of higher education
institutions & organizations committed to advancing
open education and its impact globally.

4. Why Open MOOCs?
• Opportunity to leverage existing OER/OCW and add
benefits of interaction and data collection
• Combine open enrollment with open content to create
a diverse array of Open MOOCs
• Many members don’t have the opportunity or want a
test before committing fully
• Alignment with OEC membership to expand access to
knowledge.

5. Free
no cost
Open
No cost +
permission to modify
By Adam Bartlett http://www.flickr.com/photos/atbartlett/2432704579/
By Sean MacEntee http://www.flickr.com/photos/smemon/4518528819/
What is an Open MOOC?

6. OEC + edX (OECx)
Partnership Created 2014
• Offer OEC members reduced cost platform to develop
and test MOOCs
• edX is open source platform, fits with our mission

7. MANDARIN
 National Chiao Tung
University, Taiwan
SPANISH
 Universidad Politécnica
de Madrid, Spain
ENGLISH
 Anne Arundel College,
USA
 Hokkaido University,
Japan
 Tess-India, Open
University, UK
 Tufts University, USA
Ten MOOCs

8. OECx– Hokkaido University
Audience:
Faculty and students interested
in the field
Goal:
-Opening up education from HU
for internationalization
-Promote advanced education
program efforts at HU
Hypothesis:
Opening MOOC materials as OER,
faculty and students can use for
various purposes

9. RADIO101x:
Effects of Radiation
Title : Effects of Radiation: An Introduction to Radiation and Radioactivity
Length : July 14, 2015 – August 24, 2015
Assignments : Weekly quizzes (50%), Mid-term exam (40%), Final exam (10%)
Prerequisites : None (High-school physics/chemistry is preferred)
Instructors : Eight instructors from engineering/veterinary medicine department

10. Precondition at HU:
University Consortium to introduce OER
• Create liberal arts courses for university-
wide consortium
– 7 public universities at Hokkaido
– Utilize videoconferencing
• Develop education programs
to utilize OER
– Flipped classroom and
active learning
• Start credit bearing
courses from 2015

11. OER Repository
• Academic Commons For Education (ACE)
– Open edX based platform
– Develop “MOOC-type” OER
http://ace.iic.hokudai.ac.jp/ (Required signing on）

12. Post-survey for MOOC registrants:
Motives for taking the course
0.0%
20.0%
40.0%
60.0%
80.0%
100.0%

13. Post-survey for MOOC registrants:
What made them reach to the end?
0.0%
20.0%
40.0%
60.0%
80.0%
100.0%

14. Thank you!
Katsuske Shigeta, PhD
Associate Professor
Associate Director
Center for Open Education

16. Background

17. Openly licenced

18. TESS-India MOOC
18

19. Statistics
19
86%
India
150 countries
represented of which
73 were from global
south
10,236 participants
45.1% female
51 %
Global Completion Rate
40% completers from
rural/semi-rural
locations (42% participants
rural/semi-rural)

20. Lessons learnt
20
•Accessibility – lack of appropriate licencing
•External content – Platform requirements
•Assignment due dates - Motivation
•xMOOC – Structured delivery
•Usability – Support for participants
•Local language – Support for participants

21. TESS-India Consultant Orientation
August 2015
21
All content except for logos is released as CC-BY-SA
Thank you - Questions
Website: www.TESS-India.edu.in
YouTube: http://tinyurl.com/TESS-India-video
Facebook: http://tinyurl.com/facebook-TESSIndia
Twitter: @TESSIndia
Tim Seal - @tim10101

22. OECx: University Polytechnic Madrid
• Introducción to the
Engineering of Helicopters
– 6 weeks of instruction
– Weekly video lectures, problem sets
– Final exam
• Corporate Social Responsibility
and Impact on IT Management
– 5 weeks of instruction
– Weekly videos including discussions
– Discussion forums
– Projects

23. Reach, Engagement, Participation
• 5800 Students, 91 Countries
• Top Countries
–Spain, Columbia, Peru, Mexico
• High student satisfaction
–81% Corporate, 71% Helicopters
• Re-use materials in future
–88 % Corporate, 76% Helicopters
• Significantly less females and less education
for Helicopters

24. Final Reflections
“Many lessons learned about the
process to improve in the future, especially when the
course evolves from OCW”
“Authors willing to participate in new
editions of these courses and new ones depending on
institutional support”
Special thanks to
Edmundo Tovar, Executive Director,
Open Education Office
University Politechnic Madrid

25. OECx: Tuft’s University
• Biology of Water and Health
– Fundamentals run twice
– Sustainable Interventions once
• 9 weeks of instruction
–170 videos: 6-15 minutes
–Virtual field trips
–5 Live instructor sessions
–Peer assessments
–International Reach

26. Reach, Engagement, Participation
• 8500 students, 175 countries
50% or more persisted
12% completion rate (avg 2.8)
20% completed both MOOCs
• 97% would recommend courses
• 56% new to Tuft’s University

27. Final Reflections
“Further investment in this format should be accompanied
by a resource plan in order to avoid compromising
services in support of other forms of online educational
programming on campus”
“The time required of the professors is substantial. There
are no shortcuts.”
Special thanks to
Paul Bergen, Director,
Educational Technology Services
Tuft’s University

28. OECx Developer Survey
• Did OER make it easier to develop MOOC?
– Time to develop
– Cost to develop
• What benefits did making an Open MOOC
bring to your institution?

29. Development Time
• Time commitment is significant:
• > 40 hours Instructional Designers
• > 40 hours faculty time
• > 40 hours course facilitators
• Didn’t redo video: 10-20 hours video editing
• New video: >100 hours shooting and editing
• Project managers 10 hours
• High level administrators 10 hours

30. OER Re-use Varied
• Range was 25% - 100% new content
– Lower costs = higher amount of OER re-use
– New content was primarily new video made
specifically for edX MOOC format
– All had to create at least some new content
to fit the platform and requirements

31. Cost Dependent on Modification
• Range was US $6,500 - $100,000
– Included staff time & resources
– Extensive video work was most costly
– Changes to edX platform interface has
increased some time and costs
– edX’s cloud repository model has made remix
more challenging

32. OECx:
Learners Affected
• Total Enrollments: ~ 50,000
– Average enrollment* : 4000
– Average Certificates Earned: 8 %
• Mostly Free Honor
• Some Fee-based Verified

33. Preliminary conclusions
• OER can provide base for building MOOCs
– Format and license of OER affect ease of re-use
• MOOCs provide
– interactivity to OCW/OER
– Increase institutional recognition
– Learning analytics
• Cost of production can be significant and needs
to be weighed against other OER efforts.

34. Thank you!