The Open Education Consortium pilots the power of openly licensed MOOCs to enhance collaboration and reduce costs. The Open Education Consortium (OEC) launched a pilot in 2014 to demonstrate the power of using openly licensed content in Massive Open Online Course (MOOC) development to enable more and better collaboration while significantly reducing costs. Partnering with edX, OEC member institutions were given the opportunity to develop MOOCs on a leading technology platform that offers multiple options for learners. Using existing open courseware and other open educational resources (OER), members have launched MOOCs that offer learners high-quality learning experiences for free but with the option to earn a completion certificate for a modest fee. Member institutions participating in the pilot include the National Chiao Tung University, Tufts University, University Polytechnic of Madrid, Open University’s TESS India project, Anne Arundel Community College, and the University of Hokkaido. They are offering a wide variety of courses that range from the technology of energy, introduction to helicopters, corporate social responsibility, teacher education, introduction to business, and the effects of radiation. Panelists from the MOOC development team at University of Hokkaido, TU Delft, and the Open Education Consortium will share best practices for developing and running openly licensed MOOCs. Lesson learned about developing MOOCs with OER and strategies for enhancing student engagement will be shared. The Open Education Consortium is a worldwide community of hundreds of higher education institutions and associated organizations committed to advancing open education and its impact on global education. We seek to instill openness as a feature of education around the world, allowing greatly expanded access to education while providing a shared body of knowledge upon which innovative and effective approaches to today’s social problems can be built. EdX, a not-for-profit enterprise founded by Harvard University and the Massachusetts Institute of Technology in 2012, was created for students and institutions that seek to transform themselves through cutting-edge technologies, innovative pedagogy, and rigorous courses. Through our institutional partners, the xConsortium, along with other leading global members, we present the best of higher education online, offering opportunity to anyone who wants to achieve, thrive, and grow.

1. OpenMOOCs:
Using Open Licenses To Enhance
Collaboration and Reduce Costs
Una Daly
Director Curriculum Design & College Outreach
Open Education Consortium
Katsusuke Shigeta
Associate Professor, Hokkaido University
Thursday, Nov 19, 2:45 pm
Unless otherwise indicated, this presentation is licensed CC-BY 4.0

2. 300+
Open Education Consortium
Community of hundreds of higher education
institutions & organizations committed to advancing
open education and its impact globally.

3. Mathieu Plourde {(Mathplourde on Flickr)
http://www.flickr.com/photos, licensed CC-BY-2.0

4. Rise of the MOOCs

5. Free
no cost
Open
No cost +
permission to modify
By Adam Bartlett http://www.flickr.com/photos/atbartlett/2432704579/
By Sean MacEntee http://www.flickr.com/photos/smemon/4518528819/
What is an Open MOOC?

6. Why Open MOOCs?
• Opportunity to leverage existing OER/OCW and add
benefits of interaction and data collection
• Combine open enrollment with open content to create
a diverse array of Open MOOCs
• Many members want to participate but don’t have the
opportunity, or want a test before committing fully
• Alignment with OEC membership to expand access to
knowledge.

7. OEC + edX (OECx)
Partnership Created
• Offer OEC members reduced cost platform to develop
and test MOOCs
• edX is open source platform, fits with our mission

8. • Hokkaido University,
Japan
• Anne Arundel
Community College,
USA
• Tufts University, USA
• Tess-India, Open
University, UK
• Universidad Politécnica
de Madrid, Spain
• Spanish
• National Chiao Tung
University, Taiwan
• Mandarin
Eleven MOOCs:
Three Languages

9. Pilot OpenMOOC Survey
Questions
• Did using OER make it easier to develop a
MOOC?
– Time to develop
– Cost to develop
• What benefits did making an Open MOOC
bring to your institution?

10. Pilot OpenMOOC Survey
• Time commitment is significant:
• > 40 hours Instructional Designers
• > 40 hours faculty time
• > 40 hours course facilitators
• Didn’t redo video: 10-20 hours video editing
• New video: >100 hours shooting and editing
• Project managers 10 hours
• High level administrators 10 hours

11. Pilot OpenMOOC Survey
• Re-use of OER varied
• Range was 25% - 100% new content
• Lower costs = higher amount of OER used
• New content was primarily new video made
specifically for edX MOOC format
• All had to create at least some new content to fit
the platform and requirements

12. Pilot OpenMOOC Survey
• Cost depends on the extent of
modification of materials
• Range was US $6,500 - $100,000
• Inclusive of staff time & resources
• Extensive video work was most expensive
• Changing platform requirements has increased
some time and costs
• Changing platform requirements has made remix
more challenging

13. Pilot OpenMOOC Survey
Examples of Institutional impact
• Tufts, UPM have updated their OER with content
created for the MOOCs
• Hokkaido created Japanese version for class first and
then English version for OECx
• TESS-India reached hundreds of teachers in India,
scaled their mission & had a direct impact on teachers
• Anne Arundel instructors reported improving
instructional design for blended courses using OER

14. Case Study:
TESS-India MOOC, Open University
• Audience: Teacher Educators
in India
• Goal: Raise achievement in
elementary and secondary
schools through improving
quality of teaching
• Hypothesis: Through use of
high-quality OER, teacher
educators can close the gap

15. MOOC Learners by Country
• 3185 learners: 347 honor, 4 verified certificates
• Median Age: 35, Females: 56%
• Majority were teachers or teacher educators
• First MOOC for many

16. Pre-course Motivations
• Survey taken by 22% enrolled learners
– Improve professional learning (34%)
– Improve teaching (19%)
– Opportunity to collaborate with other
educators (13%)

17. Post-course Findings
• Nominated participants were majority of
certificate recipients.
• Connectivity challenges: videos, etc.
• Improved digital information literacy
• Greater level of familiarity with the TESS-
India OER repository and OER overall

18. Next Steps
• TESS-India MOOC second run begins Nov
23, 2015.
• Translated (into regional language)
version of TESS-India MOOC tentatively
scheduled for first half of 2016.

19. Case Study:
Radiation MOOC – Hokkaido University
Audience:
Faculty and students to be
interested in the field
Goals:
-Opening up education from
HU for internationalization
-Promote advanced education
program efforts at HU
Hypothesis: Opening MOOC
materials as OER, faculty and
students can use for various
purposes

20. RADIO101x:
Effects of Radiation
Title : Effects of Radiation: An Introduction to Radiation and Radioactivity
Length : July 14, 2015 – August 24, 2015
Assignments : Weekly quizzes (50%), Mid-term exam (40%), Final exam (10%)
Enrollments : 4,300 (About 400 enrollments obtained certificate)
Instructors : Eight instructors from engineering/veterinary medicine department

21. Precondition at HU:
University Consortium to introduce OER
• Create liberal arts courses for university-
wide consortium
– 7 public universities at Hokkaido area
– Utilize videoconferencing
• Develop education programs to utilize OER
– Flipped classroom and active learning
– Aim to Improve student outcomes
• Start credit bearing courses from 2015
spring

22. OER Repository
• Academic Commons For Education (ACE)
– Open edX based platform
– Develop “MOOC-type” OER
http://ace.iic.hokudai.ac.jp/ (Required signing on）

23. Post-survey:
Motives for taking the course
0.0%
20.0%
40.0%
60.0%
80.0%
100.0%

24. Post-survey:
What made them reach to the end?
0.0%
20.0%
40.0%
60.0%
80.0%
100.0%

25. OECx:
Learners Affected
• Total Enrollments: over 35,000
– Average enrollment: 4000
– Average Certificates: 8 %
• Mostly Free Honor
• Some Fee-based Verified

26. Preliminary conclusions
• OER can provide a solid base for building
MOOCs
• Format and license of the OER affect how easily
it can be incorporated as-is
• MOOCs provides interactivity to OER
• Chunking content in preparation for MOOCs is
good for OER as blended learning resource
• Openly licensed content for MOOCs can be
more readily used by institutions and
advances their mission

27. Thank you!