presentatie MOOC-seminar Timo Kos 26022013 · Copyright © 2013 Capgemini Consulting. All rights reserved. The$future?$Early$adoptors$are$posi7oning$themselves$for$a$new$and$truly$global$market$

Transform to the power of digital

The$possible$business$impact$of$MOOCs$Timo$Kos$

@7mokos$

/7mokos$

@KhanAcademyNL$

www.khanacademy.nl$

[email protected]$ [email protected]$

Capgemini$Consul7ng$$

marketleader$educa7on$

$

Khan$Academy$NL$

VoorziEer$s7cthingsbestuur$

$

Copyright © 2013 Capgemini Consulting. All rights reserved.

Content$

1.  A brief history of MOOC’s

2.  Business impact of MOOCs

3.  Strategic scenario’s

2$


MOOC$=$Massive$Open$Online$Courses$(I)$A.#Early#pioneers#(2007/2008)#of#connec8vism#&#social#learning#(now#cMOOC)#

3$

David&Wiley&(Brigham&Young&University)&

George&Siemens&(Athabasca&University)&

Stephen&Downes&(NaAonal&Research&Councel&Canada)&&

Proponents$of$connec7vism$use$the$web$to$explore$the$possibili7es$$of$open$&$social$(‘networked’)$learning$


MOOC$=$Massive$Open$Online$Courses$(II)$B.#Pioneers#(2011D2012)#of#free#massive#open#online#classes#(now#xMOOCs)#

4$

Salman&Khan&

Prof.&Peter&Norvig&&&Prof.&SebasAan&Thrun&&(Stanford)&

Prof&Andrew&Nge&&&Prof.&Daphne&Koller&&(Stanford)&

Prof.&Anant&Agarwal&&(MIT)&

These$proponents$use$the$web$to$provide$tradi7onally$structured$online$courses$for$free$and$aim$to$‘disrupt$higher$educa7on$and$open$it$up$to$the$masses’.$


xMOOC$plaSorms:$Technology$startUups$building$new$digital$distribu7on$channels$$for$‘open’$online$educa7on...$

5$

Founded: $April$2012$Founder:& &Koller$&$Nge$$ $(Stanford$professors)$

Company:& $For$profit$Funding:& $$22$million$$ $(Venture$Capitalist)$

&#&UniversiAes:&62&#&Courses:&& &&323$#&Topics:&&&& &All$academic$fields$&#&Students:$ $2.7&million&&CerAficaAon:& & &Yes&(most)&&Proctored&examinaAon:& &Yes,&&(5$accredited$$courses$+$partnership$$with$$ProctorU)$$Open&Source:$$No$(licenced)$$&$

Founded: $May$2012$Founders:& &MIT$&$Harvard$&Company:& $NotU$forUprofit$Funding:& $$60$million$$ $(Harvard$/$MIT:$30$each)$

&#&UniversiAes:&&12$#&Courses:&& &&&20$#&topics:&&&& &&&ICT,$Engineering,$Health$&#students:$ $$$700.000&&CerAficaAon:& & &Yes&&Proctoree&examinaAon:& &Yes&(450$CBT$loca7ons$$in$110$countries$via$partnership$with$Pearson$VUE)$$Open&Source:$$Partly&(licenced)$$$$$

Founded: $January$2012$Founder:& &Sebas7an$Thrun$$$ $(ex$Stanford$professor)$

Company:& $For$profit$Funding:& $$15$million$$ $(Venture$Capital)&

&#&UniversiAes:&none&#&Courses:&& &&22$#&Topics:&&&& &ICT&&#&Students:$ $800.000&&CerAficaAon:& & &Yes&&Proctored&examinaAon:& &Yes&(4000$CBT$loca7ons$$in$170$countries$via$partnership$with$Pearson$VUE)$$Open&Source:$$No$(licenced)$&$&&&


0$ 5$ 10$ 15$ 20$

Stanford$University$U$#2$

California$Ins7tute$of$Technology$U$#6$

Princeton$University$U$#7$

Columbia$University$U$#8$

University$of$Pennsylvania$U$#14$

University$of$Washington$U$#16$

Johns$Hopkins$University$U$#17$

University$of$California,$San$Francisco$U$#18$

University$of$Michigan$U$#22$

University$of$Illinois$at$UrbanaUCh.$U$#25$

University$of$Toronto$U$#27$

Duke$University$U$#36$

University$of$Maryland,$College$Park$U$#38$

The$University$of$Bri7sh$Columbia$U#39$

University$of$California,$Irvine$U#45$

Vanderbilt$University$U$#50$

University$of$Edinburgh$U$#51$

Hebrew$University$of$Jerusalem$U$#53$

University$of$Melbourne$U$#57$

University$of$PiEsburgh$U$#58$

Ohio$State$University$U$#65$

Brown$University$U$#66$

University$of$Florida$U$#72$

Leiden$University$U$#73$

Rice$University$U$#91$

0$5$10$15$20$

#1$U$Harvard$University$

#3$U$MIT$

#4$U$University$of$CaliforniaU$Berkley$

#35$U$The$University$of$Texas$at$Aus7n$

Number#of#courses#offered#

Cer7ficate$aler$comple7on$

Official$onUcampus$course$

NonUofficial$course$

Textbook$digital$available$

..$partnering$with$top$univers77es$of$the$Shanghai$Ranking$(ARWU)$(25$from$the$top$100,$including$7$from$the$top$10)$

NB:$chart$d.d.$january$2013$$


…experimen7ng$with$online$didac7cs$from$other$successfull$open$educa7on$startUups…$$

7$

Founded: $2006$Founder:& &Salman$Khan$Company:& $nonUprofit$Funding:& $$$10$million$

$(Philantropists)$&#&Courses:&& &&3000+&weblectures&& &(200$million$+$views)$

#&Topics:&&&& &Math,$$$ $Science,$$$ $History$$ $Art,$$etc..&

&&#&Students:$ $ca.$8&million&&&CerAficaAon:& & &NO&Proctoreed&examinaAon:& &NO&&Revenue&Model:&&NonUprofit$$Open&Source:$$Yes$

Founded: $2009$Founder:& &Phillip$Schmidt$Company:& $nonUprofit$Funding:& $unknown$(Philantropists)$&&#&Courses:&& &6&schools&on&open&& &learning&

#&Topics:&&&& &Open$Data,$$ $Educa7on$$ $Webcral$$ $Social$Innova7on$$ $Mathema7cal$Future$

&#&Students:$ $30.000&&CerAficaAon:& & &NO&Proctoreed&examinaAon:& &NO&&Revenue&Model:&NonUprofit$$Open&Source:$Yes$$

Founded: $2011$Founders:& & Zach$Sims$and$Ryan$$$ $Bubinski$

Company:& $forUprofit$Funding:& $$$$12,5$million$(Venture$

$Capital)$&#&Courses:&& &5$#&Topics:&&&& &Javascript$$ $HTML$&$CSS$$ $Python,$& &Ruby$$ $JQuery$$&

#&Students:$ $550.000&&CerAficaAon:& & &NO&Proctoreed&examinaAon:& &NO&&Revenue&Model:&Referral$fee’s$&Open&Source:&No&(licenced)$$


…$AND$introducing$new$(nonUformal)$types$of$HE$cer7ficates$issued$for$automa7cally$and/or$peerUgraded$exams…#

8$


…$crea7ng$possibili7es$to$pursue$new$mone7za7on$strategies$and$create$new$business$models$for$higher$educa7on…$

!  license&model:$a$share$of$gross$revenue$between$plaSorm$provider$and$universi7es$offering$courses$hosted$on$the$plaSorm$for$tui7on$paid$degee$programs$or$fees$for$addi7onal$services$to$students$(e.g.$coaching)$

$

!  AdministraAve&fees:$for$cer7fica7on$on$proctored$exam$loca7ons$

!  Recruitment&fees:$from$corpora7ons$for$recrui7ng$talented$students$

!  Premium/Fremium&model:$$free$and$upgraded$paid$versions$of$the$MOOCs$and$services,$resembling$the$‘freemium’$and$‘premium’$payment$models$of$other$internet$services$

!  AdverAsement:$mone7zing$on$the$scale$and$social$characteris7cs$of$users$of$the$plaSorm.$

9$


Content$




10$


Given$the$unprecedented$scale$of$MOOCs$and$the$global$reputa7on$of$the$partner$universi7es$of$the$xMOOC$plaSorms,$we$set$out$to$answer$the$following$ques7on$:$

11$

are$MOOCs$a$&HYPE&or$a$DISRUPTIVE&INNOVATION?&

Review board Drs. Anka Mulder Prof. Dr. Marc Vermeulen

Interviewees Drs. Paul Rullmann (TUD) Prof. dr. Simone Buitendijk (UL) Prof. dr. Elmer Sterken () Prof. dr. Ed Brinksma (UvT) Drs. Agnita Mur (HL) Drs. Gerard van Drielen (HR) Dr. Geleyn Meijer (HvA) Dr. Wilfred Mijnhardt (EUR) Drs. Tom Abel (UvA)$

Opdrachtgever Drs Paul Rullmann Drs. Anka Mulder

Casestudy$�Business$impact$of$MOOCs�$as$part$of$3$year$research$with$MIT$

Business$plan$Online$EducaCon$


First$we$analyzed$xMOOC$plaSorms$from$Gartners$technology$hypecycle$perspec7ve$…$

12$

(Smart)&Browsers&Social&Media&

You&&Tube&

Web&Cams&

…&and&concluded&that&MOOCs&do&not&fit&the&characterisAcs&of&a&technology&hype&(although$the$media$aEen7on$they$receive$do$fit$the$characteris7cs$of$a$media$hype)$


The&theory&of&&!disrupAve&innovaAon!&&

$$(Open)$Online$Educa7on$viewed$from$Christensens’s$disrup7ve$innova7on$perspec7ve...$$

$„A process by which a product or service

takes root initially in simple applications

at the bottom of a market and then

relentlessly moves �up market�,

eventually displacing established

competitors�$

�  Professor&Clayton&M.&Christensen,&&$Harvard&Business&School&$Author$of$Disrup8ng#Class#(2008)$and$The#Innova8ve#University#(2011)$

Low&ranked&(under)&graduate&degree&programs&

High&ranked&&(under)&graduate&degree&programs&

Top&ranked&&(under)&graduate&degree&programs&


The$value$propositons$of$the$different$types$of$online$educa7on$compared:$

14$

TradiAonal&educaAon&(ondcampus,&f2f)$

OpenCourseWare$ xMOOCs$ Online&(only)&EducaAon$

Accessibility& SelecAve/inclusive:$(high)$tui7on,$admission$requirements$

Free&and&open&access$for$everyone$ Free&and&open$access$for$everyone$ SelecAve/inclusive:$(high)$tui7on,$admission$requirements$

InstrucAon&/&classes& Offline$$(inflexible$schedule)$

Online$courses,$webUlectures$&$$digital$learning$materials$$

Online$classes$&$$digital$learning$materials$$

Online$courses$$(flexible$schedule),$$

InteracAon&between&students&

Yes,$mainly$f2f$&$offUline$ No,&self&learners$ Yes,peerUtoUpeer$via$online$learning$plaSorms$and$social$media$and$‘MOOCUmeetups’$

Yes,$online$learning$plaSorms,$virtual$classrooms,$and$social$media$

Quality&Control& Yes,$Accredita7on$ Yes:&for&content&No&for&process$

No,$only$by$reputa7on$(professor$/$ranking)$

Yes,$Accredita7on$

InteracAon&between&studens&&&faculty&

Yes,$$(mainly$)$offUline$$&$onUcampus$ No$ Yes,$online$learning$plaSorms$and$social$media$

Yes,$online$learning$plaSorms$and$social$media$

Exercises& Yes,$both$individual$and$in$groups$ Yes,$as$sta7c$teaching$materials$(no$student$feedback)$

Yes,$online$excercises$(quizes)$with$automated$answers$&$feedback$

Yes,$revised$by$teacher/faculty$staff$

Exams& Yes,$on$campus$&$graded$by$faculty$staff$

Yes,$$as$sta7c$teaching$materials$(no$grading)$

Yes,$online$&$computer$graded$or$by$peerUgrading$

Yes,$online$and$graded$by$faculty$staff$

IdenAty&verificaAon& Yes,$on$campus$ No$ Yes:$proctored$exams$in$computer$based$tes7ng$centres$

Yes,&through$online$or$on$campus$iden7fica7on$process$

Deadlines& Yes,$fixed$terms$(semesters,$trimesters)$

No$ Yes,&dedicated$course$periods$during$the$year$as$well$as$deadlines$for$homework$&$exams$$

Yes,&several$star7ng$dates$during$the$year$as$well$as$deadlines$for$homework$&$exams$during$coures$

CerAficate&&

Yes,$Accredited$ No$ Yes,&nonUformal$cer7ficate$of$comple7on$(by$professor$a/o$UniX)$

Yes,$Accredited$

Degree&&

Yes,$Accredited$ No$ No&(not$yet)$ Yes,&Accredited$


The$future?$Early$adoptors$are$posi7oning$themselves$for$a$new$and$truly$global$market$for$massive$(low$price)$formal$cer7ficate$&$degree$awarding$online$educa7on$

15$

Tradi7onal$universi7es$

Time$

Marketseg

men

ts$

cMOOC$For$Profit$Universi7es$

Self$Learner$PopulaCon$(badges)#

CerAficate&seeking&(nonDformal)$

Degree&&&CerAficate&seeking&(formal)$

F2F&Campus&(formal)&


So$are$MOOCs$a$disrpu7ve$innova7on?$$YES&

16$

1.  MOOCs are distributed through new digital channels with a potential of attracting millions of visitors, creating valuable digital channels with the potential of new (low price) revenu models that are common in the internet economy (scale now, monetize later).

2.  MOOCs serve a global mass market with a new value proposition that till recently was not available or affordable for large groups of students around the world.

3.  Some of the MOOC courses provide the same content as on campus courses, and claim to be of the same academic quality.

4.  MOOCs are not equal to a campus education, but a stripped down version targeted at a studentpopulation who do not need the full value offered at the high end of the market

5.  MOOCs are produced using widely accepted internet technology which enable any lecturer with a high academic reputation to produce a MOOC by themselve and reach a potentially unlimited number of students at a fraction of the cost per student that are needed for delivering traditional (online) university lectures.

6.  MOOCs offer a supplement to on-campus courses and are already being integrated in credited (bachelor) degree programs.

7.  MOOCs are replacing parts of the regular campus curriculum and thereby start to alter the business model and operating model of brick-and-mortar universities (leading to speciliazation between universities).


Content$




17$


Nyenrode#Business#University#

MIT$

TUD$

Stanford$

Universiteit$$Leiden$

Market$Segments$–$focus$versus$mo7ve$

18$

Aca

dem

ic P

rofe

ssio

nal

Profit Not-for-profit

Fo

cus

of

qu

alif

icat

ion

Motive

Duisenberg#School#of#Finance#

Phoenix$University$

Kaplan$University$

NCOI$

University$of$Liverpool$

OU$

HS$Inholland$

Universidad#Europea#de#Madrid#

Avans#

INSEAD$

Liberty$U$

NTI$

DeVry$

University$of$Southern$California$

University$of$Notre$Dame$


Nyenrode#Business#University#

MIT$

TU$Dell$

Stanford$

Universiteit$$Leiden$

Where$do$the$MOOC$PlaSorms$fit$in$the$market$for$online$higher$educa7on?$

19$

Aca

dem

ic (s

elec

tive)

P

rofe

ssio

nal

(incl

usiv

e)

For-Profit Not-for-profit

Foc

us o

f qua

lific

atio

n

Motive

Duisenberg#School#of#Finance#

Phoenix$University$

Kaplan$University$

NCOI$

University$of$Liverpool$

Open$$University$

HS$Inholland$

Universidad#Europea#de#Madrid#

Avans#

INSEAD$

Liberty$U$

NTI$

DeVry$

University$of$Notre$Dame$


Nyenrode$Business$University$

Duisenberg$School$of$Finance$

Universidad$Europea$de$Madrid$

MIT$Dell$University$of$

Technology$

Stanford$Erasmus$University$

RoEerdam$

When$the$rise$of$Massive$Online$Educa7on$is$viewed$as$a$disrup7ve$innova7on,$$an$early$adop7on$strategy$for$online$educa7on$differs$per$marketUsegment$

20$

Aca

dem

ic (s

elec

tive)

P

rofe

ssio

nal

(incl

usiv

e)

Profit Not-for-profit

Foc

us o

f qua

lific

atio

n

Motive

Phoenix$University$

Kaplan$University$

NCOI$

Amsterdam$University$of$Applied$Science$

Open$University$

Saxion$University$of$Applied$Science$

LEVERAGE GLOBAL

REPUTATION

ADD. PROF NETWORK SERVICES

LOCALLY APPLIED

SCIENCES

LOW PRICE FIGHT

MARKET


Transform$to$the$power$of$digital$

Timo$Kos,$Principal$Consultant$$Market$Leader$Educa7on$&$Employability$NL$

&Timo&Kos&&Phone: $+31$(0)30$6897540$Mobile: $+31$(0)[email protected]$$$$$$$$$hEp://linkedin.com/in/7mokos$$$$$$$$$hEp://twiEer.com/7mokos$$$$

Documents

presentatie MOOC-seminar Timo Kos 26022013 · Copyright © 2013 Capgemini Consulting. All rights reserved. The$future?$Early$adoptors$are$posi7oning$themselves$for$a$new$and$truly$global$market$