Trustee presentation on moo cs 10 17

MOOC Strategy for Babson
Prof. Bala Iyer
Twitter: @BalaIyer
1

The Thrun Turnaround
• "At the end of the day, the true value proposition of
education is employment,"
• "If you focus on the single question of who knows best
what students need in the workforce, it's the people
already in the workforce. Why not give industry a
voice?“
• Sebastian Thrun talking to FastCompay
BABSON COLLEGE — ALL RIGHTS RESERVED
2

Co-exist
• The breadth of MOOC offerings is growing but also
leaves considerable room for traditional university
education.
• Michael Cusumano, MIT Professor
3

MOOCs by numbers
• 10MM+ people have enrolled in MOOCs
• Only about half of those who registered for a course ever
viewed a lecture, and only about 4 percent completed the
courses.
• 80 percent of those taking the university’s MOOCs
had already earned a degree of some kind.
• Khan Academy has over 10MM unique users/mo and
school systems are using it to flip classrooms
• [The Life Cycle of a Million MOOC Users by Laura Perna, Alan Ruby, Robert
Boruch, Nicole Wang, Janie Scull, Chad Evans, Seher Ahmad, University of
Pennsylvania, December 5, 2013]
4

Reality
• High cost of higher education
• MOOCs are for learning
• For earning a degree people look to traditional colleges
• Institutional brand matters for degree granting
• Online reputations are yet to be made
• Commodity courses are being substituted with MOOCs
• Competency based learning is moving to MOOCs
5

Two markets exist for MOOCs
6

USNH Online
7
Existing Non-consumption
Market
New
Existing
Content
Strategy
edX
U of Toledo
Coursera
Udacity
College of America

Strategic options
Consumption Market Non-consumption market
MOOCs to augment – flipped classroom MOOCs for competency based learning
MOOCs to complement – channel to
reach prospects
Resource for third-parties
MOOCs for branding MOOCs for as a pipeline builder
MOOCs to substitute
Part of the Wellesley Hub Separate entity and acts learning post
8

Our Vision Statement
• Babson College will remain dedicated to generating
intellectual leadership in Entrepreneurial Thought and
Action. We will be the leader in creating and delivering
innovative curricula that develop and mentor
responsible leaders who are capable of marshaling and
managing the resources necessary to act on their
decisions. Babson College will be known globally for
developing entrepreneurial leaders who take bold,
ethical actions that simultaneously benefit society, the
natural environment, and their own organizations and,
in doing so, change the world.
9

Questions to consider
• Should we focus only on educating the paying students
or distributing our content for influencing the world?
• Course based vs competency based?
• Should we focus only on content generation or
distribution?
• Porter vs Christensen (one brand vs two)?
• Should our method be informational or experiential?
10
Tell me and I forget, Teach me and I remember, Involve me and I will learn.
~ Benjamin Franklin, 1750

Known MOOC Models
• Online+free
• Sponsored programs
• Online + TA
• Blended learning
• Flipped classroom
• Continued learning
• Peer to peer learning
• Freemium model
• Inbound learning
11

Our Online Focus
• Teaching Entrepreneurial Thought & Action to non-consumption
market using a competency based
pedagogy
• Differentiate current market by investing even more in
experiential learning environments for the campus
• Corporate clients
• SME (10KSB)
• Global country specific case studies
12

Babson Experience
• Fast Track
• NovoED (a Stanford spin-off & BG)
• Alan Cohen’s class had 14,000 registered
• Many flipped classroom sessions in the evening
program
13

We missed the last change without consequence. This time could be different

Reputation Economy
• Identity
• Reputation and social capital
– Credentials
– Community behavior
– Network influence
15
Online reputation for faculty and College

Phase 1
• Conversation with stakeholders both inside and outside
campus
• A shared vision
• Like USNH create a separate entity for MOOCs
• Develop competency based content for learning ETA
• Pilot a course on MOOC for a select group of paying
companies
• Build reputation
• Pilot MOOCs internally for core classes
16

Strategic Experiments
• Create a lean startup tasked with experimentation
• Set learning goals (market, content, delivery)
• Implement
• Learn
• Adapt
• Build absorptive capacity
• Join the conversation
17

Role for faculty
• Test effectiveness of pedagogy
• Specialize
• Keep up with online models in their discipline
• Build their reputation online
• Experiment with online technologies
• Share lessons learned
• Invest in experiential learning and use of collaborative
technology
• Connect with local ecosystem
18

Strategic focus
• Online for identity and reputation within community
• Commodity campus classes from MOOCs
• Core Wellesley model with localized models through
partners
• Differential campus offerings through experiential
learning environments (Design Zone125)
• Competency based certification online
• Reputation score card for entrepreneurs
• Score card for entrepreneurship courses
• Specialized classes from spokes
19

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