There can be no doubt that Massive Open On-line Courses (MOOCs) have been the educational phenomenon of the last few years with large numbers of these web based courses attracting tens of thousands of registrations. But what is the business model for a university investing in making MOOCs and then making them freely available? This talk will examine the ways in which universities are benefiting from their investment and the ways in which MOOCs are affecting pedagogy and the composition of credit bearing courses both online and on campus.

1. CENTRE FOR INNOVATION
IN TECHNOLOGIES & EDUCATION
The place for MOOCs in the changing
Educational Landscape
March 2014
Hugh Davis @HughDavis
Professor of Learning Technologies
Director of Education
Director of CITE
Director of PDU
BIBSYS-konferansen

2. Founded 1862,
Charter 1952
25,000 Students
Russell Group
Top 20 UK
WUN
Excellence in:
(Opto) Electronics
Computer Science
Oceanography
Engineering (esp.
Nautical and Aero)
Acoustics

3. CENTRE FOR INNOVATION
IN TECHNOLOGIES & EDUCATION
@HughDavis
BIBSYS March „14
A quick tour of MOOCs
HE Context
Why are Universities making MOOCs?
What can we gain from MOOCs?
Addressing the critisisms
Challenges for HE
This Talk
3

4. A Quick Tour of
MOOCs
4

5. CENTRE FOR INNOVATION
IN TECHNOLOGIES & EDUCATION
@HughDavis
BIBSYS March „14
Massive - some have 10,000s registered.
Open = free
anyone can register
Online although many have a parallel blended incarnation
Course - that runs at a given time with a given cohort
(but not necessarily accredited for anything)
-
What is a MOOC?
5
Short (often 4-8 weeks, 3 hrs /week)
No formal assessment and feedback
Rely on Social Learning

6. CENTRE FOR INNOVATION
IN TECHNOLOGIES & EDUCATION
@HughDavis
BIBSYS March „14
xMOOCs –
• Defined based on learning
outcomes
• Well defined journey through
learning
• Instructor led – “broadcast” mode
• Learning can be assessed and
certified
cMOOCs
• Based on educational theories of
connectivism – which hold that
knowledge resides in the network
and that learning is about making
connections. See:-
http://bit.ly/lyNmGX
Types of MOOCs
6

7. CENTRE FOR INNOVATION
IN TECHNOLOGIES & EDUCATION
@HughDavis
BIBSYS March „14
MOOC Timeline
7
Florida Institute of Technology
http://libguides.lib.fit.edu/HistoryofMOOCs

8. CENTRE FOR INNOVATION
IN TECHNOLOGIES & EDUCATION
@HughDavis
BIBSYS March „14
Udacity the first “democratizing education”
but still for profit. Started at Stanford.
Coursera for profit
but business model only just emerging
6,000,000 people have taken a course,
from the catalogue of around 700.
EdX not for profit
MIT, Harvard, Berkeley
Futurelearn for profit
Based in UK at OU - launched Oct 2013
aspires to include top 30-40 universities
Director is Simon Nelson - responsible previously for BBC
digital strategy
MOOC Providers
8

9. CENTRE FOR INNOVATION
IN TECHNOLOGIES & EDUCATION
@HughDavis
BIBSYS March „14
Most MOOCs consist of:
• Many short videos
• Some talking heads
• Some “worked examples”
• Some experiments etc.
• On-line papers etc.
• On-line activities
• Links to external resources
• Discussions on platform
• Off platform activity
What are MOOCs made of?
9

10. CENTRE FOR INNOVATION
IN TECHNOLOGIES & EDUCATION
@HughDavis
BIBSYS March „14
Assessment (and feedback) will need to be
• Objective (multiple choice etc.)
• Peer review
• Self evaluation
The emphasis must be on the student as a
self-motivated learner.
No “Conversational Framework” here!
Assessment and Feedback?
10

11. Critisisms?
11

12. CENTRE FOR INNOVATION
IN TECHNOLOGIES & EDUCATION
@HughDavis
BIBSYS March „14
Cultural Imperialism?
12

13. CENTRE FOR INNOVATION
IN TECHNOLOGIES & EDUCATION
@HughDavis
BIBSYS March „14
Demographics of Edinburgh’s MOOCs
13
(MOOCs @ Edinburgh 2013 - Report #1)

14. CENTRE FOR INNOVATION
IN TECHNOLOGIES & EDUCATION
@HughDavis
BIBSYS March „14
The literature quotes figures of 7 – 13%
(See Katy Jordan‟s Blog - http://moocmoocher.wordpress.com/)
An interesting observation
is the drop off with time.
Completion Rates
14
But is completion
the correct measure of
satisfaction or learning?

15. CENTRE FOR INNOVATION
IN TECHNOLOGIES & EDUCATION
@HughDavis
BIBSYS March „14
Pedagogy
Learning Unit1 Learning Unit2 Learning Unit3 Learning Unit4 Learning Unit5 Learning Unit6 Up to 10
Learning Unitn
Weekly Learning Units: , 2- 6 hours study time
Meaningful title, clear learning goals, end-of-unit assessment
1 2 3 Each with 2 or 3 self-contained Learning Blocks
Learning Block
Video Text Discuss Quiz
Learning Blocks
Sequence of elements
(This is just one example)
15
Its not exactly
the leading edge
of online pedagogy
There is no real
interaction between
educators and learners

16. HE Context
16

17. “The Avalanche Report”
Barber, M. Donnelly, K & Rizvi, S. (March 2013).
An Avalanche is Coming; Higher Education and the Revolution Ahead.
Institute for Public Policy Research.
17
Time
Performance/
Income
New
Technology
The
Napster
moment
Disruptive Technologies

18. CENTRE FOR INNOVATION
IN TECHNOLOGIES & EDUCATION
@HughDavis
BIBSYS March „14
Fees going up faster than value of degree
(in most of the developed world if not Norway!)
Increased demand for flexibility of study (particularly CPD)
Challenge from alternative educational providers (particularly
for MSc‟s/CPD) becoming real
All these things imply a greater engagement with on-line
Changing Business model for higher education
Need for universities to globalize or specialize
MOOCs are the vanguard for on-line programmes
HE Context
18

19. End of the campus...?
Clicks not bricks?

20. Business Models
20

21. CENTRE FOR INNOVATION
IN TECHNOLOGIES & EDUCATION
@HughDavis
BIBSYS March „14
The Fremium Model
You get added value if you pay e.g.
• Statements of participation, or
attainment – or actual credits?
• Tutoring – the eBay model
Sponsored MOOCs
• Someone pays me to make the MOOC
I want (for their marketing purposes)
• Someone pays me to make the MOOC
they want – but I can use too.
Access to student data
How do MOOCs make money?
21
But this is all money for
the Platform Provider.
Why do Universities
and Academics do this?

22. CENTRE FOR INNOVATION
IN TECHNOLOGIES & EDUCATION
@HughDavis
BIBSYS March „14
Southampton is running
Web Science and Oceanography
based MOOCs as its first offerings..
Enhancing our Reputation and Brand
22

23. CENTRE FOR INNOVATION
IN TECHNOLOGIES & EDUCATION
@HughDavis
BIBSYS March „14
New Markets (1)
23
Informal
Learning
YouTube,
iTunesU
Non Formal
Learning
MOOCs
OERs
Formal
Learning
Modules
Formal
Learning
Whole
Programmes
Pulling Students through from the Informal to the Formal

24. CENTRE FOR INNOVATION
IN TECHNOLOGIES & EDUCATION
@HughDavis
BIBSYS March „14
“When employers accept on-line
certification then things will really
change”
There can be many other options
than “boarding school” degrees
New markets (2)
24
HE for non-traditional students,
students from developing countries
and CPD

25. CENTRE FOR INNOVATION
IN TECHNOLOGIES & EDUCATION
@HughDavis
BIBSYS March „14
Provide a public service
25
http://iberry.com/cms/OER.htm
Democratising Education

26. What can we gain
from MOOCs?
26

27. CENTRE FOR INNOVATION
IN TECHNOLOGIES & EDUCATION
@HughDavis
BIBSYS March „14
MOOCs in campus based learning
27
External non-paying MOOCers
MOOC
Paying Students
The Embedded MOOC

28. CENTRE FOR INNOVATION
IN TECHNOLOGIES & EDUCATION
@HughDavis
BIBSYS March „14
Berkley Scratch Course- shows F2F and MOOC version of course
28
http://inst.eecs.berkeley.edu/~cs10/fa12/

29. CENTRE FOR INNOVATION
IN TECHNOLOGIES & EDUCATION
@HughDavis
BIBSYS March „14
The flipped MOOC / flipped classroom
End of the lecture?
29
From http://www.washington.edu/teaching/teaching-resources/flipping-the-classroom/

30. CENTRE FOR INNOVATION
IN TECHNOLOGIES & EDUCATION
@HughDavis
BIBSYS March „14
MOOCs are the vanguard of online degrees
There is a lot of VC money out there looking for brands willing to go online
The belief is that there are are new markets waiting for online
opportunities
• Cheaper Course fees
• No boarding fees or travel
• Any time, and place
• Flexible (CPD)
• International markets
lacking provision
Online Degrees
30

31. CENTRE FOR INNOVATION
IN TECHNOLOGIES & EDUCATION
@HughDavis
BIBSYS March „14
Articulated Degrees
31
F2F
Module
MOOC
at
Stanford
OU
Module
MOOC
at Soton
Capstone
Project
Degree Programme

32. CENTRE FOR INNOVATION
IN TECHNOLOGIES & EDUCATION
@HughDavis
BIBSYS March „14
Fully accredited programmes offered as MOOCs
32

33. CENTRE FOR INNOVATION
IN TECHNOLOGIES & EDUCATION
@HughDavis
BIBSYS March „14
Venture Capitalists
Publishers
Education-business start-ups
Distance Programmes in partnership (for profit)
33

34. CENTRE FOR INNOVATION
IN TECHNOLOGIES & EDUCATION
@HughDavis
BIBSYS March „14
Marketing people are happy to get email lists
But much more than that….
The massive cohorts give us new opportunities for experimenting in and
understanding learning and assessment
• Adaptive feedback
• Adaptive learning paths
• Adaptive Content
• Gameification
• Peer Review
• Self Review
Big Data
34
Mike Wheatley http://siliconangle.com

35. Addressing the
Critisisms
35

36. CENTRE FOR INNOVATION
IN TECHNOLOGIES & EDUCATION
Criticisms
Pedagogically Simplistic
No support and feedback
Poor Completion rates
No accreditation
This is going to kill Universities
Observation
Really? Worse than the lecture?
-and innovations in social learning
There could be: You‟d have to pay
Retention is not the aim – satisfaction
is. We are not dealing with paying
students.
There could be. You would have to pay
for it.
Only those that are not agile and
responsive to new business models
– but expect some unbundling
36
Addressing the Criticisms

37. CENTRE FOR INNOVATION
IN TECHNOLOGIES & EDUCATION
@HughDavis
BIBSYS March „14
Patterns of engagement
37
Auditing: Just interested.
Not looking for credit.
Completing: Looking for
credit – either passive
or actively engaged
with discussions etc.
Sampling: Looking for
interesting material

38. Concluding
38

39. MOOCs = more choice &
flexibility
We are developing our
capacity to develop high
quality on-line courses

40. CENTRE FOR INNOVATION
IN TECHNOLOGIES & EDUCATION
@HughDavis
BIBSYS March „14
• Changing Beliefs – online works!
• Curriculum Design
• Working with the right academic staff time.
Who pays them?
• Growing teams of Learning Designers and
Multimedia Production
• Legal Matters
• Speed and Agility
• Budget
• Marketing
Challenges for Institutional Strategy
40

41. End of the campus...?
Clicks
AND
Bricks
Just as people still throng to
music concerts for the unique
experiences they entail, the rich
and dense ecosystems of
communities of learning that are
embedded in place-based
universities will remain precious,
cherished and revered.
Galager & Garrett, 2013

42. CENTRE FOR INNOVATION
IN TECHNOLOGIES & EDUCATION
@HughDavis
BIBSYS March „14
MOOCs are a good marketing device
MOOCs have the potential to democratize education
But they are also useful
Providing high quality content for re-use /embedded MOOCs
Changing teaching practice
Providing big data about how learners learn
Building capacity for on-line
MOOCS are the vanguard of the online disruption. Watch this space!
Conclusions
42

43. 43
Thank you
Any Questions?
Hugh Davis
@HughDavis
http://users.ecs.soton.ac.uk/hcd
hcd@soton.ac.uk
Tomorrow I will be talking about what‟s
involved in making a MOOC and the role of
the librarian