Presentation at 'How Europe Seizes the Opportunities Offered by MOOCs', HOME Project Pre-Conference Workshop, European Distance and e-Learning Network (EDEN) Conference, Barcelona, 9th June.
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Presentation at 'How Europe Seizes the Opportunities Offered by MOOCs', HOME Project Pre-Conference Workshop, European Distance and e-Learning Network (EDEN) Conference, Barcelona, 9th June.
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Presentation at 'How Europe Seizes the Opportunities Offered by MOOCs', HOME Project Pre-Conference Workshop, European Distance and e-Learning Network (EDEN) Conference, Barcelona, 9th June.
- 1. Professor Mark Brown National Institute for Digital Learning Dublin City University Opportunities and Threats of the MOOC Movement for Higher Education: A European Perspective HOME Project Master Class, Barcelona 9th May 2015
- 4. Professor Mark Brown National Institute for Digital Learning Dublin City University Opportunities and Threats of the MOOC Movement for Higher Education: A European Perspective HOME Project Master Class, Barcelona 9th May 2015
- 5. Gaebel, M., Kupriyanova, V., Morais, R. & Colucci, E. (2014). E-learning in European Higher Education Institutions: Results of a mapping survey conducted in October- December 2013. Jansen, D. & Schuwer, R. (2015). Institutional MOOC strategies in Europe Status report based on a mapping survey conducted in October - December 2014. EADTU – HOME project
- 6. John Pilger reminds us that despite huge advancements in technology over the last 50 years, the wealth gap between developed and developing countries has more than doubled.
- 7. Opening up education through online learning is…
- 8. Opportunities and Threats of the MOOC Movement for Higher Education: A European Perspective
- 9. 1. Images of the present 2. Kaleidoscope of competing images 3. Focusing on preferred images for the future Opportunities and Threats of the MOOC Movement for Higher Education: A European Perspective
- 10. “The MOOC movement is political” Central point…
- 11. “An educational change is neither natural nor normal, constant nor common as it involves a deeper struggle over who will win control of the curriculum” (Evans, 1996, p.25).
- 12. 1. Images of the present…
- 13. 1. Images of the present…
- 14. 457 newspaper articles published between 2011 and 2013 in Australia, United Kingdom and United States.
- 15. Selwyn, N., & Bulfin, S. (2014). The discursive construction of MOOCs as educational opportunity and educational threat. Monash University.
- 17. Almost 4000 articles from 591 news sources from around the world, with close to 50% reduction in media stories in 2014 from peak of 2013.
- 18. White, S, Urrutia, L., Manuel & White, S. (2015). MOOCs inside universities: an analysis of MOOC discourse as represented in HE magazines. In CSEDU 2015 7th International Conference on Computer Supported Education, Lisbon, PT, 23 - 25 May 2015. 8pp.
- 19. White, S, Urrutia, L., Manuel & White, S. (2015). MOOCs inside universities: an analysis of MOOC discourse as represented in HE magazines. In CSEDU 2015 7th International Conference on Computer Supported Education, Lisbon, PT, 23 - 25 May 2015. 8pp. 106 Articles in… • Times Higher Education • Inside Higher Education • Chronicle of Higher Education
- 23. • When did the first MOOC-related story appear in the Irish media? QUESTION…
- 24. QUESTION… Answer… 2011 • When did the first MOOC-related story appear in the Irish media?
- 25. 15th May 2012 – 1st mention of MOOC
- 26. 2012 2013 2014 2015 Total Number of stories 1 24 39 11 (33) 77 Brown, M., Costello, E., Donlon, E., Nic Giollamhichil, M., Kirwan, C. (2015). MOOCs in Irish media: Messages behind the story. Presentation at Opening Up Education: National MOOC Symposium, Dublin City University, Dublin, 1st May.
- 27. 2% 20% 78% Stance Adopted… Negative Neutral Positive 2012 2013 2014 2015 Total Number of stories 1 24 39 11 (33) 77 Preliminary Findings
- 28. Elite 73% Non Elite 27% Institutional Status… 2012 2013 2014 2015 Total Number of stories 1 24 39 11 (33) 77 Preliminary Findings
- 32. Recommendation 6. “National funding frameworks should create incentives, especially in the context of new forms of performance-based funding, for higher education institutions to open up education, to develop more flexible modes of delivery and to diversify their student population.”
- 33. Key paradox…
- 34. “There is also almost no understanding of the private and social benefits of distance and online education in comparison with those of face-to-face education” (Rumble, 2014, p.208). Key paradox…
- 35. 2. Kaleidoscope of competing images
- 36. 2. Kaleidoscope of competing images MOOCs
- 37. • Who is creating the image and why? • What are we being told about the image? • What is missing from the image? • What images are not being created? 2. Kaleidoscope of competing images MOOCs
- 38. • a type of marketing • an academic labor policy • a kind of entertainment media • an expression of Silicon Valley values • a financial policy for higher education MOOCs are… Peters, M. (2013). Massive Open Online Courses and Beyond: the Revolution to Come. Truthout, August 17
- 42. “UK MOOC snatches world record for sign-ups. UK quality beating US $$?”
- 44. Major Competing Lenses Learning Society Knowledge Economy
- 45. Major Competing Lenses Learning Society Knowledge Economy Trans Pacific Partnership (TTP) Transatlantic Trade & Investment Partnership (TTIP) GlobalizationCommoditization
- 46. “…We risk being left behind as other parts of the world act more nimbly in garnering the benefits of technology” (p.6).
- 48. "This is a major opportunity for the Irish economy to become involved with a company that employs 300,000 people worldwide and has a turnover of $15bn.”
- 49. "This is a major opportunity for the Irish economy to become involved with a company that employs 300,000 people worldwide and has a turnover of $15bn.” “As Chandra told the heads of the Universities and IOTs in Dublin this week, we are talking about building an entire economy based on Irish education. These are wise words from a man whose company's exports are worth more to the Indian economy than their total oil imports.”
- 50. • Open learning • Online learning • Anytime, anywhere learning E-learning • Digital learning • Technology-enhanced learning • Learning Society Knowledge Economy Different interest groups and stakeholders borrow the same ‘language of persuasion’ to legitimize their own hegemonic agenda Major Competing Lenses
- 51. • Open learning • Online learning • Anytime, anywhere learning Reproduction • Mass education • Quality standards • Education as commodity • Increased market competition Learning Society Knowledge Economy E-learning • Digital learning • Technology-enhanced learning • Different interest groups and stakeholders borrow the same ‘language of persuasion’ to legitimize their own hegemonic agenda Major Competing Lenses
- 52. • Open learning • Online learning • Anytime, anywhere learning ReschoolingReproduction • Monolingual • Learning for all • Global curriculum • Education in change • Mass education • Quality standards • Education as commodity • Increased market competition Learning Society Knowledge Economy E-learning • Digital learning • Technology-enhanced learning • Different interest groups and stakeholders borrow the same ‘language of persuasion’ to legitimize their own hegemonic agenda Major Competing Lenses
- 53. • Open learning • Online learning • Anytime, anywhere learning ReschoolingReproduction Learning Society Knowledge Economy E-learning • Digital learning • Technology-enhanced learning • Different interest groups and stakeholders borrow the same ‘language of persuasion’ to legitimize their own hegemonic agenda Major Competing Lenses Coursera FutureLearn
- 54. • Open learning • Online learning • Anytime, anywhere learning Deschooling ReschoolingReproduction • Monolingual • Learning for all • Global curriculum • Education in change • Mass education • Quality standards • Education as commodity • Increased market competition • Democratic • Open access • Learning webs • Unbundling learning Learning Society Knowledge Economy E-learning • Digital learning • Technology-enhanced learning • Different interest groups and stakeholders borrow the same ‘language of persuasion’ to legitimize their own hegemonic agenda Major Competing Lenses
- 55. • Open learning • Online learning • Anytime, anywhere learning Deschooling ReschoolingReproduction • Monolingual • Learning for all • Global curriculum • Education in change • Mass education • Quality standards • Education as commodity • Increased market competition Learning Society Knowledge Economy E-learning • Digital learning • Technology-enhanced learning • Different interest groups and stakeholders borrow the same ‘language of persuasion’ to legitimize their own hegemonic agenda Major Competing Lenses OERu
- 56. Reconceptualist • Open learning • Online learning • Anytime, anywhere learning Deschooling ReschoolingReproduction • Monolingual • Learning for all • Global curriculum • Education in change • Diversity • Just society • Wicked problems • Education for change • Mass education • Quality standards • Education as commodity • Increased market competition • Democratic • Open access • Learning webs • Unbundling learning Learning Society Knowledge Economy E-learning • Digital learning • Technology-enhanced learning • Different interest groups and stakeholders borrow the same ‘language of persuasion’ to legitimize their own hegemonic agenda Major Competing Lenses
- 57. Reconceptualist • Open learning • Online learning • Anytime, anywhere learning Deschooling ReschoolingReproduction • Monolingual • Learning for all • Global curriculum • Education in change • Mass education • Quality standards • Education as commodity • Increased market competition • Democratic • Open access • Learning webs • Unbundling learning Learning Society Knowledge Economy E-learning • Digital learning • Technology-enhanced learning • Different interest groups and stakeholders borrow the same ‘language of persuasion’ to legitimize their own hegemonic agenda Major Competing Lenses OpenupEd
- 59. LEARNING TO BE LEARNING TO KNOW LEARNING TO DO LEARNING TO LIVE TOGETHER Digital Capability Digital Inclusion Digital Citizenship RECONCEPTUALIST FRAMEWORK FOR MOOCs Fundamental Principles for Opening Up Education
- 60. LEARNING TO BE LEARNING TO KNOW LEARNING TO DO LEARNING TO LIVE TOGETHER Digital Capability Digital Inclusion Digital Citizenship RECONCEPTUALIST FRAMEWORK FOR MOOCs Fundamental Principles for Opening Up Education
- 62. 3. Focusing on preferred images for the future
- 63. “All education springs from images of the future and all education creates images of the future. Thus all education, whether so intended or not, is a preparation for the future. Unless we understand the future for which we are preparing we may do tragic damage to those we teach.” (Toffler, 1974). 3. Focusing on preferred images for the future
- 64. What type of education system do we want MOOCs to serve in the future? Key question…
- 65. • Personal • Knowledge • Economic • Social What are our preferred scenarios for the future? Aims&Purpose ofHigherEducation
- 66. Disruptive Business Models Conventional Business Models StandardisedCourses CustomisedCourses Scenario 3 Scenario 4 Scenario 1 Scenario 2
- 67. Disruptive Business Models Conventional Business Models StandardisedCourses CustomisedCourses Scenario 3 Scenario 4 Scenario 1 Scenario 2 DCU Connected
- 69. Conclusion…
- 70. Conclusion… • Is political work
- 71. Conclusion… • Is political work • MOOCs are a gift
- 72. Conclusion… • Is political work • MOOCs are a gift • Where do we want to end up?
- 73. “MOOCs should be in the service of big ideas, not as a big idea in itself” (Brown & Costello, 2015; adapted from Barnett, 2011). Final point…
- 74. Thank You!