moocs and the future of indian higher education - ficci higher education summit - 2013

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

vb@learnos.com

Viplavbaxi

Reach Viplav

www.learnos.com