The rise of the MOOC’sFrom heaven on earth to both feet on the ground

Dr. Arie K. den Boon, University of Amsterdam

Faculty of Social and Behavioural SciencesUniversity of Amsterdam

2

Arie den Boon 20 years UvA

Psychology, Baschwitz Institute, Communication Science 20 years commercial world

Media research, Founder/CEO Daphne CM (2001-2009) Since 2010: UvA

Coaching Master students CS Program manager MOOC’s

for FSBS UvA

Inspiration for the first Dutch MOOC

Online course Artificial Intelligence by Sebastian Thrun and Peter Norvik (Stanford University) in 2011 Very inspirational Intense participation of students New dimension to education Enrolled: 160.000, Certificate: 23.000

5

Plus University of Amsterdam

since September 2013

8

Back to the first MOOC, 2011.We can and should do that too! Objectives:

Learn what works, why and how by running a

MOOC ourselves Feed an ongoing debate with facts Manage reputation (Branding) Decrease the number of wrong study choices

Group discussion 1: what would you do?

What are the most important reasons for you personally to make a MOOC?

What are the most important reasons for your institution to make a MOOC?

9

10

Introduction to Communication Science

Platform: http://mooc.uva.nl 1e wave: Feb – April 2013 2e wave: 12 Sept – 31 Oct 8 weeks 56 online videos Exam and

certificate

Didactical model

Follow the example of the first MOOC Key elements

Restructure the existing off line course Facilitate learning by graphical elements that

structure the content and provide hooks Enrich the course by facilitating participation in

discussions11

Timeline

12

Lobbying

Feb2012

May2012

July2012

Sep2012

Nov2012

Feb2013

Equipment Filming 1st week ready

3 wks, platform Kick off

Funding

Planning and Budget

Faculty: 40k€ Communication Science: 20k€ UvA: 20k€

New MOOC’s cost between 40k€ and 50k€

13

15

Introduction to Communication Science, examples

https://www.youtube.com/watch?v=QhGPbjxy2F8 https://www.youtube.com/watch?v=S7CN9Trw43w https://www.youtube.com/watch?v=pRePffOpdjs https://www.youtube.com/watch?v=R2QcKwfljSc

Learning 1: Was it worth doing?

Impact on debate on online learning Lots of learning's Impact on reputation of CS and UvA Can be used for study choices of high school

students preparing for higher education

Learning 2: It is different…

Didactical model different Drop out rate large: 80%-95% Large number of students have passed the exam Participation is a good predictor of success Students enrich course beyond level of in hall

lectures No formal credits can be given

18

Learning 3: Social interaction important

Forum increased quality of the course Rich communication environment needed

Social interaction can work out in a positive or a negative way No classical teacher student model Moderation needed

20

Forum

21

…chronisch ziek, deels aan huis gebonden, beperkt studie budget. Maar dan wil ik ook vermelden: enthousiast, zeer gemotiveerd, gepassioneerd over het onderwerp, mijn wereldje wordt weer wat groter…

Apologies for adding to your avalanche of emails, but I just wanted to say how much I enjoyed the MOOC. … I worked in radio journalism for nine years with the BBC …

Now, since I'm very interested in the content itself, I'd be happy to enroll in the follow up course! Is it going to happen any time soon (provided I pass the exam, of course)? Congrats again for work well done!

22

OK. This is just AMAZING ! Thanks guys !!!!

Learning 4: Help of the audience

Design turned out to be very important Many small bugs, but lots of recommendations

to improve Nobody objected to the imperfections, as we

were encouraging suggestions for improvements

23

Learning 5: Learn from YouTube, not from Disney Important:

Charisma, engagement, authenticity Graphics, design Online discussions

Less important: Perfection of video and audio Talking head of lecturer (is not broadcasting, but

stimulates discussion!)24

25

Evaluation 1: Higher appreciation than in offline course The course fulfilled its promise: 95% I enjoyed this course: 92% The course was challenging 70% The course was interesting 95% UvA should provide more MOOC’s 97%

n = 717

Welke didactische methode hanteren we? Voorbeeld: 10 punten Huib Tabbers Beter Onthouden

Niet passief maar actief leren Niet stampen maar spreiden Niet opnieuw bestuderen maar ophalen uit geheugen

Beter Begrijpen Laat uitleggen Laat vragen stellen Laat het tastbaar maken Laat lezen, laat bezinken, laat ophalen

Beter Toepassen Focus op aanpak i.p.v. op oplossing Afnemende ondersteuning i.p.v. gelijkblijvende ondersteuning Variatie i.p.v. eenvormigheid

Wat vinden we tegenwoordig van belang in onderwijs? Vaardigheden:

Kunnen samenwerken in teams Problemen kunnen oplossen Goede interpersoonlijke relaties

27

Group Discussion 2: what are the problems of MOOC’s?

What are the most important problems of MOOC’s?

How can we solve these problems?

28

29

Evaluation 2: For whom? Professionals: 63% Female: 59% Age group: 25+

n=943, MOOC survey

n=943, MOOC survey

30

Where do they come from?

n=943, MOOC survey

31

Reach and activity

About 100.000 cumulative views 17.767 people watched first video 5.467 subscribers 3.424 active participants 717 participated in exam 531 received certificate

32

Free publicity: TV news at 8 PM, press, radio, magazines, blogs, social media

33

34

Possitive reactions from students and opinion leaders: Forum, Facebook, Twitter

Group Dicussion 3: Success and failure

What are the most important success and fail factors of MOOC’s? What are the Do’s?

What are the Don’ts?

35

New MOOC plans within the University of Amsterdam Use more platforms

Coursera, UvA/VU Sakai, iTunes U, etc. Use MOOC’s for introductory programmes,

deficiencies, “schakel”-programmes Use other MOOC’s in a flipped classroom Use MOOC’s for efficiency reasons Use MOOC’s for branding purposes

36

Mooc’s are here to stay change

Thank you

37