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Massive Open Online Courses (MOOCs)
Looking Beyond the Hype
Professor Jeff Haywood, Vice Principal, CIO & Librarian
University of Edinburgh, UK
http://homepages.ed.ac.uk/jhaywood
1 MOOCs - LMU, Munich – June 2013
On-campus
Off-campus
open
TECHNOLOGY
Presentation plan
MOOCs - LMU, Munich – June 2013
Trans-national education (TNE) in the UK TNE refers to education provision for students based in a country other than the one in which the awarding institution is located. For the UK, this means students based overseas studying for UK educational qualifications. UK TNE teaches 408,000 students, 75% undergrad, 85% beyond EU (international students studying in UK = 405,000, 2011-12 data)
TNE can be offered through:
Overseas campuses (3%)
Online or distance learning (28% - biggest provider OU)
Validation local programmes (51%)
Other – eg joint degrees, flying academics (18%)
UoE offers TNE only through online distance learning – taught online courses and Massive Open Online Courses (MOOCs)
MOOCs - LMU, Munich – June 2013
DAAD definition of cross-border education / TNE
Trans-national higher education at LMU
MOOCs - LMU, Munich – June 2013
Online education @ Edinburgh
Online & on-campus = ‘e-learning’
Online & off-campus = online distance learning ‘ODL’
Online and no-campus = MOOCs, OER, informal learning, ≡ LLL?
We apply the same rigorous approval and quality assurance processes to all
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MOOCs didn’t appear from nowhere
MOOCs - LMU, Munich – June 2013
Why 3 modes? Mode Reasons Context
E-learning • 21st century curricula • learners bring their own ed tech • flexing the curricula
• B, M & D degrees • selective entry • full fee • full services • expensive to provide
ODL • reaching those who are time, geography, financially challenged
• Masters degrees • selective entry • full fee • access to services with some limits • on-campus quality, form differs • expensive to provide
MOOCs • educational R&D with peers • reaching anyone with internet
who is interested in learning (cf LLL at trad univs)
• reputation • fun!!
• Bachelor entry level • open to all • no fees • very limited services • no award – ‘certificate of
completion’ • not free to provide
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£5M cash investment over 5 years
Targets – ODL in all 23 Schools; PGT on-campus=PGT online in 10 years max; same high quality as on-campus;
To date, 47 Masters and CPD programmes
Students pay by course; same fee as on-campus
Required: new enquiry-to-alumnus student support processes; stronger market intelligence & marketing service; more pedagogic support; new agile technology base
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Expanding taught online Masters courses
MOOCs - LMU, Munich – June 2013
Almost all part-time, generally 3 years to complete
Almost all working
Many don’t seek or stay to Masters but graduate with PG Cert or
Diploma
CPD modules sometimes more appropriate than degree structure
50% UK; 14% rest of EU; 36% rest of world
Biggest sources (100+ students) are: US, Ireland, Australia,
Uganda, Canada
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Who studies on our taught online Masters courses?
MOOCs - LMU, Munich – June 2013
Exploring the leading edge of taught online education
MOOCs - LMU, Munich – June 2013
MSc Digital Education – use of interactive technologies
MSc Digital Education – use of interactive technologies
MSc Digital Education – use of interactive technologies
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Five research themes
• New pedagogies
• Virtual mobility
• Learner analytics
• Intelligent tutors / knowledge technologies
• Policy & strategy for online learning
Online learning research @ Edinburgh 2013
UK Research Councils
US Gov’t
Foundations
EC FP LLL
MOOCs - LMU, Munich – June 2013
MOOCs…..
are open to anyone – no mandatory qualifications
have no fees for study
have enrolments at start >>> learners at end
have learners who are not students of universities
are fully online
are very lightly tutored & supported
do offer assessment (in various forms)
have low study hours per week, on modules not degree programs
offer ‘certificates of completion’ rather than credits (but…)
are a different business model to trad HE
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What are MOOCs?
MOOCs - LMU, Munich – June 2013
Subject area # C #edX
Computer science 88 12
Arts/humanities 103 15
Social sciences (incl teacher ed) 200 7
Science & engineering (excl CS) 218 29
Clinical (M & V) 85 5
Coursera / edX MOOC subjects
Some MOOCs have >1 subject
total Coursera MOOCs = 390; edX MOOCs = 60
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The University of Edinburgh’s MOOCs
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308,000 learners enrolled
6 MOOCs Jan 2013 Coursera 200 countries
wide age range diverse intentions
now a Futurelearn partner too 20 MOOCs under construction
MOOCs - LMU, Munich – June 2013
Reputation – early adopter of educational technology
Exploration of a new pedagogical ‘space’ to inform practice
Wish to reach as widely as we can with our courses
Sharing experiences with peer universities
Fun!
Not money…..
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Why did Edinburgh offer MOOCs?
MOOCs - LMU, Munich – June 2013
What are MOOCs made of?
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… lots of the features of typical online courses
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…lots of short videos & presentations
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…interactive tools online
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..online spaces for learners to self-support + light touch oversight
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…timed assignments throughout the course
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…automated assessment – computer-marks tests
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…required readings, in the MOOC + externally
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Limited availability subjects
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…online assessment – groupwork/peer assessment
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Limited data – enrolling on a MOOC doesn’t require ID!!
For Edinburgh’s 6 MOOCs (launched with 308,000 learners) we had:
Mainly 18-35 years old; female = male; UG degree and many with PG degree;
lots in education/training; wanted ‘to learn new things’; wanted ‘to see what
MOOCs are about’; few wanted certificate or career enhancement
US and UK dominate enrolments (~30-50%) but truly global too
Patterns from other MOOCs very similar, altho some courses are more career-
oriented
These are data from ‘first offerings’ – may well change dramatically
Data are at: http://edin.ac/YWGDdK
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Who studies on MOOCs, and why?
MOOCs - LMU, Munich – June 2013
On presidents/SMTs of universities
On governments/agencies
On faculty
On students
On student funders, incl parents
On the media
Varied by region: US∙UK∙Europe∙Oz∙NZ / SE Asia / China / Asia / S & C America
NB: This is very subjective – there are 1000s of universities in the world!!
http://star.arm.ac.uk/
?
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What impact have MOOCs had?
MOOCs - LMU, Munich – June 2013
Fade away – bubble bursts
Hold steady – case for expansion not clear to universities
Expand & diversify
Emergence of specialised MOOCs – unique areas
http://www.csmonitor.com
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Where might MOOCs go next?
MOOCs - LMU, Munich – June 2013
‘Light teaching’ at large scale
Mastery assessment
Teaching with courses from other universities
Really opening up the curriculum | virtual mobility
Assessment of remote learners (esp for high stakes)
Credit for open courses (=RPL?)
Degrees at the learners’ speed
Fees | prices vs costs | financial transparency for teaching
36
Catalysts for change
Examples of many of these exist, in practice or in exploration
MOOCs - LMU, Munich – June 2013
1. Strategic direction – ‘MOOCs as a passing phase’
2. $$$ / £££ / €€€ - investing in hard times
3. Our faculty/academics – preparedness for change?
4. Lack of sufficient curriculum design support / digital infrastructure
5. Student receptiveness to deep educational innovation
6. Political will – the search for the painless silver bullet
7. Going the way of the music/newspaper etc sectors – not unaware, but
not able to bite the tough bullets
37
Challenges for us in the next 5 years
MOOCs - LMU, Munich – June 2013
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Thank you for listening….
© MSc Digital Education
University of Edinburgh
http://online.education.ed.ac.uk/