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This is a presentation that acted as a base for the conversation in the master class on Nov 14, 2013 at the FICCI Higher Education Summit at New Delhi.
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MOOCS…and the future of Indian Higher Education
Master Class, FICCI HES 2013, November 14
Chair: Dr. B N Jain, Vice Chancellor, BITS Pilani
Expert: Mohan Kannegal, Manipal Global Education
Facilitator: Viplav Baxi, LearnOS Consulting Services
0915-0920: Introductions and Agenda
0920-0930: Chair’s Address: Setting the context
0930-0945: About MOOCs
0945-1015: MOOCs Lifecycle– from Analysis to Evaluation
1015-1025: Open discussions
1025-1030: Concluding Remarks and Next Steps
Chair’s Address
Origins, Types, Current State
Massive: No restriction on class size, very limited regulation
Open: Anyone can enroll
Online: High use of social media and online collaboration tools
Course: Loosely structured, facilitated, learner led course environments
Types of MOOCs
http://www.edgex.in
The founders of the cMOOCs – George Siemens, Stephen Downes and Dave Cormier
cM
OO
Cs
Learning is the process of making connections…
Knowledge is the network.
A critical part of cMOOC design is its heutagogical (self
determined, capability building learning) bent – focus on
how to give the learner control over what and how they wish to
learn
Sage on the
Stage
Content is King
Factory
Mode
Process Based
To
…
Networked, open learning
promoting diversity and
autonomy
xMOOCs have garnered the MOOC moniker and taken a substantial part of the investment and hype
Mike Sokolsky Sebastian Thrun Eren Bali
Anant AgarwalAndrew NgDaphne Koller
xM
OO
Cs
David Stavens
xMOOCs have garnered a lot of interest and
investment worldwide
In the instructivist learning theory, knowledge exists independently of the learner, and is transferred
to the student by the teacher. As a teacher-centered model, the instructivist view is exhibited by the
dispensing of information to the student through the lecture format.
Andragogy is the underlying theory of adult learning behind xMOOCs. It presumes active (via instructor) or implicit
(via curriculum and sequencing) “rules” for the learning process
Sage on the
Stage
Content is King
Factory
Mode
Process Based
+
Take big money and brand…
Add scalability to it…
+
And make it all available
online…
(http://www.openculture.com/2013/04/10_reasons_you_didnt_complete_a_mooc.html)
• Takes too Much Time
• Assumes Too Much Knowledge
• Too Basic, Not Really at the Level of Stanford, Oxford and MIT
• Lecture Fatigue
• Poor Course Design
• Clunky Community/Communication Tools
• Bad Peer Review & Trolls
• Surprised by Hidden Costs
• You’re Just Shopping Around
• You’re There to Learn, Not for the Credential at the End
Analyze, Design, Develop, Implement, Evaluate
Design
Develop
ImplementEvaluate
Analyze
Getting the requirements in place
Institutions are rapidly adopting this new model for a variety of purposes…
Promoting existing and new programs to a massive worldwide audience for fee or free
Supplementing existing traditional programs with the power of a large network of learners and resources
Increasing institutional visibility and demonstrating quality & excellence
Providing learners with ways to join communities of experts and practitioners in the domain and collaborate with them
Bringing access to high quality teaching and resources to a worldwide audience
1. Flipped Classroom Model – in which the MOOC model complements a traditional face to face regular credits program. In this case, University handles all student interactions, while Provider provides platform, development, support and training.
2. Free MOOC Model – in which University decides to host a free MOOC while Provider provides platform, support and training. University and Provider together acquire students. University delivers the MOOC.
3. Freemium/Paid Model – in which Provider provides a free sample or completely paid MOOC on behalf of the University. University provides base content and Provider enhances it. Provider takes responsibility for student acquisition and delivery of the MOOC.
1. Digital Content for self learning
2. 1:1 Mentoring
3. Assessments (intermediate and final)
4. Blends (e.g. Face to Face Workshops)
5. Project Support and Evaluation
6. Certification
7. Credit Transfers
8. Lifelong network membership (participation in repeat MOOCs, access to community)1. Access to learners and their activity
2. Access to MOOC materials
3. Ability to engage in discussions
4. Email updates
9. Introductions/Exposure to potential employers
10. Access to educational and other material (electronics, books and references) at discounted rates
Flipped Classroom
ModelFree MOOC Model
Freemium or Paid
MOOCs
Platform provision,
support and trainingProvider Provider Provider
Content (including
assessments)University University
University (digitally
enhanced by Provider)
Student Acquisition University Provider + University Provider
MOOC Facilitation University University Provider
Student Services such as
mentoring, certification
(as relevant)
Provider + University Provider + University Provider + University
Fees/Charges
University collects fees
and pays Provider
accordingly.
Provider collects fees and
pays university
accordingly.
Provider collects fees and
pays university
accordingly.
Based on selected model, costs will include
One Time Platform provision
Training Workshops
Per Credit launch & subsequent maintenance
Per Student share of revenue
Development Services
Institutions can extend program offerings to other geographies and markets (or customize for a select audience) and create revenue opportunities
Important considerations and models
Programs
• Participation Certificate
• Career credits (API Score,
Mandatory training etc.)
• Certificate
• Diploma
• Degree
Participants
• Closed for internal
and captive
audience groups
• Open to external
groups
Fees
• Free
• Freemium
• Fully Paid
Duration
• Need to define MOOC
“Credit” or unit of
performance and
assessment
• Need to correlate with
number of expected
study hours
• Recurrence needs to
also be defined
Assessment
• None
• Online (self/peer
assessed)
• Online
(Automated)
• Faculty Evaluation
Content
• Videos
• OER
• Reading Material
• Interactive Content
• Games and Simulations
• Job Aids
• Worksheets
Modes
• Self Paced vs Blended
• Synchronous vs.
Asynchronous
• Strict vs Flexible
• Blended
Delivery
• Discussion Forums
• Collaborative
Projects
• Other Activities
• Offline self-
organized learner
groups
• Active facilitation
• Video classrooms
• Live instructorsAnalytics
• Metrics
• ActionablesStudent Acquisition
• Determine the topic and the audience – could be something you already teach or are interested in
• Find someone to teach with – never teach alone, bring in guests and external resources
• Determine Content – content is a starting point for the conversation; leverage available materials
• Plan spaces of interaction – let interaction be distributed over various channels as well as centralized
• Plan interactions (live, asynchronous) – leave a trail of discussion that others can follow
• Plan *your* continued presence – be active, not dominant
• Learner creation (activities) – encourage learners to create their own stuff and critique others
• Promote and share – use social media and your networks
• Iterate and improve – adapt to learner feedback and recommendations
• Mission to Inspire
• MOOC Learning Platform
• Choose Courses/Modules/Topics
• Delivery Mode(s)
• Course Facilitator(s)
• Support Team
• Course Design
• Online Activities
• Online Assessment
• Quality Control
• Course Completion Incentives
• Promote the MOOC
• Sustainable Budget/Income Model
Steps and Tools
A plethora of tools are now available and many more to come
Important considerations
Needs to be tightly planned. Interventions could include:
Prompting students to complete the curricular unit
Highlighting important contributions
Elaborating on or clarifying concepts through discussions
Seeding conversations
Bringing in external experts
Regular alerts and reminders
Connecting students with each others
Counselling
Typically required in discussion forums, moderation may be exercised when:
Objectional behavior or language needs to be addressed
Code of Conduct is violated in any way (for example, no cheating or plagiarism)
Any other pattern of behavior that may be considered objectionable
Based on the services you have offered, such as 1:1 mentoring or Certification, you must:
Ensure that you have staffed or procured services to the right scale
Monitor quality of service delivery
Treat the MOOC overall as a service and measure quality
Conduct student demographics and satisfaction surveys
Have a FAQ page where you can take in complaints as well
Each recurrence may see changes in:
Content and Assessments
Schedule of delivery
Services offered
Please make sure you are able to leverage past occurrences for insights on how to make future occurrences better.
Important considerations
Very important to track learner progress and performance through the course:
Resources accessed
Assessments taken
Discussions participation
Performance in activities, quizzes, project work etc
cMOOC Metrics will differ, primarily because they are worried about: autonomy, diversity, open-ness and interactivity & connectedness (Stephen Downes)
These distinguish a knowledge-generating network from a mere set of connected elements
Autonomy – how independently are members of the network/community?
Diversity – how different are the members?
Open-ness – how easy is it to communicate across the course barriers
Connectedness – who are we connected with and what are the ties that bind us
(Indicative Metrics - http://learnos.wordpress.com/2009/03/08/connectivis-metrics/ )
Q&A, Discussions
Viplavbaxi
+91-98110-48940
http://learnos.wordpress.com
Viplavbaxi
Reach Viplav
www.learnos.com