Are MOOC's past their peak?
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Transcript of Are MOOC's past their peak?
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MOOCs:Summiting One Peak and Now Climbing Another
Jonathan SchaefferDean of Faculty of Science
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MOOC Reality
Whether you agree or disagree with the idea behind MOOCs, they have already had one
enormous benefit:When else has teaching received as much
attention?
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Getting Into MOOCs
• The right reasons– Explore new teaching/learning methods– Be a research/teaching leader– Build national/international reputation– Showcase our research strengths– Set a standard for quality
• The wrong reasons– Make money– Eliminate instructors
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What We’ve Learned
• Resistance to Change• Student Experience• Low Completion Rates• If You Build It, Will They Come?• Quality Costs Money• Production Not Core
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1. Resistance to Change
• Changing status quo is hard!• Doing it for the money– false, at least for now; but is this bad?
• Online instruction can’t be as good as in-class– false; can even be better
• MOOCs threaten the future of universities– true, but only for those that do not adapt to change
• MOOCs will replace people– some truth to this (but can be used to free time)
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2. Student Experience
• One size does not fit all learners– In-class UofA experience (regimented)– Online UofA experience (flexible)
• Excellent student feedback for MOOCs– Very high student evaluations– Very high completion rates– Flexibility appreciated– Students at risk benefitted
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3. Low Completion Rates
• Typically in the 4-7% range– Used to argue MOOCs are poor teaching venues
• Are you surprised, given that the course is free and that it requires many hours of work?
• Dino 101: 18% completion rate• Charge a small fee and completion rates go
way up!
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4. If You Build it They Will Come
• Getting harder to build a “best seller”– >1,000 MOOCs available (many more coming)– >15 million registered MOOC students (but now
growing slowly)• 2014 and before– One-of courses (#enrollments, 100s of 1000s, free)
• 2015 and going forward– Specializations (#paying, 10s of 1000s, low cost)
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5. Quality Costs Money
• Many low/poor quality MOOCs available– Assume the student will simply listen for 50 minutes– PowerPoint; Talking heads; Documentaries
• Must exploit the medium– Multiple forms of media– Interactive learning objects– Filming (on location)– Online assessment– Social media– This can be costly!
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6. Production is not Core
• University mission is research and teaching, not producing a MOOC
• Academic: pedagogy, instruction, and assessment
• Non-academic: computing infrastructure, filming, film editing, script editing, illustrations, video production design, graphic design software development, etc.
• Outsource non-academic component
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Formula for Success
Pedagogy
+ Gamification+ High-quality filming & editing production+ Formative & summative assessment approaches+ Online consumption/behavior strategy+ Earned and viral media strategy
= New higher standard of rigorous university MOOC
P r oduc t ion
Academic
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Onlea
• Not-for-profit University of Alberta spin-off company
• Specializing in high-quality digital learning productions for university or industry
• Onlea.org
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Trends (1)
• MOOCs can be “profitable”– Revenue (small so far, but there is potential)– Cost reductions (after investment cost)– Professional development opportunities
• Move a large enrolment course online– Reduced instructor, TA, and space needs– Dino 101 reduces costs by over $100K/year– Frees up professor time
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Trends (2)
• There is a move to shorter courses– Students prefer “mini-MOOCs”– Equivalent of 4 weeks instead of 13
• There is a move to on-demand courses– Take the course any time– Self-directed learning– Meet student needs, not institutional rules
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Trends (3)
• Escaping the “not invented here” disease• Use MOOC material from other institutions– Use as part of a course (with permission)– For credit (with permission)
• Partnering– Multiple institutions banding together to develop
a joint course– Challenge: can we do this?
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Trends (4)
• Electronic textbooks– The biggest disruption could be the overthrow of
the exploitation of publishing houses• Use MOOCs as part of building comprehensive
online resources that replace textbooks?– Assessment/practice is a challenge in some
domains
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Coming Soon: New Courses
• Dino 201/2/3 (corner the market)• Arctic 101, 201/2/3 (reputation)• Software Product Management (revenue)• Introductory courses in computing science,
physics, biology (new ideas in pedagogy)
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Dino 101 App
• Entire course in a phone application
• $9.99 US for the course (no exams)
• Implications?
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Where Is All This Going?
• Once technology disrupts a market, it is relentless in making dramatic changes
• Disruptive change must happen… and soon– Creating rich online learning experiences– Offering courses from other institutions– Changing the in-class experience– Creation of virtual universities
• Exciting opportunities… for teaching and research