Digital disruption is coming to education. How universities fight back: some have decided to "self-disrupt" by partnering with MOOCs providers. What can businesses learn from this? Based on full blog post at http://blog.enabled.com.au/digital-disruption-education/

1. EDUCATION
DISRUPTED
What businesses can learn from
universities' response
Full post at https://goo.gl/sBqMXJ

2. 15 YEARS
F R O M N O W M O R E
T H A N H A L F O F T H E
U N I V E R S I T I E S [ I N
A M E R I C A ] W I L L B E I N
B A N K R U P T C Y . ”
Clayton Christensen - Harvard Business School
professor who coined the term Disruptive Innovation

3. Universities find themselves asking the following question:
“ H O W C A N I J U S T I F Y
C H A R G I N G S T U D E N T S
$ 4 5 , 0 0 0 A Y E A R T O
A T T E N D L A R G E L E C T U R E S
W H E N T H E Y C A N F I N D
B E T T E R E X E M P L A R S O N
T H E I N T E R N E T ? ”

4. Education and learning videos earn
4X the watch time of animal videos
on the platform today
(YouTube data, 2017)
YOU THINK CATS ARE
BIG ON YOUTUBE?

5. F O R - P R O F I T O T H E RN O N - P R O F I T
T H E R I S E O F M A S S I V E O P E N
O N L I N E C O U R S E S ( M O O C s )
Universities are feeling the pinch of potential disruption from online learning

6. Harvard and MIT created a MOOC platform
called edX in 2012. This was in response to
the “tsunami” of MOOCs predicted to
revolutionise higher education.
H O W S E L F -
D I S R U P T I O N
B E C O M E S T H E
A N S W E R

7. E D X O V E R V I E W
edX partners with over 120 universities, nonprofits, and institutions
around the world who host courses on their platform.

8. Before discussing disruption, let’s go back to the basics
W H Y D O U N I V E R S I T I E S
E X I S T ?
O R W H A T J O B S D O
S T U D E N T S “ H I R E ”
U N I V E R S I T I E S F O R ?

9. J O B # 2 J O B # 3J O B # 1
U S I N G T H E J O B S T O B E
D O N E F R A M E W O R K
Here are a few jobs that students "hire" universities for
Personal
interactions with
lecturers and
fellow students
Knowledge itself
and the process
of acquiring
knowledge
Job-readiness
training

10. T O D I S R U P T U N I V E R S I T I E S ,
M O O C P R O V I D E R S N E E D T O
H E L P U S E R S D O E N O U G H
O F T H E S E “ J O B S ” B E T T E R
e d X ’ s a t t e m p t c a n b e e n c a p s u l a t e d i n
t h e i r 3 p r o g r a m s : M i c r o M a s t e r s ,
P r o f e s s i o n a l C e r t i f i c a t e , X S e r i e s

11. P O T E N T I A L L Y D O I N G
J O B # 2 A N D # 3 B E T T E R
P O T E N T I A L L Y D O I N G
J O B # 3 B E T T E R
P O T E N T I A L L Y D O I N G
J O B # 2 B E T T E R
K n o w l e d g e i t s e l f a n d t h e p r o c e s s
o f a c q u i r i n g k n o w l e d g e
J o b - r e a d i n e s s t r a i n i n g
J o b - r e a d i n e s s t r a i n i n g
K n o w l e d g e i t s e l f a n d t h e p r o c e s s
o f a c q u i r i n g k n o w l e d g e

12. W H Y H A V E M O O C s
B E E N A B L E T O T H R I V E ?
They target non-consumers of traditional university courses- people
who think university degrees are too expensive or complex. Examples:
Make knowledge more accessible and in many cases, free
Target those pursuing professional learning with self-paced courses
Offer more vocational, modern, specific or just courses on subjects
that you’d never find in university degrees (e.g. courses on personal
time management, understanding body language etc.)

13. E X P E R T S + C O N T E N T + T I M E + C R E D I T
T H E U N B U N D L I N G
O F E D U C A T I O N
MOOCs unbundle education and let people pick and choose what they want
People can learn for
free and pay when
they want a
certificate
People can pick the
subjects they are
interested in instead
of full-fledged
degrees
MicroMasters in 6
months vs. full
Masters degree in
18 months

14. EDX AS SELF-DISRUPTION
H a r v a r d a n d M I T h a v e e m b a r k e d o n d u a l -
p a t h j o u r n e y .
T h e y s t i l l k e e p t h e e x i s t i n g b u s i n e s s m o d e l
w h i l e d a b b l i n g i n t o a n e w t e c h n o l o g y -
e n a b l e d m o d e l b a s e d o n M O O C s .

15. Australian universities have also put
their courses onto platforms such as
edX and Coursera. See next slide for
their alignment with respective
MOOC platforms as of today.
OTHER UNIs HAVE
JOINED THE MOOC
MOVEMENT

16. A U S T R A L I A

17. I S T H I S E N O U G H T O
F I G H T D I S R U P T I O N ?
Let’s analyse universities' response through the three
lenses – human, technology, business.

18. R E C O G N I S E T H E N E E D F O R
E D U C A T I O N T O M E E T
L E A R N E R S ' N E E D S I N S T E A D
O F D I C T A T I N G T H E
P R O G R A M S T R U C T U R E O R
L O C A T I O N O F L E A R N I N G .
It’s not pure chance that human-centred design has
gained prominence over the years

19. H U M A N - C E N T R E D
With the aim of improving course outcomes, unis should start with
some very human-centred questions:
What motivates students to learn and persist?
What helps students retain knowledge?
What are the best ways to teach complex ideas?
How can we assess what students have learned?
What is best taught in person vs. online?

20. UNI'S TRUMP CARD
“If established institutions make judicious
use of learning technology where it
demonstrably helps students, they gain
credibility to insist that most of what else
they offer on campus is a qualitatively
different experience—one that technology
can’t replace”
MIT Technology Review

21. New marketing and sales channel: reaching new
market segments (previously non-consumers)
Branding awareness/goodwill: not only in terms of
academic reputation, but also social impact (free
courses for those who can’t afford degree
education)
B U S I N E S S B E N E F I T S

22. IT’S STILL TOO EARLY TO TELL THE
ROI OF HAVING MOOCs BUT...
“It’s not as if iTunes killed the Rolling
Stones or going to a Rolling Stones concert,
in fact maybe those are even more
attractive now because you can buy a
playlist on iTunes.”

23. Believe that it can never replace the real
experience and hence, do nothing
Race to put courses online just because
everyone is doing it
Ask the right questions before rushing to
actions, e.g. what problems are we not
solving or can we solve better for our
users/learners?
T Y P I C A L U N I ' S
R E S P O N S E S T O
D I S R U P T I O N

24. THE SAME NARRATIVE APPLIES IN
THE CORPORATE SETTING
Downplay the risk of becoming irrelevant
Race to buy more tech
Take a more holistic approach to digital
transformation
In the face of disruption, companies can
choose to:

25. ARE YOU TAKING THE
RIGHT ACTION (IF ANY)?
I T ’ S E V I D E N T T H A T D I S R U P T I O N I S H A P P E N I N G A C R O S S T H E B O A R D
Read full post at http://blog.enabled.com.au/digital-disruption-education/
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