Post on 08-Jul-2015
description
MOOCs in the Age ofHigher Education’sDigital Transition
Larry Cooperman
President, Open Education Consortium
Associate Dean for Open Education,
University of California, Irvine
Prepared for
HOME Conference
Oporto, Portugal
November 27, 2014
Content Experience Certification
Noodlepiehttp://www.flickr.com/photos/noodlepie/2680175828/
CC BY-NC-SA 3.0
trey.menefeehttp://www.flickr.com/photos/trey333/2185461746/
CC BY-NC-SA 3.0
Gadgetdudehttp://www.flickr.com/photos/gadgetdude/804190044/
CC BY 3.0
Joe Hatfieldhttp://www.flickr.com/photos/jhat/80371024/
CC BY-NC 3.0
University + The Internet = What?
?
Roy Whiddon - CC BY-NC-SA 3.0
http://www.flickr.com/photos/rwhiddon/1338564499/
Trow’s Conceptions of Elite, Mass and Universal Higher Education
Elite (0-15%) Mass (16-50%) Universal (over 50%)
i) Attitudes to access A privilege of birth ortalent or both
A right for those with certainqualifications
An obligation for the middle and upperclasses
ii) Functions of higher education
Shaping mind and character of ruling class; preparation forelite roles
Transmission of skills;preparation for broaderrange of technical andeconomic elite roles
Adaptation of ‘whole population’ to rapidsocial and technologicalchange
iii) Curriculum and forms of instruction
Highly structured in terms of academic orprofessional conceptions of knowledge
Modular, flexible andsemi-structured sequenceof courses
Boundaries andsequences break down;distinctions betweenlearning and life break down
vii) Academic standards Broadly shared and relatively high (in meritocratic phase)
Variable; system/institution‘become holdingcompanies for quite different kinds of academic enterprises’
Criterion shifts from‘standards’ to ‘valueadded’
Source: Trow, Martin, “Reflections on the Transition from Elite to Mass to Universal Access: Forms and Phases of Higher Education in Modern Societies since WWII. International Handbook of Higher Education: Part One: Global Themes and Contemporary Challenges. 2007. Springer. Dordrecht, Netherlands.
0.0%
5.0%
10.0%
15.0%
20.0%
25.0%
30.0%
35.0%
40.0%
45.0%
50.0%
2005 2006 2007 2008 2009 2010 2011 2012 2013
Gross Enrollment RatioColombia 2005-2013
Enrollment, Graduation, and Attainment
A New Iron Triangle?
Access
SuccessCost
2014
What is (are) the right question(s) to ask?
What should we do now that the delivery of higher education is so highly digital (and
we have the Internet)?
MOOCs have forced a new conversation
MOOC
…about those lecture halls
THE UNIVERSITY SYSTEM CANNOT
ACCOMMODATE THE CURRENT QUANTITY OF
STUDENTS SEEKING HIGHER EDUCATION
…about massification
“The need to respond to the demands of massification has
caused the average qualification for academics in many
countries to decline.”
“Trends in Global Higher Education: Tracking an Academic
Revolution,” UNESCO 2009 World Conference on Higher Education
Altbach, Reisberg and Rumbley
…about quality
Courses
Efficient? Effective? Engaging?
Weaknesses in MOOC model
Cottage-industry approach
to course design
MOOC
Weaknesses in MOOC model
Failure to produce
meaningful learning research
MOOC
What is the best predictor of 4th
year grades?
Learning Sciences
First QuarterGrades
Fourth Year Grades
Learning Sciences
Weaknesses in MOOC model
Weak peer learning capabilities
MOOC
Weaknesses in MOOC model
MOOCs took a step back from the open
licensing critical to reusability
MOOC
Europe and social mobility
Education at-scale
Communities of experts
Learning communities
Curriculum
Education at-scale
Europe is leading on policy
• open by default• common technology platforms• new pedagogical and didactic structures• a high level of quality and evaluation• a preference for digital and connected to offline
Universal Post-Secondary Education
Lifelong, flexible, adaptable learners
Thank You
Larry Cooperman
President, Open Education Consortium
Associate Dean for Open Education,
University of California, Irvine
Contact Information:
Larry.Cooperman@oeconsortium.org
Twitter: @openeducator
Skype: lcooperman