upcea2013
DESCRIPTION
MOOCs: Lessons Learned from the Front Lines.TRANSCRIPT
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MOOCS: LESSONS LEARNED FROM
THE FRONT LINESDisruption 2.0: Game Changers in Professional, Continuing and Online Education
UPCEA 98th Annual Conference: April 3-5, 2013, Boston MA
Presented by:
Gary W. Matkin, Ph.D, DeanUniversity of California, Irvine
Carin Nuernberg, DeanBerklee College of Music
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THE SUPPLY OF OER IS HUGE AND GROWING
OCWC
• 280 Members
• Over 30,000 Courses
YOUTUBE
• Over 700,000 videos on Education channel
iTUNESu
• Over 500,000 courses/learning materials
OER
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PUBLIC DEMAND FOR LOWER COST EDUCATION IS INCREASING
Average tuition in higher education
increased 27% over the last 5 years
Graduates leave college with an average debt of
$27,000 U.S. student debt is approaching $1
trillion, exceeding credit card debt
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MOocs Seemed to link these two
driving elementsby adding the
possibility of quality to the equation
OER
Demand for
Lower Costs
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THE CONNECTION BETWEEN OER AND CREDIT
DISCOVER
• UCI OCW• YouTube
EDU• iTunesU• Coursera• edX• Merlot• Connexio
ns
CHOOSE LEARN ADOPT
• Open Course Module
• Full Open Course
• Full Open Curriculum
LEARNKNOW DO
• Preview• Supplemen
t• Assess
Learning• Certify
Learning• Gain
Academic Credit
• Get Job
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WHY DID BERKLEE AND UCI JOIN COURSERA
• UCI• Natural outgrowth of commitment to open
education developed over the last 10 years• Open education is a natural part of a public and
land grant mission
• Berklee• Continue commitment to providing free access to
curriculum and promoting the value of music education
• Build awareness of college and its online programs• Learn from this “disruptive” offering—social
learning, peer review, Coursera platform
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WHO MADE THE DECISION?
• UCI• The Dean of Continuing Education, Distance
Learning and Summer Session supported by Distance Learning and Open Education staff
• Berklee• Plan developed within Continuing Education
Division, approved by senior administrators of the college, in consultation with board of trustees
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HOW WERE THE COURSES SELECTED?
• UCI• Because of time limitations, well developed
online courses with willing faculty were chosen
• Berklee courses were selected based on:• Popular subject areas within online school• Their compatibility with (not duplication of)
existing Berklee Online courses • Strong faculty who have developed online
courses before and have a strong presence on camera
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WHAT ARE THE ROLES OF THE FACULTY
• UCI• Faculty agree to having their courses put on Coursera and
adapt them to Coursera platform• They are paid a small amount to “teach,” according to the
minimal requirement by Coursera for the first offering
• Berklee• Faculty develop course outline and lesson plans, including
announcements, quizzes, and peer review assignments, in consultation with an instructional designer
• With video production team, faculty shoot video segments in campus video studio and review all footage
• Faculty monitor forums with support from instructional designer and Berklee Online customer support
• Faculty are paid an authoring fee, in addition to a teaching fee for the first offering
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Courses offered and sign ups?
UCI COURSES SIGN UPS
Personal Financial Planning
90,303
Algebra (ACE Credit) 45,480
Micro Econ for Managers
36,857
Pre-Calculus (ACE Credit)
36,262
Intro to Biology 16,459
Principles of Public Health
16,642
Science to Superheroes
12,038
TOTAL (3/18) 254,041
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Courses offered and sign ups?
BERKLEE COURSES SIGN UPS
Introduction to Guitar 75,855
Songwriting 64,780
Introduction to Music Production
53,552
Introduction to Improvisation
31,623
TOTAL (3/27) 225,810
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Results
• UCI• Course completion rate is 8%, which is at the
high end of Coursera's average range which is 6-8%.
• BERKLEE• First two courses will not yet be complete, but
Carin to add retention info here
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Cost and funding
• UCI• Courses were already developed as fully online
courses. Cost between $8,000 - $10,000 to adapt the courses to the Coursera platform mainly in “re-chunking” the courses into smaller “bites”
• Funding came from online operating income
• Berklee• Courses are new offerings, developed as “lead-ins”
to instructor-led, 20-student courses offered through Berklee Online. Cost is about $20,000 per course.
• Funding came from online operating income.
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Instructional design elements implemented
• UCI• Focused on right-sizing lecture material• Learner engagement with content: focus-present-
review design, self quizzes, animated voice
• Berklee• High production values—3 camera shoots, extensive
post-production• Video chunked in short, bite-sized segments where
possible• Quiz questions embedded in video to test
recall/reinforce learning• Social, collaborative learning
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Proprietary assets removed
• UCI/Berklee• Assets within Coursera fall into the following
three buckets:• We own them (UCI or Berklee)• They are already under creative commons
licensing• They are owned by a publisher, but we have
explicit permission to utilize them
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Why are students enrolling in moocs?
• Want a skill or set of knowledge to be successful in an academic setting (e.g., they need algebra to prepare for college pre-calculus)
• Need skills to be successful in a professional setting (many public health practitioners took UCI public health class to stay current in ideas, research and trends; many students in Berklee courses aspire to be in the music industry)
• Failed the subject in an academic setting and want to prepare for the retake of the subject (UCI had one student failed algebra 3 times in community college and is taking its MOOC before she attempts it a 4th time)
• Reputation of faculty member (Berklee songwriting professor gives clinics and seminars around the world, known entity)
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Why are students enrolling in moocs?
• Supplement their own personal knowledge (UCI had many people over the age of 60 in microeconomics and public health; Berklee has many music hobbyists)
• Connect and collaborate with other people around the world interested in the subject (we had hundreds of Facebook groups start up associated with PFP and public health)
• Homeschooled children in English speaking countries (they flocked to Dennin’s Physics course and loved it)
• Instructor in an academic setting and who wants to refresh or deepen their knowledge of a subject
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Faculty intellectual property issues
• UCI• Coursera contract rewritten to place UCI
between faculty and Coursera• UCI signs a licensing agreement with faculty
• Berklee• Faculty sign separate contract with Berklee• Berklee owns IP• Faculty earn royalty on Berklee Online courses
they author, may see increase in enrollment due to Coursera courses
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Next steps
• UCI• Continue to 3 of 7 courses through Coursera• 2-3 more may be added in the future
• Berklee• Introduction to Guitar and Introduction to
Improvisation launching April 22• Two additional courses slated for the upcoming
fiscal year
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Lessons learned
• Really good content and instructional design makes a big difference; be careful with repurposed courses and/or materials
• Students want to connect to one another and the instructor; must provide ample opportunities specific to the Coursera setting and with social media tools for this
• Faculty need to understand their role clearly; they serve the Coursera students more than they teach them
• Strong support staff are critical, especially for the first iteration of any course
• Faculty and support staff need to be careful not to overreact to student concerns; many issues work themselves out within the community
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Lessons learned
• Staff should be monitoring discussion activity once per day to catch any course design issues, especially in the first iteration of the course.
• Students provide a great deal of support and encouragement to each other. There are high performers who devote a great deal of time to helping others.
• Craft peer assessments very carefully, with the understanding of the diversity of your audience in mind. Provide examples that students can model.
• Build in some flexibility with due dates, particularly in the early lessons, to accommodate students who enroll late.
• Overall, remember every student is in a different time zone, has a different reason for taking the course, and brings his/her own perspective to the course.
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QuestionsTo contact Gary Maktin email [email protected]
To contact Carin Nuernberg email [email protected] presentation at slideshare.net/upcea2013