The New Wave in E-learning: Challenges and Risks

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1 The New Wave in E-learning: Challenges and Risks David Mole Associate Provost (Teaching & Learning) Hong Kong University of Science & Technology March

2 Trends and Convergence Greater understanding of learning and learner Focus on outcomes and mastery Emphasis on active and collaborative learning Blended Learning Flipped Courses MOOCs High quality content and access to digital resources Platforms that support interaction and collaboration Mobile & wireless ubiquity Pedagogy Technology

3 Changes in the organizational context Increased concern about the value proposition for UG education High cost Uncertain employment prospects Re-balancing to generic skills A more contested market Alternative providers for profit, linked to corporate brands Lower barriers-to-entry Alternative technologies do not need to be as good only good enough

4 Trends and Development in T&L Interactivity High Interaction & Collaboration Low - Moderate Interaction Typical classroom Teaching f-to-f teaching with some online activities, e.g. Learning Management System (LMS) Lecture style teaching No Interaction Lecture theatre with no Interaction Lectures supplemented with online recorded video Delivery Mode Face-to-face Blended learning Online

5 Trends and Development in T&L Interactivity High Interaction & Collaboration Low - Moderate Interaction Typical classroom Teaching f-to-f teaching with some online activities, e.g. Learning Management System (LMS) Massive Open Online Courses (MOOCs), e.g.: Coursera & edx No Interaction Lecture theatre with no Interaction Lectures supplemented with online recorded video Online Lecture Videos e.g. OpenCourseWare Delivery Mode Face-to-face Blended learning Online

6 Massive Open Online Courses Online -- large-scale participation -- open WEB access Open access - MOOC participants do not need to be registered in a school to "take" a MOOC Free, or nearly free no charge unless a certificate is given Scalability MOOCs are designed to support an indefinite number of participants Our goals, however, go beyond offering courses and content. We are committed to research that will allow us to understand how students learn, how technology can transform learning, and the ways teachers teach on campus and beyond. --- edx

7 MOOC Platforms In 2006, Salman Khan, a graduate of MIT and Harvard Business School created Khan Academy as a non-profit educational organization. Khan has produced over 3,000 lectures and delivered over 240 million lessons to millions of students. In Fall 2011, Stanford Professors Sebastian Thrun and Peter Norvig offered an online course in AI with over 160,000 people signed up. It has now become the start-up Udacity. In April 2012, Daphne Koller and Andrew Ng launched Coursera by leveraging technology developed at Stanford. An investment of around US$20M was obtained from venture capitalists. In May 2012, MIT and Harvard launched edx with an initial investment of US$30M from each university. UC Berkeley joined edx in Summer 2012.

8 MOOCs from other Countries Futurelearn - UK platform launched by the UK Open University in Dec Its partners include 21 UK and 2 international universities. Open2Study - Australian platform launched by Open Universities Australia in March Its partners include several Australian universities and businesses. OpenUpEd - Pan-European MOOC initiative, with support of the European commission, was launched in April It includes partners from 11 countries: France, Italy, Lithuania, the Netherlands, Portugal, Slovakia, Spain, UK, Russia, Turkey and Israel.

9 MOOCs in China In July 2013, major universities in China signed an agreement to co-develop a MOOC platform.

10 HKUST s MOOC Experience Course Length Registered Active At least 1 HW Science, Technology, Society in China by Naubahar Sharif The Science of Gastronomy by King Chow and Lam Lung Yeung A New History for A New China by Byung-Ho Lee and James Lee All HWs Passed 3 weeks 21,934 7, (8.2%) 6 weeks 84,618 53, (9.9%) 4 weeks 30,344 16, (11.6%) MOOC completion rates

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12 HKUST Experience of MOOCs Course Length Registered Active At least 1 HW Science, Technology, Society in China by Naubahar Sharif The Science of Gastronomy by King Chow and Lam Lung Yeung A New History for A New China by Byung-Ho Lee and James Lee All HW Passed 3 weeks 21,934 7, (8.2%) 6 weeks 84,618 53, (9.9%) 4 weeks 30,344 16, (11.6%)

13 T&L developments beyond MOOCs Interactivity High Interaction & Collaboration Small class, use of PRS or Michael Sandel style lecture Active Learning / Flipped Classroom e.g. MIT TEAL, Stanford Medical School, Minnesota All delivery & interactions online: e.g. MAT at USC Desirable Models Low - Moderate Interaction Typical classroom Teaching f-to-f teaching with some online activities, e.g. Learning Management System (LMS) Massive Open Online Courses (MOOCs), e.g.: Coursera & edx No Interaction Lecture theatre with no Interaction Lectures supplemented with online recorded video Online Lecture Videos e.g. OpenCourseWare Delivery Mode Face-to-face Blended learning Online

14 SCALE-UP Student-Centered Active Learning Environment with Upside-down Pedagogies

15 Active Classrooms Modelled after MIT s TEAL

16 Should your institution be a MOOC provider? MOOC development as a catalyst for positive change MOOCs as a basis for developing blended / flipped courses Allowing students to take the institution s own MOOCs and then attend credit-bearing face-to-face intensive sessions for credit Using data collected for learning analytics to improve the learning experience Using a MOOC platform as a next-generation of Learning Management System Major challenges in producing high quality MOOCs

17 Development Challenges Faculty Engagement Student Preparation Digital Content Production Physical (learning spaces) Infrastructure Electronic (network & platforms)

18 Planning & Design Define scope/resources/timelines/highlevel learning objectives Work out content outline/learning interactivities/assignments, assessments Determine production approach: screen/lecture/studio/location recording Complete formalities (e.g. agreements for MOOC platforms) Identify copyright issues

19 Development & Review Promotion materials (course description/promo video) Content materials Enhance visuals in teaching materials Clear copyrights in presentation materials (MOOC) Setup course site and review all elements

20 Production Approaches Screen Capturing Onsite Lecture Recording Studio Recording Location Shooting

21 Screen Capture Using web cam, microphone for talking head and tablet for annotation Software (e.g. Camtasia) for capturing screen activities. Onsite Lecture Recording Recording of live class for editing into online materials Minimal preparation but requires post-production by instructor.

22 Studio Recording Enable enhanced studio lighting, sound and green screen effect Less post production work involved Practices necessary for teaching in a studio setting.

23 Location Shooting In workshop, lab, off-campus locations like museum or countryside For experiments, demos and student interaction For creating promo video (MOOC).

24 Visual Enhancement PowerPoint presentation Drawings, diagrams and multimedia Course website and graphics

25 Delivery Rollout online content, activities and assignments Monitor and facilitate online discussions Monitor completion of assignments Review and analyze course statistics Publish course grade and issue certificate (MOOC)

26 Should your institution be a MOOC user? Extension of existing practice text books, digital materials Component in a blended-learning or flipped classroom model Packaging MOOCs as a component of a programs Some issues Buy-in of faculty and students Record keeping and completion of MOOC Design of in-class components to complement MOOC

27 What is to done? Stay ahead of the game? Not easy one more priority Risks of falling short Wait and see? Building capacity takes time, catch-up will be difficult Opportunity to assert the brand is lost Assess capability, assess threats and benefits, review the options This is not going to go away!

28 Thank you!