A MOOCs experience. Pip Pattison DVC (Academic)

Transcription

1 A MOOCs experience Pip Pattison DVC (Academic) CAUL, March 2013

2 Outline 1. The higher education context 2. Coursera 3. Our engagement with Coursera and MOOCs 4. Where from here?

3 1. The higher education context

4 Some non-ignorable trends in the higher education environment

5 A Small Explosion

6 Student enrolments in Coursera

7 US total and online enrolments* *Allen & Seaman (2013):

8 US online enrolments as a fraction of the total

9 Open Universities Australia* *Lee (2012) IBISWorld industry report: online education in Australia

10 The state of the internet* *

11 Technology is supporting a rapidly expanding set of Learning and Teaching possibilities Online v. face-to-face Free v. fee Awards and degrees v. certificates and badges Open v. restricted Self-paced v. in-session Synchronous v. asynchronous Group- v. individual-based Instructor- v. peer-based Institution- v. student-focused Generative v. analytical Immersive and rich v. abstract and idealised Personalised v. standardised Credential- v. challenge-based entry Interactive v. passive Problem- v. content-structured Adaptive v. fixed Experiential v. abstracted Reflective v. programmatic Mobile v. location-dependent Evidence-based v. traditionbased Immediate v. delayed feedback Mastery v. threshold Question for us all: What parts of this yeasty space to occupy?

12 2. Coursera

13 Coursera: a potted short history

14 Typical Coursera MOOCs

15 Typical MOOC Assessments Automated feedback through traditional quizzes and exams (best suited to mathematical/technical subjects) Peer review models, including training-to-criterion and peer grading) A range of emerging computational tools for interpreting assignments (reading proofs, testing software) High quality and regular homework assessment Approaches to authentication: Photo ID Keyboard signatures in-home proctoring systems

16 MOOCs and the potential of analytics Academic and learning analytics analysis and prediction of student outcomes (academic) analysis and prediction at the level of individual learning experiences and assessment tasks (learning) Capacity to utilise knowledge gained for an adaptive (or personalised) learning experience Rapid evolution is likely

17 Primary current Business Models (Monetization Strategies) from Coursera MOOCs (so far) Career Services Employment referral services Content-licensing Provision of packaged content to other providers/systems Signature Track (verified certificates) Modest charges for verified certificates (but with scale)

18 3. Our engagement with Coursera and MOOCs

19 Our approaches to technology in Learning & Teaching are not unusual elearning Digital technologies to enhance student interaction and engagement with staff, other students and course content Innovative learning tools that capitalise on the distinctive possibilities of digital technologies for learning Online and blended learning Adding diversity and flexibility for on-campus programs MOOCs for broad online engagement Online and blended learning where appropriate for pathways to and through higher education

20 A corollary of the online learning debate: enhancing the on campus experience

21 Why MOOCs? an opportunity to learn, with use of cloud-based platforms at little or no cost showcase for high-quality courses gain experience in online course development and delivery capacity to offer courses at scale with tangible contribution to public good and manageable staff involvement opportunities for collaboration with other partners opportunities for new approaches to learning analytics opportunities for new pathways to higher education as a byproduct, capacity for our students to participate in global classes and flipped classrooms

22 Our engagement with Coursera Partnership announced in September 2012 Also announced 7 Coursera subjects from University of Melbourne on the date of launch Since September 2012, staged subject development November 2012: visit to Coursera Early 2013, Our Provost, Prof Margaret Sheil, joined the Coursera Advisory Board Release of first subject, Principles of Macroeconomics, planned within the next month, following an internal quality review We will successively release remaining 6 subjects over the next 6 months, and continue to identify further subjects

23 Current Coursera enrolments* Exercise physiology 20,000 Principles of macroeconomics 40,000 Generating the wealth of nations 17,000 Animal behaviour 20,000 Discrete Optimization 20,000 Climate Change 20,000 Epigenetic control of gene expression 17,000 TOTAL 154,000 *March 20, 2013

24 Potential on campus benefits of MOOCs Building high quality resources and expertise for interactive classrooms Maximising the effectiveness of automated feedback, including for adaptive learning approaches Building data and expertise for learning analytics Building reach through engagement with a broader and global student base Creating opportunities for new pathways to the University of Melbourne Resources for new higher education scaled studies at VCE Identification of talented students through non-traditional pathways Creating opportunities for learning in global settings Support for U21 programs

25 4. Where from here?

26 Issues

27 What does the future hold, apart from higher temperatures and further ferment? Questions and discussion welcome!

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