MOOCs and avatars: a pedagogical approach for 21st century

MOOCs and Avatars
A pedagogical approach
for the 21st century
Yves Epelboin
Professor Emeritus
UPMC-Sorbonne-Universités, Paris
Yves.Epelboin@impmc.upmc.fr

Agenda
 A very slow tsunami
 MOOC: some approaches
 Building a MOOC
 MOOCs for Europe
 Business models
 Driving students to success
Peda-Forum Helsinki August 20th 2015 Y.Epelboin

US context: students debt
Tuition fees at an
inacceptable level:
 Up to 10 000 $ in
public universities
 40 000 – 60 000 $ in
private universities
Le Monde 26/04/2015

A digital approach as the
solution?
 Increasing the Higher Education efficiency:
 Decreasing the labor costs
 Possibility to sell and reuse the courses
 Possibility to use less qualified teachers
 Increasing the students/teachers ratio
 Increasing the « teaching » efficiency
 Flipped learning approach

A very slow tsunami
MOOC is not a technology;
It is a means to teach and to
learn using established
technologies.
Thus it is moving at the same
path as pedagogy
MOOC

Massive Open Online
Courses
 Open:
 No prerequisite but must register
 Not Open Source
 Online
 More than contents: self contained
 Documents + assessments + exchange

Massive Open Online
Courses
 Massive: large number of participants
 Definition of large?
 Depending on the subject
 Lurkers and true participants
 Need to find an alternative to face-to-face
interaction
 Certification

MOOC and student
retention Success as not the
same meaning in a
MOOC than in a
class
P. Hill e-Literate, March 2013
http://mfeldstein.com/emerging-student-
patterns-in-moocs-a-revised-graphical-view/

MOOC in the university
 Two approaches:
 Pure distance learning
 Blended learning
 Distance learning as alternative to the amphitheater
 Part face-to-face: SPOC
 Pedagogic approach: flipped learning
 Audience restricted or not to the students

A new approach to
Learning
 Students on their own to learn
 No face-to-face interaction (MOOC) or reduced
interaction (SPOC)
 Web social alternative requested
 Assessments and tests to be
rethought

A new approach to
teaching
 New ways of teaching
 Modules lengths and week timing rethought
 Flipped pedagogy
 Group work
 Enhanced tutoring
 Courses fully prepared in
advance
Pedagogy and
course
preparation to be
fully rethought

Different approaches
 SPOC: University of Central Florida
 Some courses available as SPOC for a minor
additionnal money
 Online courses: Georgia Tech: master in
computing for 200 selected students

Arizona State University (ASU)
 Universities consortium
 First year through MOOCs for less than 6000$
 Payment at the end
 Participation of edX

Urbana Champaign university
 eMBA for 20 000$
1. First, selected Coursera specializations
2. Agreement of curriculum by Urbana
3. Finish as official MBA degree
 Decision to be taken after success to MOOCs

The MIT Model
https://formation.unpidf.fr/fr/mediatheque/media-51
Free MOOCs can
only be a by-
product of SPOCs
and blended
learning
Communication C. De Oliveira MIT

A new approach to
teaching
 Course scenario mandatory
 Documents to be fully rebuild
 New approach to video: massive use of shorts videos (5-
15mn)
 Use of OER?
 New skills requested: video, graphics and teaching
designers…

Human resources
MOOC contents:
 Teachers
 Community managers
 MOOC development:
 Video specialists
 Web integrator and graphic artist
 Pedagogic designer
 Project manager
A MOOC is a project
with many people,
which needs a
project manager

Workload to build a MOOC
Example: 6-8 weeks course:
 Course with Math equations, graphics and
pictures
 Course being used 3 times
 Three categories of human resources: teachers,
academic and technical support

Workload
Mission Course
1
Course
2
Course
3
Total
Teachers 310 h 105 h 105 h 520h
Pedagogic
Support
160 h 32 h 32 h 225h*
Technical support 340 h 70 h 70 h 480h
Total 1245h*Rounded
Pomerol, Epelboin & Thoury MOOCs, Design, uses and Business models, Wiley 2015

Cost
Mission Course
1
Course
2
Course
3
Total Euros
Teachers 15 000 5 200 5 200 25 400
Pedagogic support 6 000 1 200 1 200 8 400
Technical support 10 000 2 000 2 000 14 000
Salaries ≈ 48 000 €
Base: Teachers: 75 k€/y, support teachers: 60 k€/y, tech: 47 k€/y
Pomerol, Epelboin & Thoury MOOCs, Design, Use and Business Models, Wiley 2015

Total cost
 6-8 weeks MOOC:
 30 000 € - 120 000 € (external support)
 UC San Diego: 150 000 $
 Not included:
 Delivery
 Environment for teachers and staff
See: Pomerol, Epelboin & Thoury MOOCs, Design, Use
and Business Models, Wiley 2015

Cost comparizon
Students
€
0
20000
40000
60000
80000
100000
120000
140000
160000
100 200 300 400 500 600 700 800 900 1000
Classic
MOOC
SPOC

MOOC economy
 Less expensive solution:
 Below 200 – 300 students: classic approach
 Above 500 students blended approach
versus classic approach
 MOOC valid only above 200-300
students
 Staff environment not taken into
account
Most universities do
not possess neither
the manpower nor the
budget to massively
invest in MOOCs and
SPOCS

Facts
 Students and employers value credential and
diploma, delivered by universities
 Badges and certifications are of value for life
education
 Primary education approach differs from long life
learning
Different objectives Different business
modelsPeda-Forum Helsinki August 20th 2015 Y.Epelboin

Primary education
economy
 Blended learning and distance learning for
freshmen
 Cheaper way to handle large classes
 Efficient means to attract distant students
 A method to increase the participation of
minorities?
 MOOCs: less worse solution in Asia and Africa
where universities do not exist

Primary education
economy
 Economic approach valid only if courses used by
large number of students
 For European universities, this means:
 Creation of consortia in most cases to use the
same courses
 Common courses: Virtual Bavarian University…

A university model
 A three-tiers system
MOOC
designers
MOOC
consortium
Universities
Blended
learning
MOOC

Continuous education
 Certification instead of degrees
 Seriousness of certification?
 Online
 Traditional
 Certification and coherent education?

Certification
 Basic
 Offers by all MOOC providers
 Just proof of success to the online tests
 Simple non secure PDF
 Value defined by teachers without specific rules
 Poor value

Certification
 Verified
 ID and environment checked
 Online or classic approach in exam centers
 Secure PDF attestations
 Sharable (Linkedin)

Coursera
 Certifications & Specializations
«… we are hosting nearly 900 courses and I expect to have
1,000 courses on our platform by early 2015. In three years,
we’ll have 5,000 courses, which is about the curriculum of your
average medium to large university. »
Daphne Koller, Knowledge@Wharton 05/01/2015
Tomorrow: online university?

EPFL
 Free access to MOOCs
 Certification with Coursera
 ECTS with examination in an approved center: 30 €/ECTS,
full cursus 8-12 ECTS
 Advanced study certificate with personal work (6-10 ECTS,
240/360 €) (Hybrid EPFL Training)
« Post-graduate courses oriented towards the acquisition
of high value-added professional skills »
http://moocs.epfl.ch/page-118161-en.html

Other examples
 Gestion de Projets (ECL Lille)
http://mooc.gestiondeprojet.pm/
 Freemium with second part for one or two ECTS by
payment (50 – 150 €) with different levels of
examinations and options
 Various options for continuous education (490-690 €)
 Futurelearn with Open University
 MiriadaX (Spain)
 Openclassrooms (France): agreement with ministery of
employment
There is a huge space for online learning providers with
MOOCs (Udacity, Iversity…)

A continuous education
model
 A four-tiers system
MOOC
designers
MOOC
distributor
MOOC
broker
Company

MOOC providers?
 Unclear Business models?
 Will certification and course selling suffice?
 Shift of Udacity from Higher Education to
Continuous Education
S. Thrun: “There is no money to make with HE”

A user-centric
approach:
Driving students to
success

Learning analytics
 High potential impact to improve students
success
 Definition of indicators still in progress
 Limitations
 Lack of valid data from many systems
 Privacy of data
 Definition of predictive indicators

Adaptive learning
Adaptive learning is an educational method which uses
computers […] to orchestrate the allocation of human and
mediated resources according to the unique needs of each
learner. Computers adapt the presentation of educational
material according to students' learning needs, as indicated by
their responses to questions, tasks and experiences.
Wikipedia

Driving students to success
 Blended learning does not rise the rate of
success: “Those who succeed succeed better”
 Adaptive learning allows to best adapt learning to
the capacities and feelings of each person
 Learning analytics is the method to introduce
individual mentoring at a time of mass education

Political decisions to be
taken
 The move towards a digital pedagogy is a
political decision:
 Choices and priorities to be redefined
 Premises to be rethougt:
 Fewer classrooms
 More commonplace exchange

Transformin
g the
university
The university must
become a student-
centered place of
encounter and
exchange. Otherwise it
may not survive.

We are all involved!
 The march towards the digital
education:
 Impacts all jobs
 Reshapes the campus
 Overturns the university timings
 Modules structure
 Semesters
 Assessments…

A challenge!
 An important challenge for the digital university in
the coming years:
 True blended learning must be generalized
 Tools and services will be more and more user-
centric
 The digital environment will be more and more
complex
 The learning spaces must be fully rethoughtWill the universities have the will and the resources?

Yves.epelboin@impmc.upmc.fr
LinkedIn: https://www.linkedin.com/in/yepelboin
Twitter: @yepelboin
Blogs:
http://blog.educpros.fr/yves-epelboin/
(French)
http://www.eunis.org/blog/category/erai-2/blogs/
(English)
Slideshare: http://fr.slideshare.net/YvesEpelboin

MOOCs and avatars: a pedagogical approach for 21st century

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