Integrating MOOCs and Institutional Strategies: Why Are We (Not) Doing This? Presented by Gary W. Matkin, Ph.D., Dean 2014 UPCEA Annual Conference, Miami, Florida March 26-28 th , 2014 slideshare.net/garymatkin/upcea2014
upcea2014
May 06, 2015
This presentation is intended for UPCEA members who are involved in helping their institutions determine whether to offer or continue to offer MOOCs. It draws on the experience of UC Irvine, an early member of Coursera, which has over ten years of experience in OpenCourseWare (OCW) and Open Educational Resources (OER). To begin, the presentation establishes the context for a full understanding of MOOCS, why they developed, what impact they have had so far, and what their effect might be on higher education and the world, but absent the hype and hyperbole that characterizes current discussions around MOOCS. The advantages and disadvantages of being involved with MOOCs and some strategic reasons to engage in MOOCs will be presented, using illustrations from the UCI experience.
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Integrating MOOCs and Institutional Strategies: Why Are We (Not) Doing
This? Presented by Gary W. Matkin, Ph.D., Dean
2014 UPCEA Annual Conference, Miami, FloridaMarch 26-28th, 2014
slideshare.net/garymatkin/upcea2014
Purposes of this Presentation
• Establish the proper context for
understanding MOOCs, what they are and
are not
• Provide pros and cons of being involved
with MOOCs
• Illustrate uses of MOOCs as institutional
strategy
Understanding the MOOC Context: Point 1
• MOOCs are a very limited form of
“open” education
The UCI Experience: UCI OCW Over 350,000 Site Visits in
2013
The UCI Experience: UCI YouTube
UCI Course YouTube Views, Minutes Watched, and Avg.
Minutes Per View 2013YouTube views are approaching 100,000 and minutes watched are approaching 1 million per
month
The UCI Experience: UCI MOOCs Enrollments 2013
Understanding the MOOC Context: Point 2
• A clear understanding of MOOCs is
clouded by the hype, hyperbole,
faculty reaction to, local institutional
politics, and press headlines about
MOOCs
2 UCI courses were included
Understanding the MOOC Context: Point 3
• MOOCs are more likely to have a
disruptive effect on continuing
education than on traditional higher
education
Understanding the MOOC Context: Point 4
• MOOCs have energized the online
and open education movements
Understanding the MOOC Context: Point 5
• Public discussion about MOOCs has
resulted in confusion about what
MOOCs are, are not, and realistically
might become
WHAT MOOCS ARE
• Threats to status quo, especially continuing
education
• Expensive
• High quality learning pathways
• An important form of open education
• Symbols of the learning revolution
• Opportunities for massive research
What MOOCS are NOT
• Not so massive in future
• Not so open
• Not online courses
• Not threats to teaching
• Not limited to top-ranked universities
WHAT MOOCS WILL BE
• A standard part of higher and continuing
education
• The basis for low cost sharing of content
• Focused on non-degree seeking, targeted
audiences
• Clearing houses for innovation and learning
research
• “Hubs” for learning communities
1. Gain positive attention
2. Attract and serve
students
3. Create a position for
innovation readiness
4. Symbolize innovation
5. Provide opportunities
for research on
learning and
improvement
6. Fulfill public service
roles
7. Can serve deserving
audiences (alumni, lay
public)
8. Inform course
authorship and design
9. Put instruction on the
"train"
The Pros & Cons of MOOCs: Pros
The Pros & Cons of MOOCs: Cons
• MOOCs are expensive
• No current rational business model (may not be
sustainable)
• May cause needless internal antipathy toward
online education
• Financial rationale unquantifiable (value of PR)
• Few “organic” ties to teaching, research, public
service
Elements of an Institutional MOOC Strategy
• Public Service—Serving a deserving audience
– UCI: CSET
• Learning innovation and research
– UCI: Pre-Bio MOOC
• Revenue opportunity
– UCI: Coursera and Virtual Teacher
• Increased market visibility for University program
– UCI: Open Chem
Public Service: CSET
Learning Innovation & Research: Pre-Bio
• Coursera MOOC Enrollments: 37, 921
• UCI Freshmen enrolled:
• Research questions:
– How did students who “completed” the MOOC do in
Bio 1?
– How did their performance compare with a control
group?
– What level of “completion” made a difference?
Market Visibility: Open Chem
OpenChem YouTube Views and Minutes Watched 2013YouTube views of Open Chem are Approaching 50,000 views and 500,000 minutes watched per
month
What Will You Do?
