GARY W. MATKIN, PH.D., DEAN CONTINUING EDUCATION, DISTANCE LEARNING AND SUMMER SESSION UNIVERSITY OF CALIFORNIA, IRVINE UPCEA MANAGEMENT OF ONLINE PROGRAMS SEMINAR NOVEMBER 7, 2012 Why MOOCs Are Good for Higher and Continuing Education (And What MOOCs Will Make Your University Do)
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May 11, 2015
There are two very powerful trends in higher education that are converging—the commercialization of OpenCourseWare (OCW) and the strong national and international interest in lowering the cost of degree attainment. This presentation will trace the history and then detail the current events leading up to the converging of these two trends as symbolized by several recent announcements about the granting of credit for learning achieved primarily through OCW.
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G A RY W. M AT K I N, P H . D. , D E A NC O N T I N U I N G E D U C AT I O N, D I S TA N C E L E A R N I N G A N D S U M M E R S E S S I O N
U N I V E R S I T Y O F C A L I F O R N I A , I RV I N E
U P C E A M A N A G E M E N T O F O N L I N E P R O G R A M S SE M I N A RN OV E M B E R 7 , 2 0 1 2
Why MOOCs Are Good for Higher and Continuing
Education (And What MOOCs Will Make Your University Do)
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Summary of Converging Themes
1. The commercialization of OpenCourseWare
2. The creation of low cost degrees
Summary of Emerging Themes
1. Improving teaching and learning through online delivery
2. Concentration on assessments3. The proliferation of open materials4. The incorporation of open material
in "regular" (or traditional) degrees5. The creation of viable and sustained
learning communities
THE WORLD-WIDE AND DESPERATE NEED FOR LOW-COST
HIGHER EDUCATION
Low Cost Degrees
By 2025, 98 million graduates of secondary education WILL NOT be able to attend college
To serve these students, 4 large campuses, serving 30,000 students, would have to be built EVERY WEEK for the next 15 years
Imagine a World in Which
everyonecould learn
anything anywhereanytime
for
free
Commoditization and its Impact on Education
Education becomes ubiquitously available at little or no cost
Two elements that are essential to education—content and communication—which are already commoditized
The commodification of education both threatens and provides huge opportunities for universities
Communication/Interaction (Web 2.0)Skype Facebook Twitter
Content/InformationWikipedia Google iTunes YouTube
Learning PathwaysConnexions Flat World
KnowledgeKahn
AcademyMerlotOCWC
Commoditization Pushes the “Value Proposition” to the Periphery
GROWTH AND DEVELOPMENT
Open Education Channels
1. Early Repositories Merlot Connexions Subject-matter based
2. OpenCourseWare MIT OCWC UCI
3. Utilities YouTube iTunes
4. Open Textbooks
The Growth and Development of Open Education Channels
Open Repositories: The First Generation
1. Merlot2. Connexions3. Subject-matter based
Merlothttp://www.merlot.org
1. Founded in 1997, a program of the CSU system
2. Learning materials are categorized into 19 different learning material types
3. Over 38,000 learning materials are available in the Merlot repository
4. Received 638,000 visits since January 20125. Community of over 108,000 members
Open Repositories: The First Generation
1. Merlot2. Connexions3. Subject-matter based
Connexionshttp://cnx.org/
1. Founded in 19992. More than 17,000 learning objects or
modules 3. Over 1000 collections (textbooks, journal
articles) 4. Used by over 2 million people per month
Open Repositories: The First Generation
1. Merlot2. Connexions3. Subject-matter based
Subject Matter Open Based Repositories
Eisenhower National Clearinghouse for Mathematics and Science http://www.goenc.com/
National Science Digital Library http://nsdl.org/
The Math Forum at Drexel University http://mathforum.org/
iLumina for Science and Mathematics http://www.ilumina-dlib.org/
Digital Library for Earth Science Education http://www.dlese.org/library/index.jsp
GROWTH AND DEVELOPMENT
OpenCourseWare
OpenCourseWare: Growth & Development
1. MIT (Defining Event)2. OCWC3. UCI
MIT Starts the Ball Rolling
Click icon to add picture
Featured in NY Times, April 4, 2001
“The giveaway idea came in a traditional Eureka moment…” Charles M. Vest
MIT OCW’s has had significant impact and site visitors expect more in the future 80% of visitors rate OCW's impact as
extremely positive or positive; 91% expect that level of future impact
96% of educators say the site has/will help improve courses
96% of visitors would recommend the site
9%
42%43%
6%
Users
Educators StudentsSelf Learners Other
OpenCourseWare: Growth & Development
1. MIT (Defining Event)2. OCWC3. UCI
OCWC Carries the Ball
OpenCourseWare: Growth & Development
1. MIT (Defining Event)2. OCWC3. UCI
UC Irvine’s OCW
Launched November 200690 complete courses, 300 video lectures,
1,500 learning assetsContributions from over 80 UCI faculty
members38% of site visitors are from outside the U.S.Most visited courses are CSET, receiving over
50% of all traffic 2-3 days prior to examProject received 5 awards in 2011 and 1
award in 2012
OpenCourseWare: Growth & Development Utilities
1. YouTube2. iTunes
YouTube Uses Video to Open a New OCW Channel
700,000 video lectures available
80% of education channel traffic comes from outside of the U.S.
University partners include MIT, UC Berkeley, Stanford, Yale, Harvard, Carnegie Mellon
OpenCourseWare: Growth & Development Utilities
1. YouTube2. iTunes
iTunes Makes it EasierAn Entire Course in One App
500,000 lecturesFrom institutions in 26 countriesStanford, Yale, MIT, Oxford, UC Berkeley, MoMA, the New York Public Library, and the Library of Congress
OpenCourseWare: Open Textbooks
The Institutional Case for OCW
1. Serve current students (supports teaching and learning)2. Attract new students3. Support faculty in both course authoring and delivery4. Facilitate accountability and aid continuous improvement5. Advance institutional recognition and reputation6. Support the public service role of institutions7. Disseminate the results of research and thereby attract
research funding8. Serve as a repository for a wide range of digital assets9. Serve learning communities of all types10. Enhance international service and reputation11. Serves as a mechanism for fundraising
MOOCs
MOOCs: Stanford Starts the Ball Rolling
March 2011 Sebastian Thrun of Stanford attends Ted talk by Salman Kahn
July 2011 Thrun and Norwig announce the Stanford AI course
October 2011 New York Times front page article on the AI course enrollments
December 2011 Udacity and “MITx” launched January 2012 Kohler and Ng of Stanford launch Coursera with $16
million in VC funds
May 2012 MIT and Harvard announce edX with $60 million in start up funding
July 2012 Coursera has 16 universities and 100 courses
August 2012 Coursera hits 1 million students September 2012
Coursera expands to 33 institutions offering over 200 courses
Last Fall over 160,000 Students, in 190
Countries, Enrolled
The Response
Coursera was launched on April 18, 2012Started with 2 founders, Daphne Koller and
Andrew Ng, now with 20+ employees, 13 of which are Stanford Grads
Coursera has raised over $16 million in funding33 University Partners, 1.7 million followers, 200
courses Each course registering over 100,000 studentsNo solid business plan developedUses cohort modelWants to present the “world’s best courses”Admits only elite universities: “top 50”
1. Berklee College of Music2. Brown University3. California Institute of Technology4. Columbia University5. Duke University6. École Polytechnique Fédérale de
Lausanne7. Emory University8. Georgia Institute of Technology9. Hebrew University of Jerusalem10. Johns Hopkins University11. Mount Sinai School of Medicine12. Ohio State University13. Princeton University14. Rice University15. Stanford University16. The Hong Kong University of Science
and Technology17. The University of British Columbia
18. University of California, Irvine19. University of California, San Francisco20. University of Edinburgh21. University of Florida22. University of Illinois at Urbana-
Champaign23. University of London International
Programmes24. University of Maryland, College Park25. University of Melbourne26. University of Michigan27. University of Pennsylvania28. University of Pittsburgh29. University of Toronto30. University of Virginia31. University of Washington32. Vanderbilt University33. Wesleyan University
Coursera’s Model Will Disrupt Higher Education
Offers high-quality, university level courses (from top 50 universities) particularly in Social Sciences and Humanities
Courses are 6-10 weeks long with 1-2 hours of video per week
Uses a cohort modelSnap quizzes, weekly exercises, ranging from
problem sets to spreadsheets to design projects or essays, and sometimes a final project or exam
Virtual student study groups by language or time zone
Limits video to less than 10 minutes
How Does Coursera Plan to Make Money in the Future?
CertificationsOffering "Secure Assessments”Employee RecruitingEmployee or University ScreeningTutoring or Manual GradingCorporate/University Enterprise ModelSponsorshipsSelling Courses to Community CollegesCharging Tuition
The Unstated Monetization Models
AdvertisingSelling student data/personal informationSelling ancillary materials
UCI’s Coursera Student Survey Data
UCI’s report is based on 11,194 survey responses received during the period 9/19/12 - 11/1/12
During this same period, 94,246 enrollments were generated across 7 courses
Indications: Nearly 6 in 10 students registering for UCI
classes on Coursera are from outside the United States
Coursera Student Survey Data
Slightly more than 1/2 of students state they selected their classes because they expect it to be enjoyable; nearly the same number also state the course they selected relates to their current or future career plans
I think this course will be fun and enjoyable
This class relates to my future career plans
This subject is relevant to my academic field of study
I want to earn a credential to add to my resume/CV
This class relates to my current employment or career
I'm curious about what it's like to take an online course
I selected this course because it was developed by the University of California, Irvine
0% 10% 20% 30% 40% 50% 60%
Launched April 2o12 Founded by 3 Roboticists: Sebastian Thrun, David Stavens, Mike Sokolsky Funded by Charles River Ventures 1st Class was “Introduction to Artificial Intelligence,” enrolling over
160,000 students in more than 190 countries 800,000 students in 16 Open Courses Not a cohort model, Start Class at any Time, Self-Paced Courses Categorized by Beginning, Intermediate, Advanced Each course consists of several units comprised of video lectures with
closed captioning, in conjunction with integrated quizzes to help students understand concepts and reinforce ideas, as well as follow-up homework which promotes a "learn by doing" model
Upon completing a course, students receive a certificate of completion indicating their level of achievement, signed by the instructors, at no cost. 50,000 certificates of completion issued as of October 2012
Not yet institutionally-sponsored
The Udacity Model: Plans for Monetizing
Plans to monetize its “students’ skills” Udacity will help with job placement by
selling student leads to recruitersFinal exams are proctored for a feeFurther plans for certification options would
include a "secured online examination" as a less expensive alternative to the in-person proctored exams
Launched February 2010Founders are Eren Bali, Oktay Caglar, and Gagan
Biyani Initial $1 million investment raised from angel
investors in August 2010Current funding raised is at $4 millionOver 5,000 courses (of those, 1,500 are paid courses)Over 200,000 studentsWeb site allows anyone create and upload coursesOffers new course authoring tool— “teacher-facing
course creation” platform
How Does Udemy Make Money
About 90% of the courses on Udemy are freeWhen an instructor does charge, Udemy pays
the instructor 70% of the revenueThrough affiliate marketing, anyone can
make money by selling Udemy courses to their audience. The Udemy Affiliate Marketing Program rewards affiliates 50% of all course sales generated by an affiliate. Affiliates can start a campaign by choosing one of the many courses enrolled in the Udemy AMP
Founded May 2012Harvard and MIT are founding partnersedX offers online courses and Harvard and MIT will use edX
to research how students learn and how technology can transform learning–both on-campus and worldwide
Currently offers HarvardX, MITx and BerkeleyX classes online for free. Beginning in Summer 2013, edX will also offer UTx (University of Texas) classes online for free
The UT System is making a $5 million investment in the edX platform
More than 150,000 students from over 160 countries registered for MITx's first course, 6.002x: Circuits and Electronics. The age range of students certified in this course was from 14 to 74 years-old.
More About edX
More than 140 institutions from around the world have expressed interest in collaborating with edX
EdX is focused above all on quality and developing the best not-for-profit model for online education
A“X University” Consortium is being established by Harvard, MIT, UCB and the UT System
Each member of the consortium will offer courses on the edX platform as an “X University”
Certificates of completion will be issued by edX under the name of the underlying "X University" from where the course originated, i.e. HarvardX, MITx or BerkeleyX
The certificates for courses completed in Fall 2012 will be freeThere are plans to charge a modest fee for certificates in the
future
The Cost of Degrees in the U.S.
Tuition, Fees, and Living
ENROLLMENT
Public 2-year 10,550 7,285,000
Public 4-Year $17,860 9,925,000
Private 4-Year $39,518 3,822,000
For Profit 4-Year
$15,172 (Room and Board not included)
2,426,000
SOURCE: The College Board, Trends in College Pricing 2012
Inflation-Adjusted Published Tuition and Fees Relative to 1982‑83, 1982‑83 to 2012‑13 (1982‑83
=100)
SOURCE: The College Board, Trends in College Pricing 2012, Figure 5.
The Personal Cost and Peril
Institutional Responses—International
Community CollegesDegree Completion—the Low Hanging FruitNew EntrantsMOOCs
Degree Completion Institutions—The 1970s
1. Regents College (Excelsior)2. Thomas Edison State University3. Charter Oak State College (Connecticut)
New Providers of Low Cost Degrees
1. University of Washington2. University of Wisconsin3. University of North Carolina4. Cal State University
OCW, MOOCs, and the Universal Degree
Excelsior and SaylorUniversity of Washington and CourseraAntioch and Coursera
The deal represents one of the first instances of a third-party institution buying permission to incorporate a MOOC into its curriculum — and awarding credit for the MOOC.
Predictions About Effects of MOOCs on Higher Education: The MACRO Level
MOOCs will:1. Help higher education institutions, especially the
elite institutions, embrace online education in all its forms, including in classroom-based instruction
2. Rapidly advance the creation and use of open educational resources (OER)
3. Increase the use of transfer credits in the achieving of degrees
4. Help lower the cost of higher education
Predictions About Effects of MOOCs on Higher Education: The MACRO Level
MOOCs will:5. Be an important factor in the use of new
instructional technology by all institutions to improve teaching and learning
6. Promote peer to peer interactions and the learning associated with them and speed the development of viable online learning communities
7. Speed the value, legitimacy, and use of degree-alternative certifications in both personal and employment-related learning projects
8. Promote the use of competency-based assessments for degree and non-degree education
Predictions About Effects of MOOCs on Higher Education: The MICRO Level
MOOCs will:1. Continue to proliferate as will the “channels” and
the number of institutions engaged in them, to become a permanent feature of the higher education landscape
2. Content will be the most significant driver of MOOC enrollments (what do I want to know?)
3. Elite universities will engage in MOOCs for reputational and revenue generating reasons
4. Second and third tier institutions will engage in MOOCs to reduce costs
Predictions About Effects of MOOCs on Higher Education: The MICRO Level
MOOCs will:5. The average enrollment size of MOOCs will decline
as MOOCs proliferate6. MOOC channels, and institutional contributors will
specialize along subject matter lines7. All LMS technologies will incorporate functions and
utilities to serve MOOCs8. MOOC technology, channels, and institutions will
continue to add service features for the learner, some of which will be free and some of which will require the payment of a fee
Predictions About Effects of MOOCs on Higher Education: The MICRO Level
MOOCs will:9. The ‘monetization” strategies of MOOC channels
will soon become obvious and will feature learning assessment, advertising, data selling, and associated services (tutoring, the sale of supplemental learning materials, the tying of learning assessments to degrees and employment opportunities)
10. Universities will receive enough revenue to cause them to continue to supply content
11. All universities will become more flexible in accepting non-traditional learning assessments for transfer credit
Elements for Successfully Implementing Online and Open Education on Your Campus
1. Institutionalized Receptivity will: Flexible staff willing to make changes An inventory/history of open content Technical infrastructure People and skill sets Institutional credibility Administrative structure Money to invest OER and OCW National and International contacts Technical capacity Responsible resource allocation planning
CONTACT KATHY TAM AT KSTAM@UCI .EDU
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