Open and online learning Making the most of MOOCs and other models

Thursday 16 May 2013Woburn House Conference Centre, London WC1H 9HQ

Conference Report

Making the most of MOOCs and other models

Conference report

Following the conference ‘Open and online learning: Making the most of MOOCs and

other models’ on Thursday 16 of May we would like to extend our thanks to speakers

and delegates for contributing to a very interesting day. The conference included 15

talks and presentations and was attended by 126 people with over 50 UK universities

represented. The conference received coverage in The Times and the Times Higher

Education as well as coverage on social media and blogs.

We thought the event was a great success, and the main regret we have is that we

didn’t have enough time for a fuller conversation involving the variety of participants

who joined us for the day. The day covered many themes and presented many

important questions for institutions and the sector as whole to consider. This brief

report provides an overview of some of the main themes raised by speakers and

throughout the day.

The conference was introduced by UUK President Professor Eric Thomas, Vice-

Chancellor of the University of Bristol, who gave an overview of the factors that

his senior team had taken into account when partnering with Futurelearn. Issues

such as engagement, brand and recruitment came up but just as important was the

opportunity to be actively involved and trying out innovations that help education

better reflect our increasingly online society.

The importance of engaging with the ideas and methods of MOOCs was a key theme

that was raised throughout the day, including in the address from the Minister of

State for Universities and Science the Rt Hon David Willetts. His central

message to institutions was to act now in order to be involved in a development that

could have long-term and far reaching benefits for higher education. He

acknowledged the issue of quality but also highlighted the role that MOOCs and

other flexible models of learning and accreditation could play in helping higher

education address the skills mismatch in the economy. The minister also pointed to

other technologies and practices such as analytics, the peer learning approach that is

central to many MOOCs, and ‘gamification’ techniques, all of which play a valuable

role in the development of higher education.

Martin Bean, Vice-Chancellor of the Open University, was up next with strong

messages about the potential benefits of engaging with free and paid-for online and

flexible learning. In one segment he looked at where MOOCs may fit between

informal learning and formal higher qualifications as a new category of certified

learning. However, rather than just being new standalone additions, Bean stressed

the potential challenge that these models of teaching and accreditation could present

to conventional institutional business models by lowering margins and costs. He set

the challenge for institutions to look at how these ideas could be integrated into wider

campus practice – rather than fixating on an argument over whether face to face or

online is better.

Professor Wendy Purcell, Vice-Chancellor of Plymouth University, talked about

how her institution was embedding pedagogical innovations as part of a shifting

relationship between institutions and students, of which technology was one part.

She provided an interesting overview of how the work of committed individuals had

evolved into projects and was now being approached at a strategic, institutional level.

Central to their strategic approach was an emphasis on combining practice, similar to

the approach proposed by Martin Bean. Furthermore she saw developments

contributing toward an institution whose edges were increasingly porous. Professor

Purcell also called on a greater emphasis by quality assurance on outputs rather than

inputs, as we are also seeing in the US, to enable institutions to innovate and

develop more flexible learning models.

Professor Mark Taylor, Dean of Warwick Business School, picked up on how

developments potentially reflect a wider unbundling of higher education, a trend that

has been picked up in a previous UUK report and the recent Pearson IPPR report.

Professor Taylor saw an increasing disaggregation of knowledge production,

dissemination and signalling with different providers combining to provide students

with the types of education that they need. When looking at MOOCs he also saw

opportunities for experimentation and innovation that feeds back to researchers. He

asked the probing question of whether MOOCs are education or ‘edutainment’ –

likening the distinction to that of a textbook or coffee table book. Nevertheless, he

saw the benefits for brand recognition and recruitment whilst the potential that online

gives for growth without the same physical constraints.

Professor Don Nutbeam, Vice-Chancellor of the University of Southampton,

agreed that institutions would need to prepare for greater collaboration around

teaching and awards. He focused on the role of online innovations such as MOOCs

to act as pedagogical aids and how, if used creatively, they can be used to free up

more space for more effective and proactive learning. Although Professor Nutbeam

caught everyone’s attention by setting the question as ‘MOOC or die’, in reality he

saw the answer to the challenge in evolutionary rather than revolutionary terms, but

an evolution that requires a proactive response. Like Professor Purcell, he also saw a

need to look at how quality is assured, with new definitions of the contact hour

potentially being needed that better reflect the new channels of engagement.

In the questions to the panel that followed, Martin Bean responded to a question

about why the UK had been slower than the US on adopting strategic approaches to

MOOCs. Martin pointed to the difference in sector funding, particularly the availability

of venture capital to invest in technology start-ups in the US. Furthermore the

charitable model of UK higher education institutions can also engender a more

cautious approach that is focused on mission and stability rather than revenue

generation. However, the whole panel was quick to stress that to be first is not

always essential, but making sure what you develop is compelling for users is.

Following the vice-chancellors panel, the late morning session brought together three

presentations with contrasting perspectives on MOOCs.

Emma Leech, Director of Marketing, Communications and Recruitment at the

University of Nottingham, looked at the role MOOCs can play in enabling

institutions to extend their reach to new audiences, particularly overseas. However,

she stressed that the numbers have not been tested and that, to be effective,

developments need to be strategic and deliver on their promises. She believed that

employability would be central to the long-term success of MOOCs and also queried

whether institutional IT infrastructures were prepared for the widespread shift online

that students are expecting. Emma emphasised the need to understand and carefully

manage the boundaries between different course offerings – a challenge that Martin

Bean had also raised – due to the risk of undermining an institution’s overall brand.

This was particularly important if ‘unbundled’ models of learning and accreditation

increase and if there were any pressure toward sector rationalisation.

Sian Bayne, Associate Dean (digital scholarship), Director of Studies, MSc in

Digital Education, University of Edinburgh, provided findings from Edinburgh’s

recent MOOCs on the Coursera platform. A key message was that we need to think

about how the wider range of learner objectives, experiences and behaviours that are

found when you teach at scale. She also noted the challenges of managing the

deluge that can be experienced by course leaders and tutors given the increased

volume of students involved, and the desire to maintain the quality of the course. She

also illustrated the benefits of using learning management platforms such as

Coursera as a start point to move on to other resources from around the web to

generate a richer learning experience for students. The findings from the Edinburgh

experience have been set out in a report that is available online.

The US online course provider 2U, represented by Reed Talada and Rob

Cohen, gave an overview of their business’s approach to putting existing university

courses online. Similar to points raised by both Emma and Sian, 2U encouraged

institutions and academics to think again when looking at course design in order to

capitalise on the potential of online technologies. Like Emma they used the notion of

the theatre and where you would place the camera in order to get the best view – ie

not at the back of the stage or the auditorium. They emphasised the need to develop

new formats, including more interactive content, alongside new assessment and

participation methods.

The afternoon session kicked off with a presentation from Simon Nelson, the CEO

of Futurelearn, that looked at the lessons that can be drawn from the development

of the BBC’s digital platforms. His central theme was to start early, fail fast and learn

quickly. He suggested that predictions of the death of traditional outputs can also be

exaggerated. For example, the iPlayer only took off when organised around

channels; the most popular programmes are still the same as on TV and still only

accounts for about 5% of TV viewing. Institutions still need to focus on the core

business and outputs – and do their basic content brilliantly – which in the case of the

BBC was TV, radio, children, education and news. However, he stressed the need to

understand how audiences and delivery are changing and to bring in new digital

talent to help develop existing teams.

Simon also provided a quick look at the development of Futurelearn, which is working

toward launching courses in the autumn. He set out the vision of bringing the best of

the Open University and UK universities online in an offer that enables students to

learn around their lives. He also emphasised that they were not just focusing on

MOOCs but flexible online learning more generally. They are aiming to have the

social web fully embedded in the platform to help enrich the learning experience for

students and are putting mobile at the centre of what they do. They are also looking

to offer local invigilated examinations with a partner. They selected a limited number

of launch partners based on the league tables rankings but will be looking to expand

in the future and would like the initiative to benefit the whole sector by sharing the

lessons that they learn.

Dr Stephen Jackson, Director of Reviews at the Quality Assurance Agency

looked at MOOCs and quality assessment. He stressed that the standard quality

assurance principles and process apply to MOOCs as with other types of course.

However, he also noted that the QAA are primarily interested in the quality of

academic awards, which UK MOOCs at present do not offer, and how courses work

towards these outcomes. He set out the basic framework through which quality

assurance is undertaken that MOOCs would be subjected to. In particular he looked

at the input standards that are assessed, including course design, the learning

process for students and assessment arrangement.

Cathy Sandeen, Vice-President of adult attainment and innovation at the

American Council for Education (ACE) looked at how the ACE were approaching

MOOCs as part of their programme of widening access and participation in higher

education to meet the skills needs of the US economy. She illustrated the variety of

pathways through and into higher education and the different points where MOOCs

could play a role. In order to facilitate this contribution ACE have recognised a

number of courses on the major MOOC platforms as part of their CREDIT scheme

and wider shift by US accreditation and quality agencies toward learning outcomes.

However, she also acknowledged the ongoing challenges for realising the potential of

MOOCs, including institutional and employer recognition and the pedagogical fit for

underprepared and non-traditional students.

The final session of the day looked at the challenges of implementation in institutions.

The first speaker was Sir John Daniel, Senior Academic Advisor to online

learning company Academic Partnerships and former Vice-Chancellor of the

Open University. He stressed that it is important to move early but be mindful of the

hype that can be associated with new developments. He drew on the Gartner

technology hype cycle to illustrate an idealised process where new technologies and

ideas go through a period of intense scrutiny before going through a dip as the initial

claims are not met by reality – something that he thought likely to happen to MOOCs

in the next year or two. However, developments eventually normalise into the work of

an institution. In order to achieve this integration he emphasised the benefits of

partnering with organisations such as Academic Partnerships that have skills and

capacity that might not be available internally.

Professor Jeff Haywood, Vice-Principal of the University of Edinburgh looked at

the governance and leadership challenges of implementing their recent Coursera

MOOCs. Jeff stressed that although new, MOOCs are not necessarily exotic;

technology already cuts across their existing portfolio and as with any major project

there is a governance process that can be adapted to ensure that it is implemented

effectively and safely. The MOOCs were subjected to internal quality assurance to

ensure that they met required standards. However, as noted by Sian Bain, this

process will need to account for the diversity of learners in future. Greater attention

was also given to the external reputation risks due to the openness and size of

courses, and the general interest in the first UK Coursera MOOCs. In order to make

implementation a success a process should be fast, effective, efficient and fun to

make the most of the creative energies of staff.

Dr Sean Hides, Head of the Department of Media, Coventry University, gave an

overview of their open media undergraduate courses, Picbod and Phonar, which are

open to non-enrolled students online. The courses are a logical response to the

changes in the media industry and students’ personal lives. Although open, the

courses became massive more by accident than design but by opening up in this

way they provide their students with a platform to develop a professional profile and

networks that are core learning outcomes of the course. However, the courses also

bring their own challenges. For example the shift away from more conventional

structures presents challenges to conventional assessment and evaluation metrics,

such as accounting for staff contact time through channels such as social media. He

stressed that although students are digital natives they are not necessarily digitally

literate and as a result need to be supported when using technology tools in an

education and professional context.

Concluding remarks

There were two broad themes during the day. One strand looked at the potential

impact that the introduction of the new MOOC technology platforms, with novel

business models, might have on the old assumptions for universities and the sector

as a whole. The other strand looked at MOOCs in terms of a pedagogical model, in

their own right, as an addition to existing activity such as outreach, or a teaching aid

to more conventional forms of teaching and learning. However, the strands were not

mutually exclusive and there was a general consensus that these were significant

developments that required a clear and strategic response from institutions.

Where the contributors were almost unanimous was around the importance of

institutions proactively using the technology of the day to extend their reach and

improve their offer and outcomes for students. Most viewed developments as part of

an active process of experimentation and learning through which institutions can

develop their practice around new technologies and techniques. This process can

contribute to the continued development of courses such as MOOCs that may help to

meet the needs of new groups of learners, potentially opening up new markets for

institutions. In addition, as many contributors stressed, institutions can also ‘reverse

engineer’ the lessons and ideas that can be found in MOOCs and other online

models to improve the campus experience for students.

Many of the themes raised by the speakers seemed to present questions in one way

or another about quality assurance and credit recognition. In particular a number of

speakers raised the issue of redefining quality and student experience metrics, with

many looking toward a learning outcomes approach that may better capture diversity

in courses and pedagogical models. In order to realise the potential of these

innovations and ideas we need to be confident that the quality and credit apparatus

allows institutions and academics to experiment with new models of teaching,

learning and awards. On the other hand, in an increasingly global and complicated

higher education landscape, it will be just as essential that we maintain the integrity

of a UK higher education experience and qualification.

Ultimately success may depend on squaring this equation in a way that enables

institutions to innovate effectively and safely to continue to provide a compelling

education for a growing range of students from the UK and around the world. The

prominence of references to Napster, the peer-to-peer file sharing site launched in

1999 that contributed to a radical change in the music industry, throughout the day

certainly conveyed the sense that MOOC developments are a potentially significant

moment for higher education. Yet even in the context of exciting new digital

technologies, the solution to the challenge of making the most of MOOCs and other

models could boil down to governance and quality assurance. Perhaps the real

lesson to be drawn from Napster and the music industry is solving this equation

quickly and effectively.

We will continue to be actively following developments here at UUK. If you would like

to discuss any of the issues raised during the conference, this report and our

publication in more detail please contact Will Hammonds:

William.hammonds@universitiesuk.ac.uk

The report ‘Massive open online courses: higher education’s digital moment’ that was

launched at the conference can be accessed online at:

http://www.universitiesuk.ac.uk/highereducation/Pages/MOOCsHigherEducationDigit

alMoment.aspx