OPEN-MINDED LEARNING - WHAT ORGANISATIONS CAN LEARN FROM

MOOCS

LPi Webinar Series

Lisa Minogue-White, WillowDNA

• MOOCs - a potted history • MOOCs - Lessons to learn• Opportunities for organisations : quick case

studies• Key success factors

State of the nation

1. The almost total collapse of face-to-face only training for every aspect of education over the age of 18.

2. The ubiquitous expectation to learn online for any and every aspect of their education and work place learning needs. .

3. The increasing prevalence of distance learning for degrees as a matter of choice for higher education for 18-25 year olds.

4. The availability of online learning resources for almost all subjects, especially those involving CPD (continuous professional development).

5. The formalised appearance of degrees and apprenticeships combined with working for young people where much of the material is accessed online.

6. The increasing appearance of visible co-creation as part of learning

A BRIEF HISTORY OF MOOCS

Corporate MOOCs

The MOOC forerunner

correspondence instruction, supplementary broadcasting and publishing, residentials and support services

2012 - the year of the MOOC

cMOOC - connectivist model: content to be produced in different places, aggregated and feeding forward

xMOOC - traditional model: knowledge duplication, repurposing existing content to replicate formal course

vMOOC - vocational model: include simulations, supplementary practice sessions and assessments

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MOOCS - LESSONS TO LEARN

Corporate MOOCs

The GoodThe Bad

The Ugly

The Good

Director of learning at McAfee, Lori Aberle on advantages Pace - the classroom has fixed constraints

Intensity and focus of face to face

Greater SME reach

The Good

Cohorts - motivation, collaboration and rhythm

Marketing opportunities - university and corporate collaboration

Cost - flexible and responsive

The Good

“the right numbers and platform may foster online learning and interactions as meaningful as those that take place in the average classroom or seminar room, specially for students and faculty accustomed to living part of their social lives online”

Gianpiero Petriglieri, Associate Professor of Organisational Behaviour at INSEAD and

Psychiatrist, writing for Harvard Business Review October 2013

The Bad

Consistency - quality of the content

the high dropout rate

stale content

Coursera co-CEO Koller says they can do better than “the default form of college classes—a professor standing in front of her students, lecturing for an hour.” But the lectures on the Holocaust were nothing more than video of the lecturers standing in front of a class and lecturing for an hour. There was no attempt to intercut the lecturing with visual material, film clips, illustrations, interviews or anything else, and the audio quality was often pretty bad… And although the UC Santa Cruz name and seal appeared on every page of the course website, there was no way for Coursera students to ask questions of the two Santa Cruz professors. Instead, students were encouraged to ask each other, in the online “forums.” Then the students voted on the best answer. If you don’t think that’s a good way to learn, you don’t belong in a Coursera course.

Jon Weiner, Contributing Editor to The Nation, History Lecturer at UC Irvine

The Bad

The Ugly

Isolation - ‘social learning’ as a panacea to real support

knowledge delivered as a quick fix commodity

MOOCS could be a step backwards in online learning design

“the cult of technology as a surrogate for leadership…There is no personal relationship. It is a market of knowledge where no one is known and care is limited to the provision of choices.”

Gianpiero Petriglieri, Associate Professor of Organisational Behaviour at INSEAD and

Psychiatrist, writing for Harvard Business Review October 2013The Ugly

What we can learn

Someone needs to care

Context is King

A balance of formal scaffold and off piste

Time doesn’t come for free, even if the learning does - so spend it wisely

OPPORTUNITIES FOR ORGANISATIONS

Corporate MOOCs

CreationCuration

Retaining good people - learning for nurturing careers, not just job performance

No accreditation headache vs quality control

Curation

Focus on the expertise of the institution delivering the MOOC

Bring the context

How can you blend?

Curation

“Internal courses can be expensive to build and deliver and now that there are hundreds of ‘free’ MOOCs out there it makes sense to use and integrate them into your training.”

Curation

Donald Clark, former CEO of Epic, and learning

technologies expert

MOOCs as a marketing tool

Investing in customer’s education for loyalty and advocacy

Creation

sponsoring MOOCs - think about ROI, as with any marketing campaign

Creation

Redefine the MOOC

Creation

Facilitation

Manageable Cohorts

Curated Scaffold

Uncompromising learning

design

Creation

Complex skills need time…something conventional leadership, sales and professional skills academies struggled to sustain

OPPORTUNITIES FOR ORGANISATIONS : QUICK CASE STUDIES

Corporate MOOCs

Flipped Classroom - Telefonica

study online for the knowledge and exposition maximise face to face with tailored focussed support

Timelin

e to

Maste

ry

Co-creation - IPG Mediabrands

formal learning combined with community

Takeaways

Future of CPD - IPA

a combination of free professional courses to promote accreditation programmes

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Institute of Practitioners In Advertising short course

Sponsorship of MOOCs - Google

The course uses Google’s Fusion Tables service for managing and visualizing data

KEY SUCCESS FACTORSCorporate MOOCs

Design and quality

Learning path design methodologyAccess• Gentle but interesting introduction to the online learning experience• Motivation through comfort with the online environment

Socialisation• Creating a sense of ‘learning community’ through early opportunities to interact

with other learners.• Activities encourage dialogue and sense of group experience

Formal Learning Experiences• Asynchronous and real time activities• Learners require two types of interaction: interaction with the content and

interaction with people

Knowledge construction• Taking the concepts from formal materials and interaction with others to create

their own learning.• Achieved through application of learning in the workplace, discussion and joint

knowledge development.Development• Learners actively contribute to their own learning and that of the group. • They build on ideas explored through the learning path and can adapt them to

meet the individual needs of their context

Link to business value

DEVELOP KNOWLEDGE & COMPETENCY ESP SILVER

AND GOLD COHORTS

STRATEGIC SKILLS DEV

EXECUTION AND DEV OF EXCELLENCE

Bottom-up

Professional Community

Projects Projects Projects Projects Projects Projects

Strategic skills development

Applied learning in the workplace

Professional community

Professional community

Topdown

INFLUENCE STRATEGY AND DEV OF STRATEGIC SKILLS

BEST PRACTICE SHARING & INNOVATION

LEARNING AND EMERGENT

KNOWLEDGE

Competency and Skill Development

Industry BoardsHR and L&D

Business boards

Develop your facilitators

The timeline of facilitation

What it takes to succeed:

HBR - right profile for a MOOC professor.

“young enough to be threatened, good enough to be useful, and tech savvy enough to be interested.”

Create the right environment

Technology - Platform and Tools

Content - Quality and Context

People - facilitation and motivation