The document discusses the rise of Massive Open Online Courses (MOOCs) and their implications for higher engineering education. It notes that MOOCs provide open access to courses from top universities, reducing costs and expanding reach compared to traditional on-campus classes. Examples are provided of very large enrollments for MOOCs from MIT and Delft University, showing their growing popularity. While MOOCs have the potential to improve teaching and encourage innovation, there are still open questions around developing sustainable business models.
3. Purpose of the paper
• Better understanding of open education
• Trends towards openness like Open Educational
Courseware and Resources
• Implications for Higher Engineering Education
4. Background of the phenomenon
• Public discussion about the incompetence of HE to
cope with today’s learning demands
• The rising costs for students and institutions
• Acceptance of Internet technologies can serve as
problem solving opportunity
• Open education
5. Open education ......
• Freely available online
• Accessible and shared
• Cost effective
• Ability to adapt, tailor & build your own
• Creative commons, freedom of info and use
• Quality assurance
6.
7. 155,000 Registered for 6.002x:
MIT - Circuits and Electronics
7,157
Certified
8,240
Took the Final
9,318
Passed the Mid-Term
10,547
Made it the Mid-Term
26, 349
Tried the First Problem Set
154,763
Reducing Costs, Expanding Reach
Same staff resources as 150 person on-campus class
10. The attack of the MOOCs
An army of new online courses is scaring the wits
out of traditional universities. But can they find a
viable business model?
11. Conclusion
• MOOCs have an important impact on improving
teaching and learning
• Encourage institutions to develop distinctive
missions
• To be successful one needs clever designs, wellorganized technical and organizational settings
• Online learning as a solution provider
Hinweis der Redaktion
In the past this was the way that we tried to teach.We had a ‘strange common understanding’: some thought teaching was learning, so learning predominantly took place in the class room.
What is it?And what are the ‘criteria’?
Looking at it from the ‘entry’ side, but also from the ‘supplier’ side
The flipped funnelExtraordinary cost savings potential