Moocs 2017 On campus and Off
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Transcript of Moocs 2017 On campus and Off
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Moocs 2017 – Possibilities for On Campus and Lifelong Learning
Terry Anderson, PhD
May 2017
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MOOC
• Massive: Can scale but many are not large –especially after initial offering.
• Open: Most free to register, but pay for certificates and assessment. Materials NOT necessarily free and open source
• Online: All, though may be supplemented by online seminars
• Course: Move to combine in certificates, mini-degrees. Self paced (continuous enrollment) or scheduled sessions.
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Popularity of Moocs
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Chinese MOOCs
• Many new entrants
From https://www.class-central.com/report/xuetangx/ -Oct 2016
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Social Drivers
• High cost of education
• Scaling difficulty
• Government and peer pressure
• Need to Increase access
• Sharing resources
• Lifelong learning
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Drivers for Universities
• “don’t want to get left behind”• Expectations for doing more from public and
government• New learners• Opportunity to explore new approaches –
especially blended learning and new credentials• Opportunities for change agents to push
universities to use technologies, be more student-focused, create a new identity for Universities
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Cost of higher education - USA
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Motives of MOOC Owners
• MOOC Private companies: - profit, advertising, sale to industry, certificate revenue, entry into adult education market
• Universities: Brand Promotion, recruit for fee courses & programs, public service, develop new educational models – blended learning, new audiences, content for campus courses, research opportunities,
• Software developers: Sell product• Companies – new, low cost training opportunities
where skill shortages exist
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Why do Students who complete MOOCs take Them?
Source https://hbr.org/2015/09/whos-benefiting-from-moocs-and-why
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What do Students get out of MOOCs
Source https://hbr.org/2015/09/whos-benefiting-from-moocs-and-why
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Courses & Students Cont. to Grow (EdX)
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Language of MOOCs
https://www.class-central.com/languages
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Demographics (from EdX)
Very low completion rates
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MOOCS Currently SERVING Well Off
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MOOCs Currently serve the already educated
The Harvard and MIT study of EdX identifies that for STEM on-line courses 61% of participants have a bachelor's degree and 81% have a degree for government, health and social sciences courses.
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Ompare to over age =
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Exhibit 2b: If a MOOC classroom held 100 students, who would theybe?
TEACHERS OVER REPRESENTED32% of MOOC sample
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Training for jobs
• “short online courses are a means to differentiate themselves in an increasingly competitive job market with over 75% of learners in the study stating that they are taking courses for career progression reasons.” Future Learn
https://www.fenews.co.uk/featured-article/the-coming-of-age-of-digital-education-13014
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Move from Paced to self paced
Paced - inprogrss Self-paced
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Use of Moocs within Credit Universities
• Students study Moocs together in a class
• Institution evaluates and credits like normal course
• Teachers use MOOC for extra resources
• Students do MOOC for exam preparation
• Works best with self-paced MOOCs to align with institutional timelines
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Moocs for Credit
• Achieving recognition is the most challenging issue for students, companies and institutions
• Udacity’s nano degree – “recognized by a number of well-known companies, such as Mercedes-Benz, Microsoft, Google, IBM and Amazon.”
• CoursEra certificates• Some Universities offering Prior Learning Assessment
or challenge exams to provide University credit – but resistance from many faculty and administrators
• EdEx Micro Masters Degree– Credit for MOOC, reduces time in campus
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EdX Micro Masters
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MicroMasters Example (EdX)
• MircoMasters from MIT
• 30 students/year on Campus
• 40,000 register for MOOC for free
• 12% pay fee for testing = 480 MOOC students
• MicroMasters – better assessment machine, peer and teacher
• Students who pay have MUCH higher completion rates
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Course Transfer
• California Community Colleges, the nation’s largest system with 113 institutions, just launched a course exchange so students at one campus can take classes online at another if those courses aren’t available on their home turf.
https://www.edsurge.com/news/2017-01-24-california-launches-the-nation-s-largest-community-college-course-exchange
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Remote invigilation/proctoringHow do you know who wrote the
exam?• Face to face invigilation is inconvenient, time
consuming and costly - around $200/student at Athabasca
• Remote invigilation by
humans is convenient,
and mildly expensive
• Invigilation by webcam/realtime analytics low cost, convenient see http://smowltech.com/
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What about Low Completion Rates
• “Findings indicated that the strongest predictor of performance was participation, followed by motivation.” de Barba, Kennedy, Ainley (20i6)
• Students taking for credit have higher motivation and achievement
• Many register to see and understand MOOCs or content and have no intention of completing
•
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Quality in Moocs
• (1) problem-centric learning with clear expositions,
• (2) instructor accessibility and passion,
• (3) active learning,
• (4) peer interaction, and
• (5) using helpful course resources.
Khe Foon Hew (2016) Promoting engagement in online courses: What strategies can we learn from three highly rated MOOCS. British Journal of Educational Technology 47 (2)
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Types of Participants
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Quality Indicators based on Traditional Online Courses
https://onlinelearninginsights.wordpress.com/2016/02/26/moocs-desperately-seeking-quality/
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We are developing quality standards
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Quality standards (cont)
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Blog: virtualcanuck.ca
Your comments and questions
most welcomed!
Terry Anderson, Ph.D.Editor EmeritusProfessor, Athabasca UniversityAthabasca University10005 93 StEdmonton, AB CanadaT5H 1W6 Ph 780 425 5950
These slides are available!