OpenupEd MOOCs for opening up education

OpenupEd MOOCs
for opening up education
11 March 2014
Darco JansenFred Mulder

Going pan-European … with OpenupEd MOOCs
MOOCs: predominantly US
• where it all started as of 2011 (or in Canada in 2009, or…)
• and … expanded massively (Coursera, Udacity, edX)
• some EU universities have joint US initiatives
• new launches in UK, Australia, Germany, Spain
TIME for a European initiative!
• nice umbrella: the EC launch ‘Opening up Education’
• that’s why OpenupEd is our name
• first pan-European MOOCs initiative
• launched April 25 2013, joint press release EADTU & EC

MOOC: number of courses (10-11-2013)
•Coursera (VS): 537 courses
•edX (VS): 91 courses
•Udacity (VS): 28 courses
•Open2Study (AU): 32 courses
•MiriadaX (ES): 90 courses
•Futurelearn (GB): 29 courses
•Universite Numerique (Fr): 24 courses
•Iversity (D): 25 courses (2 with ECTS opp.)
•OpenupEd (EU) 174 courses (>100 ECTS opp.)
MOOCs run on own institutional platform (11 partners)

Source: openeducationeuropa.eu/en/european_scoreboard_moocs ; October 2013

Source: openeducationeuropa.eu/en/european_scoreboard_moocs ; Febraury2014

Source: openeducationeuropa.eu/en/european_scoreboard_moocs ; February2014
+ 94 OpenupEd
(November 2013)

OpenupEd Courses
• 174 (40 at start, 80 by end of September, another 94 begin November)
• wide variety in subjects and level
• 12 languages
• scheduled or self-paced
• 20 to 200 hours of study
Massive-open-online-courses with recognition options…
But some MOOCs are not recognised as a MOOC….

Massive Open Online Courses
1. Number of participants is larger than can be teached in a
„normal‟ campus situation
2. Number of participants is larger than certain number…
3. Aimed at unlimited participation
4. Designed for unlimited number of participants
5. The pedagogical model is such that the efforts of all services
(including of academic staff on tutoring, tests, etc.) does not
significantly increase as the number of participants
increases.

• open as for free (i.e. without costs): complete course experience
without any costs for participants (including some certificate)
• open accessible: course can always be accessed by anyone
anywhere as long as they have an internet connection
• Not absolute criteria (limit access by event date course, sanctioned countries)
• no entry qualifications
• But participants need language, ict-skills, …
• open as in freedom of place, pace and time
• acceptance of each other’s credits
• open pedagogics and didactics that increases chance of success
• no copy right restrictions to open licence policy
• ….

• Free versus open: (free software is not open software)
• Free online availability. For example,
• Open Source (software)
• Open Access (scientific output)
• Open Content (creative output)
• Open Educational Resources /OER (learning materials)
• Open licencing (reuse – remix – rework – redistribute)
• OER Paris Declaration of UNESCO (2012)

The Babson Survey Research Group uses three criteria to define online
course:
• Online courses are defined as those in which at least 80 % of the
course content is delivered online.
• Blended (sometimes called hybrid) between 30% and 80% of the
course content delivered online.
• Face-to-face instruction includes courses in which zero to 29% of
the content is delivered online;
Source: http://www.onlinelearningsurvey.com/reports/gradechange.pdf

MOOCs: online refers to all aspects of complete course are delivered
online
Online refers to
• material
• interaction
• exams/tests!

• MOOCs are courses
• educational content
• interaction p2p
• -> learning community -> learning networks
• feedback tutor
• -> part academic community
• qualification and exams
• Are MOOCs part of formal education?
• most MOOCs don’t give access to HE-system only to the
knowledge (no formal credits as part of accredited curricula)
• we should incorporate some recognition options, from (open)
badges to credit in a formal education program

Main drivers for online and open education
1. The main driver on open education on a national or global level is
access to higher education for all.
• Today there are 165 million people enrolled in tertiary education.
• Projections suggest that the world's higher education system must
accommodate additional 98 million more students by 2025.
• Sir John Daniel (former President of the Commonwealth of Learning)
calculated that this would require more than four major campus
universities for 30,000 students to open every week for the next 15
years.
• Or 4000 MOOCs providing 10.000 certificates each run

Main drivers for open education …
2. Extremely relevant and beneficial for Developing Countries
and Emerging Economies with
• (1) shortage of qualified teachers;
• (2) lack of high-quality learning materials and
• (3) evident need to really expand access to (formal) education.
3. Reduce costs of HE at a country level
• For example in the USA where the high cost of textbook has
reduced citizens access to higher education, but recent efforts on
open textbooks reduced those costs drastically (over 50%).

Main drivers for open education …
4. At an institutional level it is (was) mainly marketing, offering
something for free to attract more students
• (Early) examples of OER initiatives are based on a model as
“Content for free, Teaching & Credentialing for a fee”.
• MOOCs now offer courses for free
5. By now open education has become competition and demand
driven
• Competing with low-cost HE to attract the best students
• Next to
• policy-driven
• implementation driven (changing business)
• and identity driven (openness). OUs need to be part.

Disruptive innovation (Christensen)

Disruptive?
• Disruptive innovation is often made possible due to the constant
reduction* in ICT costs:
• Bandwidth
• Storage
• Processing
• The difference between ICT costs for 100 students or 100,000
students is negligible
• The ONLY variable costs minimized are ICT costs
* “Moore’s law”

Free
• Free online courses are creating a lot of excitement, although:
• Free OER has been around for a long time
• Online courses have been around for a long time
• Their pedagogies and technologies are usually not innovative
• “Free” disrupts industries. (e.g. music, journalism, travel)
• Is HE the next industry?
• Are MOOCs disruptive?

Business models
• Customer value proposition
• Infrastructure
• Resources
• Processes
• Financial (yes, there is a reason why this one is last)

Business models around free
• Free as a method to compete with a paid product of a competitor
• Free product creates monetizable activity
• Freemium
• Free high quality product, but limited
• Limitations are raised by paying customers
• Paying customers cover fixed and variable costs
• Free as a tool to promote reputation

Business models around open + online
• See examples in
• Open development
• Open innovation
• Open education…

Source: http://www.onlinelearningsurvey.com/reports/gradechange.pdf

HE business models around MOOCs
(cACM, Dellarocas & Van Alstyne, 2013)
• First and foremost, the dissemination of knowledge as a social role
of universities
• Governmental funding for developing and running MOOCs for other
institutions
• Payment for complementary services: certification of identity, skills
acquisition, etc.
• Payment by potential employers for access to participant data
• Advertising
• Payment by other universities for the MOOCs

Opening up Education
Open Education, for example defined as to remove all
unnecessary barriers to learning while aiming to provide
students with a reasonable chance of success in higher
education.
In addition we should encompass a diversity of institutional
approaches in Open Education / opening up education.
Not all barriers and restrictions are for every institution the same
and it should be accepted that openness can never be totally
complete.
Is not absolute and can change over time.
Darco Jansen

MOOCs for Opening up Education for all (that have the potential)
• Openness in education needs to embrace all dimensions of
openness and provide flexibility to all learners in whatever
educational context.
• MOOCs should be designed such that all unnecessary barriers to
learning are removed, while aiming to provide students with a
reasonable chance of success in an education.
Darco Jansen

OpenupEd framework of 8 features
1. Openness to learners (to learners‟ needs)
2. Spectrum of diversity (in language, culture,
in (open) learning environments)
3. Digital openness (= free + open license)
4. Learner centered approach
5. Independent learning
6. Media-supported interaction
7. Recognition options
8. Quality focus OpenupEd (MOOC quality) label available
Not meant to be a strict order but rather to give general guidance

Provenance
Reputation
Brand
creation use
user recommendationpeer review
MOOC
checking
Quality points

Quality and learners
• “What are MOOCs actually aiming at?
• “Can the quality of MOOCs be assessed in the same way as
any defined university course with traditional degree awarding
processes?
• “Or do we have to take into account a different type of
objective with MOOC learners? Are the learners mostly
interested in only small sequences of learning, tailored to their
own individual purpose, and then sign off and move to other
MOOCs because their own learning objective was fulfilled?”
Source: EFQUEL, http://mooc.efquel.org/

Why bother with quality?
• Reported completion may be very low (1-10%)
• Does that matter?
• With very large starting numbers, there are still many learners
completing
• Maybe learners achieve personal goals even if they don‟t
complete
• Can MOOCs encourage access to HE if >90% have an
experience which is a „failure‟?

How to benchmark quality in MOOCS: OpenupEd label
Why bother with quality?
• Students – know what they are committing to
• Employers – recognition of content and skills
• Authors – personal reputation, 'glow' of success
• Institutions – brand reputation
• Funders – philanthropic, venture caps, governments
• Quality agencies – on behalf of above
And to secure the reasons why you are offering a MOOC

OpenupEd Quality label for MOOCs
• Partners will be HEIs
• meet national QA & accreditation
• Internal QA process for MOOC approval
• OpenupEd MOOC quality label gained initially
• self-assessment & review
• institutional and course level (first 2 courses)
• Label to be renewed periodically
• additional MOOCs reviewed at course level only
• HEI evaluates and monitors its MOOCs
OpenupEd quality label available since 24 January 2014

OpenupEd partnership
• from the EU: France, Italy, Lithuania, the Netherlands,
Portugal, Slovakia, Spain, the UK
• outside of the EU, from: Russia, Turkey, Israel
• planning to join, from: Cyprus, Denmark, Estonia, France (+1),
Greece, Ireland, Poland (2x), Slovenia, Spain (+1)
• Open to other potential partners (> 20 requests)

OpenupEd partnership: decentralized model …
Institutions themselves are leading
OpenupEd central communication portal,
a referatory to the institutional platforms
Driven by service to learners & society
(rather than by revenue)
Positioned in the public domain (not-for-profit)
(rather than the private sector)

OpenupEd partnership: but centralized for quality …
Branding: commonality in our eight features
Procedures: admission conditions and OpenupEd label
Continuous monitoring
Research and evaluation

OpenupEd: benefits for partners
• Strong and distinctive quality brand
• Collective exposure beyond national borders
• Visibility and marketing potential
• Opportunity to join cross-national projects with external funding
• Opportunity to engage with the expertise and experience in the
OpenupEd partnership
• Annual state-of-the-art meeting (part of EADTU Conference)
• Explore further extension of „opening up education‟ at the
institution

OpenupEd: six conditions to join
• Position in national HE structure including QA & Accreditation
• Institutional endeavour with evidence of QA for the MOOCs
• Endorsement of the eight common features and evidence of
how these are applied to the MOOCs; crucial are „openness to
learners‟ & „digital openness‟
• OpenupEd (MOOC quality) label required at entry & periodical
renewal
• The MOOC operation must be evaluated and monitored; data
and results must be shared within OpenupEd partnership
• Payment of a moderate annual fee (€2.500)

UNED Abierta
• 20 MOOCs on own platform, partner in OpenupEd
• First run > 170.000 students (all courses > 1000)
• New run starts 11 November 2013 (1 starts 24 November)
• Self paced and scheduled
• Short courses including video lectures
• Facilitate interaction and automated feedback
• Self–tests and p2p review
• Freemium certification model: Badges; Online examination for
certificate of completion and UNED Coma diploma (ECTS
recognition)

UNED Abierta
• Special focus on social inclusion
• Due to the digital divide, thousands of people still lack the most basic digital
competences to take advantage of this training offer, even though many
international organizations point up that these skills are essential in the 21st
century.
• Two dedicated MOOCs aimed at Developing teachers and
students‟ Digital Competences by MOOCs
1. Basic Digital Competences (14 “curators”, 4.558 participants)
2. Ict for teaching and learning (12.768 participants)

Universidade Aberta (Portugal)
• 1 experimental iMOOC on Climate Change
• According to the principle of their Virtual Pedagogical Model (a
student centered approach oriented to flexible participation, social
interaction, collaborative mediation, learning scaffolding, learning
community sustainability and digital inclusion)
• Lasted for eight weeks, from May 6 to July 1
• Based on OER material (LECHe project)
• Pilot with 1000 students
• Including ECTS certification option (11 passed)

Universidade Aberta (Portugal)
The open course has been an opportunity to access an
innovative learning experience
Connecting formal and informal learning scenarios
The challenge is to promote innovation in pedagogy for open
learning in the digital society
Innovation for digital inclusion

Open University of Israel (OUI)
Four MOOCs just opened
1. Educational Psychology in Arabic (just started)
2. Jews and Christians in Western Europe during the middle-
Ages and Renaissance in Russian (just started)
3. The Modern Middle-East in Hebrew (start 21-11)
4. Genocide in English (start on March 6 2014)
High quality textbooks (2 with open license) suited for self study

Thank you!!!
Fred.Mulder@ou.nl
Darco.Jansen@eadtu.eu

OpenupEd MOOCs for opening up education

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