This document discusses two universities' experiences with MOOCs. It outlines the debate around MOOCs and whether they are a colonialist tool or form of media/education. It then profiles Dublin City University and its goal to transform lives through education, research, and innovation. The main drivers to offer MOOCs were widening access, fostering innovation, enhancing reputation, and promoting programs. Options for platforms were considered based on criteria like design, pedagogy, and openness to shaping. FutureLearn was ultimately selected based on scoring highest across technical fit, pedagogy, reputation, and community support. The conclusion stresses understanding drivers, focusing funds on the mission, and that partnerships can achieve more than any individual actor.

1. MOOCs in Question:
Strategic insights from Two Institutional Experiences
27th November, 2014
Porto, Portugal
Mark Brown & Eamon Costello

2. 1. Debate
2. DCU
3. Drivers
4. Deliberations
5. Decisions
Outline…
5Ds

3. 1. DEBATE

4. 1. DEBATE

5. Another Colonialist tool?
1. DEBATE

6. • a type of marketing
• a financial policy for higher education
• an academic labor policy
• an expression of Silicon Valley values
• a kind of entertainment media
MOOCs are…
Peters, M. (2013). Massive Open Online Courses and Beyond: the Revolution to
Come. Truthout, August 17
1. DEBATE

7. 2. DCU
A modern digital-era university for the 21st Century

8. 2. DCU
“To transform lives and societies through education, research and
innovation”

9. http://www.dcu.ie/nidl
2. DCU

12. Palmerston NorthAuckland Wellington
Distance
Worldwide
32,000 students
http://www.massey.ac.nz/
2. DCU

13. 2. DCU
https://www.open2study.com

14. 2. DCU
High Level Interest

15. 3. DRIVERS

16. • Widening Access
• Fostering Culture of Innovation
Main drivers…
3. DRIVERS
1st

17. • Widening Access
• Fostering Culture of Innovation
• Enhancing International Reputation
• Promoting World-class Programmes
• Establishing New International Online Brand
Main drivers…
3. DRIVERS
1st
2nd

18. • Widening Access
• Fostering Culture of Innovation
• Enhancing International Reputation
• Promoting World-class Programmes
• Establishing New International Online Brand
• Assisting Prospective Student Course Selection
• Promoting Online Readiness and Student Retention
Main drivers…
3. DRIVERS
1st
2nd
3rd

19. • Widening Access
• Fostering Culture of Innovation
• Enhancing International Reputation
• Promoting World-class Programmes
• Establishing New International Online Brand
• Assisting Prospective Student Course Selection
• Promoting Online Readiness and Student Retention
• Supporting Research and Shaping Future Developments
Main drivers…
3. DRIVERS
1st
2nd
3rd

20. 3. DRIVERS
Allan, I., & Seaman, J. (2014). Grade Change: Tracking Online Education in the
United States.

21. 3. DRIVERS

22. 4. DELIBERATIONS

23. 4. DELIBERATIONS
- Open2Study
- ALISION
- Moodle
- EdX
- OER universitas
- Udemy
- Iversity
- OpenUpEd
- FutureLearn
Options…

24. 4. DELIBERATIONS
Strong Pedagogical Community
LowBrandAwareness
HighBrandAwareness
Weak Pedagogical Community

25. 4. DELIBERATIONS
Strong Pedagogical Community
LowBrandAwareness
HighBrandAwareness
Weak Pedagogical Community

26. 4. DELIBERATIONS
Strong Pedagogical Community
PoorDesign
ExcellentDesign
Weak Pedagogical Community

27. 4. DELIBERATIONS
Strong Pedagogical Community
PoorDesign
ExcellentDesign
Weak Pedagogical Community

28. 4. DELIBERATIONS
Open to Shaping
PoorDesign
ExcellentDesign
Closed to Shaping

29. 4. DELIBERATIONS
PoorDesign
ExcellentDesign
Open to Shaping
Closed to Shaping

30. 4. DELIBERATIONS
PoorDesign
ExcellentDesign
?
Open to Shaping
Closed to Shaping

31. 5. DECISIONS

32. 5. DECISIONS
• How technically fit for purpose is the platform?
• How pedagogically fit for purpose is the platform?
• How sustainable is the business model for the platform?
• How confident are you in the sustainability of the platform?
• How reputable are the partners associated with the platform?
• How well is the platform suited to supporting academic
readiness?
Key questions…

33. • How strong is the pedagogical community supporting
innovation through the platform?
• How well suited is the platform to promoting the goals of
outreach and wider access to higher education for all?
• What are your measures of success? How well will the
MOOC platform met your success criteria?
• What will be lost if you do nothing? What are the opportunity
costs associated with the specific initiative?
Key questions…
5. DECISIONS

34. 4. DELIBERATIONS
Key
Questions
Future
Learn
Open
2Study
Open
UpEd
EdX Moodle Udemy
How technically fit for
purpose is the platform? (3 x 3)
= 9
(3 x 3)
= 9
(3 x 0)
= 0
(3 x 2)
= 6
(3 x 1)
= 3
(2 x 1)
= 2
How pedagogically fit for
purpose is the platform? (3 x 3)
= 9
(3 x 3)
= 9
(3 x 1)
= 3
(3 x 2)
= 6
(3 x 1)
= 3
(3 x 1)
= 3
How confident are you in
the sustainability of the
platform?
(1 x 2)
= 2
(1 x 2)
= 2
(1 x 2)
= 2
(1 x 2)
= 2
(1 x 2)
= 2
(1 x 1)
= 1
How reputable are the
partners associated with
the platform?
(2 x 3)
= 6
(2 x 2)
= 4
(2 x 3)
= 6
(2 x 3)
= 6
(2 x 3)
= 6
(2 x 1)
= 2
How strong is the
pedagogical community
supporting innovation
through the platform?
(2 x 3)
= 6
(2 x 1)
= 2
(2 x 2)
= 4
(2 x 1)
= 2
(2 x 2)
= 4
(2 x 1)
= 2
Total 32 26 15 22 18 10

35. CONCLUSION

36. CONCLUSION
In sum…
1. Understand your drivers
2. Your money needs to be on the mission
3. Sum of whole is greater than the individual parts

37. CONCLUSION
1. Understand your drivers
2. Your money needs to be on the mission
3. Sum of whole is greater than the individual parts
In sum…
Defensive or Offensive

38. Contact Details
mark.brown@dcu.ie
@mbrownz
http://www.slideshare.net/mbrownz
eamon.costello@dcu.ie
@eam0