mooc

1. Everything You Need to Know About MOOCs

2. Overview Why Offer a MOOC?2 Three Key MOOC Questions4 What is a MOOC?31 MOOCs in Context33 The Different Types of MOOC35 Will MOOCs “Succeed”?6

3. What is a MOOC? The term MOOC was coined by Dave Cormier or Bryan Alexander (Alexander, 2008; Cormier, 2008; Daniel, 2012; Masters & Qaboos, 2011; G. Siemens, 2012a) to describe a course on Connectivism (CCK08) organized by George Siemens and Stephen Downers in 2008, which attracted 2,200 participants (Downes, 2010).

4. What is a MOOC? Massive  Student numbers can be 100,000 + Open  Study any course, anywhere at any time Online  As opposed to face-to-face or blended Course  Learning units in an academic subject

5. Why Offer a MOOC? MOOCs can profile an institution as a leading 21st Century educational institution. MOOC MOOCs may well be a “game changer” with respect to how education is delivered and consumed and institutions need to be in the MOOC space to experience delivering education in this way and to remain current with educational practices. MOOCs provide an opportunity for an institution to experiment with teaching practices and to engage with new pedagogical approaches. Institutions have a range of subject areas that are specific to their region e.g. HK SAR / China context and HKU can showcase these subjects through offering MOOC courses. An institution can make knowledge more accessible to the general public through offering a range of MOOCs.

6. MOOCs in Context  The history of introducing technologies into teaching and learning has been one of over promise and under delivery (Daniel, 2012; Reiser, 2001).  Already seen the failure of two significant online ventures – Fathom from Columbia University and ALLLearn backed by Oxford, Stanford, Yale and Princeton (Knight, 2012).  Technologies will only be successfully integrated into teaching and learning when teachers change the way that they teach (Zemsky & Massy, 2004).

7. MOOCs in Context  Although we have seen different teaching models (King, 1993; McWilliam, 2008; George Siemens, 2005), wholesale changes in teaching approaches have not come about and, as we shall see, they are not occurring to any particular degree with MOOCs.  We need to move beyond the use of technologies for the purposes of information transmission.  There has been progress in this area but too often we still see the Learning Management System – the enterprise tool of choice – used poorly for teaching and learning (Beer, Jones, & Clark, 2009; Browne, Jenkins, & Walker, 2006; Malikowski, 2011).

8. Teaching Must Come First  The United Kingdom’s Open University Vice Chancellor recognizes (Coughlan, 2012a) that teaching quality is a key issue that bears upon the ultimate success of any particular MOOC provider.  Worth listening  It is easy to get into the OU but very difficult to come out the other side with a qualification.  The OU is self sustaining, provides a quality education valued by employers and has solved the student identity issue for examination purposes.

9. Three Key MOOC Questions  In terms of the success of any particular MOOC we can focus on three key questions that will bear upon their ultimate success:  What are the pedagogies that underpin the MOOC?  What use is being made of technologies in the MOOC?  What is the underlying philosophy / ethos of the MOOC?  The majority of MOOCs are offered through MOOC platforms and so these are organizational questions.

10. cMOOCs  The first MOOC ever offered was a cMOOC.  Based on a Connectivist Learning Theory  Knowledge / content is generated by teachers, students and multiple others.  Multiple technologies – 12 in this first MOOC – are used to connect people participating in the course.  On the fringes but cutting edge in terms of pedagogy and technologies

11. sMOOCs Coursera MOOCs could be characterized as a Standard MOOCs or an sMOOC.  Founded in the fall of 2011 by Daphne Koller (Stanford) and Andrew Ng (Stanford) and was launched in April 2012 after significant venture capital funding was secured (MarketWire, 2012).  As of 4th April 2013 Coursera has 62 university partners and had registered over 3.5 million users enrolled in over 300 courses in 20 categories (Coursera, 2013a; Protalinksi, 2013a).

12. sMOOCs  Grounded in behaviorist learning theory with some cognitive components and some constructivist components.  This means transmission style teaching with drill and practice, problem sets and e.g. discussion forums.  Uses a limited range of technologies and could be thought of in terms of LMS as platform.  Very much in the mainstream with monetization a key component.

13. sMOOCs  There is a lack of pedagogical focus which may have to do with the fact that Coursera institutions consider MOOCs to be a side line activity rather than a way to explore new / better teaching and learning models (Armstrong, 2012; Daniel, 2012).  The three key questions have been answered and sMOOCs have been characterized as “lacking” in a number of ways.  There are always exceptions (Knox et al., 2012).

14. xMOOCs  edX could be characterized as an xMOOC.  the X signifying excellence, external outreach, exploration, experimentation and expansion (Rodrick & Sun, 2012) – holds for edX which has grown out of a tradition of exploring online teaching and learning (Daniel, 2012).  MIT announced MITx at the end of 2011 for a launch in spring 2012. MITx has now morphed into edX with the addition of Harvard and UC Berkeley (EdX, 2012).

15. xMOOCs  edX is not for profit (EdX, 2012) and has been financed to the tune of US$ 60 million through participating institutions and through “gifts” from Harvard and MIT alumni (EdX, 2012).  As of November 2012 edX had 370,000 students (Coursera had 1.7 million at the same point in time) (Pappano, 2012).

16. xMOOCs  edX  At the time of writing edX has 33 courses (edX, 2013a) offered by HarvardX, MITx and BerkeleyX.  Beginning in fall 2013, edX will offer courses from another 11 universities. In 2014, edX will expand further through offering courses from an additional 9 universities (edX, 2013b).  Much more selective than Coursera and will cap when they have recruited the best universities in the world.  edX is making statements about courses designed specifically for the web (De Luzuriaga, 2012).

17. xMOOCs  edX  Aspirational statements about “creating new online learning experiences” and about researching “how students learn and how technology can transform learning–both on-campus and worldwide” (EdX, 2013; Rodrick & Sun, 2012).  Commitment in these areas with edX collaborating with Cengage Learning for content creation (IStockAnalyst, 2012).

18. xMOOCs  edX  Overall, edX conceives of their MOOCs as providing the potential for educational research that will improve both the on campus and off campus experience (“Classroom in the Cloud,” 2012; de Luzuriaga, 2012; Lin, 2012).  Underlying pedagogies / technologies may not be that different at the moment but there seems to be an ongoing commitment to quality content creation / exploring technologies for effective teaching.

19. Will MOOCs Succeed?  There is a lot of hype and no one is quite sure what impact they will have on the future of education (Regalado, 2012; Webley, 2012).  That said, MOOCs are much talked about and researchers along with the more popular press certainly understand MOOCs as potentially disrupting the traditional educational landscape (Rodrick & Sun, 2012).

20. Find ways to satisfy employers Learning and identity issues Will MOOCs Succeed? Will have to find ways to monetize This is possible and Coursera is already doing it Teachers will have to change the way that they teach Can’t just record a lecture and put it online First question concerns what constitutes success Become self- sustaining whilst delivering a quality education valued by students and employers?

21. MOOCs – Still a viable business model? Yves Epelboin Professor Emeritus UPMC-Sorbonne- Universités, Paris Yves.Epelboin@impmc.up mc.fr

22. US context: students debt  Tuition fees at an inacceptable level:  Up to 10 000 $ in public universities  40 000 – 60 000 $ in private universities EdTech June 2-3 2015 Le Monde 26/04/2015

23. US context: Tuition debt A negative impact on the US economy First debt before housing! 1160 Billions US $ EdTech June 2-3 2015 Le Monde 26/04/2015

24. Growth of MOOCs https://www.edsurge.com/n/2014-12-26-moocs-in-2014-breaking-down-the-numbers EdTech June 2-3 2015

25. MOOC and student retention Success as not the same meaning in a MOOC than in a classP. Hill e-Literate, March 2013 http://mfeldstein.com/emerging-student- patterns-in-moocs-a-revised-graphical-view/ EdTech June 2-3 2015

26. MOOC The budget

27. An important investment  Course scenario renewed  New documents and OER  Massive use of short videos (chunks 5-7 up to 15 mn)  Need of a local organization to sustain the MOOCs A MOOC is a complex team project EdTech June 2-3 2015

28. MOOC: do you have the budget?  Example of a 8 weeks MOOC  Base: Sciences with Maths equations and graphics  MOOC being used internally at least 3 times  Human resources  Teachers  Academic support  Technical support EdTech June 2-3 2015

29. Budget: teachers Mission Course 1 Course 2 Course 3 Preparation 40 8 8 Writing docs 90 20 20 Writing assessments 40 10 10 Optional Video recording 32 6 6 ½ day per one hour Project organization 30 5 5 Animation 48 48 48 Total 520 hours EdTech June 2-3 2015

30. Budget: pedagogic support Mission Course 1 Course 2 Course 3 Pedagogic engineer 40 8 8 Project manager 60 12 12 Tests 60 12 12 Total 225 hours EdTech June 2-3 2015

31. Budget: technical support Mission Course 1 Course 2 Course 3 Video 32 6 6 Recording Video 180-240 36-50 36-50 Editing Texts 10 2 2 Formatting Iconography 35 7 7 Variable Integration 15 3 3 Platform Meetings 10 2 2 Total 480 hours EdTech June 2-3 2015 Pomerol, Epelboin & Thoury MOOCs, Design, Use and Business Models, Wiley 2015

32. Cost Mission Course 1 Course 2 Course 3 Total Euros Teachers 15 000 5 200 5 200 25 400 Pedagogic support 6 000 1 200 1 200 8 400 Technical support 10 000 2 000 2 000 14 000 Salaries ≈ 48 000 Base: Teachers: 75 k€/y, support teachers: 60 k€/y, tech: 47 k€/y EdTech June 2-3 2015 Pomerol, Epelboin & Thoury MOOCs, Design, Use and Business Models, Wiley 2015

33. Total cost  8 weeks MOOC:  30 000 € - 120 000 € (external support)  UC San Diego: 150 000 $ Not included:  Delivery  Environment for teachers and staff EdTech June 2-3 2015 See: Pomerol, Epelboin & Thoury MOOCs, Design, Use and Business Models, Wiley 2015

34. Cost comparizon Students € 0 20000 40000 60000 80000 100000 120000 140000 160000 100 200 300 400 500 600 700 800 900 1000 Classic MOOC SPOC EdTech June 2-3 2015

35. MOOC economy Less expensive solution:  Below 200 – 300 students: classic approach  Above 500 students blended approach versus classic approach  MOOC valid only above 200-300 students Staff environment not taken into account EdTech June 2-3 2015

36. MOOC & SPOC in university  Large classes: freshmen: SPOC  Recruiting more students without aditional investment (staff, building): MOOC  Federation of universities for rare studies: MOOC, SPOC. Ex.: Virtual Bavarian University  Universities do not have the manpower to build a full curriculum EdTech June 2-3 2015 London Y.Epelboin

37. The MIT Model https://formation.unpidf.fr/fr/mediatheque/media-51 EdTech June 2-3 2015 London Y.Epelboin Free MOOCs can only be a by- product

38. MOOC Emerging Business models

39. Facts Students and employers value credential and diploma, delivered by universities Badges and certifications are of value for life education Different objectives Different business models EdTech June 2-3 2015

40. Case # 1 Arizona State University (ASU) Universities consortium First year through MOOCs for less than 6000$ Payment at the end Participation of edX EdTech June 2-3 2015

41. Case # 2 Urbana Champaign university eMBA for 20 000$ 1.First, selected Coursera specializations 2.Agreement of curriculum by Urbana 3.Finish as official MBA degree EdTech June 2-3 2015

42. Case # 3 EPFL (Switzerland) MOOCs@Africa  Free access to MOOCs  Certification: 30 €/ECTS, full cursus 8-12 ECTS followed by a personal work (6-10 ECTS, 90€/ECTS)  Exams in a partner center  Partners: Coursera and edX EdTech June 2-3 2015

43. Case # 4 Gestion de Projets (Ecole Centrale Lille)  Free MOOC  Second part with one or two ECTS by payment (50 – 150 €) with different levels of examinations and options  Various options for continuous education (490-690 €) http://mooc.gestiondeprojet.pm/ EdTech June 2-3 2015 London Y.Epelboin

44. Others Georgia Tech master in ccomputer sciences MiriadaX Open U There is a huge space for online learning with MOOCs EdTech June 2-3 2015

45. MOOC providers? Unclear Business models? Will certification and course selling suffice? Shift of Udacity from Higher Education to Continuous Education “There is no money to make with HE” EdTech June 2-3 2015

46. MOOC providers? Coursera  Certifications & Specializations «… we are hosting nearly 900 courses and I expect to have 1,000 courses on our platform by early 2015. In three years, we’ll have 5,000 courses, which is about the curriculum of your average medium to large university. » Daphne Koller, Knowledge@Wharton 05/01/2015 Tommorrow: online university? EdTech June 2-3 2015

47. A university model A three-tiers system MOOC designers MOOC distributor Universities EdTech June 2-3 2015 London Y.Epelboin Blended learning MOOC

48. A continuous education model A four-tiers system EdTech June 2-3 2015 MOOC designers MOOC distributor MOOC broker Company

49. Conclusion

50. MOOCs for Universities Blended learning and distance learning for freshmen  Cheaper way to handle large classes  Efficient means to attract distant students  A method to increase the participation of minorities? Rare studies and small classes  If universities are able to work together EdTech June 2-3 2015

51. MOOCs for continuous Education A huge market for the XXI century « The other trend we’ve observed, from the larger corporations in our client base, is a shift to outsourcing the development of E-Learning content to professional agencies rather than building in-house. We’re excited about the landscape for 2014. » Guy McEvoy, Managing Director, Guyka E-Learning Market Trends & Forecast 2014-206 Report, docebo report,www.docebo.com EdTech June 2-3 2015

52. Coursera & al. Major actors to federate universities Major actors for continuous Education Much more than certificates providers, providers of tommorrow education Future partners of universities for courses building. EdTech June 2-3 2015

53. what is my field of interest Tourism Development and Hospitality Management This is because I love to travel Yves.epelboin@impmc.upmc.fr LinkedIn: https://www.linkedin.com/in/yepelboin Twitter: @yepelboin Blogs: http://blog.educpros.fr/yves-epelboin/ (french) http://www.eunis.org/blog/category/erai-2/blogs/ (english)

54. Discussion

55. MOOC The budget

56. An important investment  Course scenario renewed  New documents and OER  Massive use of short videos (chunks 5-7 up to 15 mn)  Need of a local organization to sustain the MOOCs A MOOC is a complex team project EdTech June 2-3 2015

57. MOOC: do you have the budget?  Example of a 8 weeks MOOC  Base: Sciences with Maths equations and graphics  MOOC being used internally at least 3 times  Human resources  Teachers  Academic support  Technical support EdTech June 2-3 2015

58. Budget: teachers Mission Course 1 Course 2 Course 3 Preparation 40 8 8 Writing docs 90 20 20 Writing assessments 40 10 10 Optional Video recording 32 6 6 ½ day per one hour Project organization 30 5 5 Animation 48 48 48 Total 520 hours EdTech June 2-3 2015

59. Budget: pedagogic support Mission Course 1 Course 2 Course 3 Pedagogic engineer 40 8 8 Project manager 60 12 12 Tests 60 12 12 Total 225 hours EdTech June 2-3 2015

60. Budget: technical support Mission Course 1 Course 2 Course 3 Video 32 6 6 Recording Video 180-240 36-50 36-50 Editing Texts 10 2 2 Formatting Iconography 35 7 7 Variable Integration 15 3 3 Platform Meetings 10 2 2 Total 480 hours EdTech June 2-3 2015 Pomerol, Epelboin & Thoury MOOCs, Design, Use and Business Models, Wiley 2015

61. Cost Mission Course 1 Course 2 Course 3 Total Euros Teachers 15 000 5 200 5 200 25 400 Pedagogic support 6 000 1 200 1 200 8 400 Technical support 10 000 2 000 2 000 14 000 Salaries ≈ 48 000 Base: Teachers: 75 k€/y, support teachers: 60 k€/y, tech: 47 k€/y EdTech June 2-3 2015 Pomerol, Epelboin & Thoury MOOCs, Design, Use and Business Models, Wiley 2015

62. Total cost  8 weeks MOOC:  30 000 € - 120 000 € (external support)  UC San Diego: 150 000 $ Not included:  Delivery  Environment for teachers and staff EdTech June 2-3 2015 See: Pomerol, Epelboin & Thoury MOOCs, Design, Use and Business Models, Wiley 2015

63. Cost comparizon Students € 0 20000 40000 60000 80000 100000 120000 140000 160000 100 200 300 400 500 600 700 800 900 1000 Classic MOOC SPOC EdTech June 2-3 2015

65. MOOC & SPOC in university  Large classes: freshmen: SPOC  Recruiting more students without aditional investment (staff, building): MOOC  Federation of universities for rare studies: MOOC, SPOC. Ex.: Virtual Bavarian University  Universities do not have the manpower to build a full curriculum EdTech June 2-3 2015 London Y.Epelboin

66. The MIT Model https://formation.unpidf.fr/fr/mediatheque/media-51 EdTech June 2-3 2015 London Y.Epelboin Free MOOCs can only be a by- product

76. Conclusion

80. Growth of MOOCs https://www.edsurge.com/n/2014-12-26-moocs-in-2014-breaking-down-the-numbers

81. MOOC and student retention Success as not the same meaning in a MOOC than in a class

82. MOOC The budget

83. MOOC: do you have the budget?  Example of a 8 weeks MOOC  Base: Sciences with Maths equations and graphics  MOOC being used internally at least 3 times  Human resources  Teachers  Academic support  Technical support

84. Budget: teachers Mission Course 1 Course 2 Course 3 Preparation 40 8 8 Writing docs 90 20 20 Writing assessments 40 10 10 Optional Video recording 32 6 6 ½ day per one hour Project organization 30 5 5 Animation 48 48 48 Total 520 hours

85. Budget: pedagogic support Mission Course 1 Course 2 Course 3 Pedagogic engineer 40 8 8 Project manager 60 12 12 Tests 60 12 12 Total 225 hours

86. Budget: technical support Mission Course 1 Course 2 Course 3 Video 32 6 6 Recording Video 180-240 36-50 36-50 Editing Texts 10 2 2 Formatting Iconography 35 7 7 Variable Integration 15 3 3 Platform Meetings 10 2 2 Total 480 hours Pomerol, Epelboin & Thoury MOOCs, Design, Use and Business Models, Wiley 2015

87. Cost Mission Course 1 Course 2 Course 3 Total Euros Teachers 15 000 5 200 5 200 25 400 Pedagogic support 6 000 1 200 1 200 8 400 Technical support 10 000 2 000 2 000 14 000 Salaries ≈ 48 000 Base: Teachers: 75 k€/y, support teachers: 60 k€/y, tech: 47 k€/y Pomerol, Epelboin & Thoury MOOCs, Design, Use and Business Models, Wiley 2015

88. Total cost  8 weeks MOOC:  30 000 € - 120 000 € (external support)  UC San Diego: 150 000 $ Not included:  Delivery  Environment for teachers and staff

89. Cost comparizon Students € 0 20000 40000 60000 80000 100000 120000 140000 160000 100 200 300 400 500 600 700 800 900 1000 Classic MOOC SPOC

91. MOOC & SPOC in university  Large classes: freshmen: SPOC  Recruiting more students without aditional investment (staff, building): MOOC  Federation of universities for rare studies: MOOC, SPOC. Ex.: Virtual Bavarian University  Universities do not have the manpower to build a full curriculum

92. The MIT Model https://formation.unpidf.fr/fr/mediatheque/media-51 Free MOOCs can only be a by- product

98. Case # 4 Gestion de Projets (Ecole Centrale Lille)  Free MOOC  Second part with one or two ECTS by payment (50 – 150 €) with different levels of examinations and options  Various options for continuous education (490-690 €) http://mooc.gestiondeprojet.pm/

99. Others Georgia Tech master in ccomputer sciences MiriadaX Open U There is a huge space for online learning with MOOCs EdTech June 2-3 2015

104. Conclusion

108. LOGO Tourism development and Hospitality Management I love to travel and explore different places in the country and I also see my self owning a restaurant one day My field of interest

109. LOGO South African Tourism Here I will provide slides about all the attractions found in our country, this will also be a great way of finding new tourists to visit South Africa. My MOOC topic

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