12. Analysis of MOOCs providers – differences between regions - Darco Jansen (EADTU) - Presentation

Training Madrid, 12-16 December 2016
Designing sustainable MOOCs in Europe
Analysis of MOOCs providers – differences
between regions
Darco Jansen
EADTU

MOOC Platform

MOOC Platform
The hardware and software needed to
publish and run a MOOC. A MOOC platform
can be runned by the institution itself or
outsourced to MOOC platforms such as edX,
Coursera, Udacity, Iversity or Futurelearn

MOOC provider

MOOC provider
Institution that creates and publishes a
MOOC. In many cases, these are HEIs, but
MOOCs are also offered by various agencies,
social enterprises or organisations

MOOC involvement HEIs
• How many HEIs are involved in MOOCs?
• Does this differ between regions and countries?

Titel
Spreker
fotovoorbeeld

Gaebel, M., Kupriyanova, V., Morais, R. & Colucci, E. (2014). E-learning in
European Higher Education Institutions: Results of a mapping survey
conducted in October-December 2013.
http://www.eua.be/Libraries/Publication/e-learning_survey.sflb.ashx
Allen, I.E. and Seaman. J. (2015). Grade Change: Tracking
Online Education in the United States. Babson Survey Research
Group and Quahog Research Group.
http://www.onlinelearningsurvey.com/reports/gradelevel.pdf

Titel
Spreker
fotovoorbeeld
Source: ONLINE REPORT CARDTRACKING ONLINE EDUCATION IN THE UNITED STATES
http://onlinelearningsurvey.com/reports/onlinereportcard.pdf

Jansen, D. & Schuwer, R.
(2015). Institutional MOOC
strategies in Europe
Status report based on a
mapping survey conducted in
October - December 2014.
EADTU – HOME project
http://www.eadtu.eu/docum
ents/Publications/OEenM/In
stitutional_MOOC_strategies
_in_Europe.pdf

MOOC offering
• In the US the number of institutions having a MOOC or planning to
(max 15%) is significant lower than in Europe and Canada (>40%)
• Even after correction for bias in response (IPTS)
• EUA (2013): about 58% of the European institution is having a
MOOC or planning to introduce them
• EADTU/HOME (2014): about 71% of the institutions has a MOOC or
is planning to develop one
• JRC-IPTS (2015): about 41% of the institutions has a MOOC or is
planning to develop one
• EADTU/HOME (2015): about 68% of the institutions has a MOOC or
is planning to develop one
Darco Jansen

Why is Europe so much more involved in MOOCS?
Darco Jansen

Significant differences between countries?
Darco Jansen

IPTS (2015) study in five European Countries
• Reponse 178
• Correction for (neff 118)
• Country
• Region,
• Type HEi
• Past MOOC offering
according OpenEducationEuropa
Darco Jansen

Titel
Spreker
fotovoorbeeldhttp://www.slideshare.net/yvespunie/ipts-opensurvey-final-55974682

EADTU – HOME
survey (2015)
• Net reponse 150
(total 168)
Darco Jansen

Main drivers behind MOOCs
• Why are HEIs involved in MOOCs? (and why not?)

Sustainability and Business models
• Are MOOCs seen as sustainable model?
• What are the main business models for MOOCs and MOOC providers

Bussiness to consumers
• MOOCs are for free, but participants might pay for additional services
like formal certificates, remedial courses, individual tutoring during the
MOOC, tailored (paid for) follow-up resources (B2C)
• MOOC might be aligned to HEIs strategies and other HEIs businesses:
MOOC as a marketing model, to attract more (on-campus) students,
new kind of students, to improve the quality of on-campus education,
to reduce the cost of the regular course provision
• B2B: Course Production Services, MOOC platform, Global marketing
and branding, Learning analytics tools, Translation services, ….
• B2G: to society goals like training the unemployed, social inclusion
Challenge: unbundling of education

Credits and Quality
• What about credits to MOOCs
• Quality Education for all (SD#4)
• Quality models for Online Education
• Quality models for MOOCs

Quality of MOOCs (1)
• MOOCs used as tool for Quality Education for all (SD#4) or to train the
unempoyed – for CPD - …..
• Quality must be seen as the result of the application of a systematic
process of design and evaluation, aimed at improvement over time.
• Quality may be reviewed from the macro level (national/global), meso
(institutional) and micro (course/module)
• Many stakeholders: learners and educators, but also higher education
institutions (HEIs) and MOOC platform providers, quality agencies and
government, and potentially employers

1. Quality from the learner’s point of view
2. Quality connected to the pedagogical framework of the MOOC
3. Quality related to the input elements
4. Quality based on outcome measures
• Ossiannilsson et al, (2015) have studied existing quality models for
online education, including MOOCs.
• They found that most models take a holistic view of quality
• most cover a consistent set of important dimensions.

• Need for integrated / holistic quality models
• Since Jan’2014 : Quality Label for MOOCs by OpenupEd
• A process-based quality enhancement framework for MOOCs and their providers
• A quality label based on existing systems of both open and online education
• Benchmarks for the institutional level are grouped into the same six areas : Strategic
management, Curriculum design, Course design, Course delivery, Staff support and
Student support
• And additional benchmarks at course level

Making Sense of MOOCs: A Guide for Policy Makers in
Developing Countries
• MOOCs are still a powerful tool to provide quality education for all
• MOOCs should essentially be about
• Open(ing up) education
• Scalability by the use of online tools
• As such we should embrace diversity – equity and increase accessibility
MOOC provision (and collaboration on shared services) should account for
diverse languages, cultures, settings, pedagogies and technologies
• Generic MOOC model needs to be re-engineered to allow for a broad
spectrum of approaches and contexts.
• As such different regional strategies are necessary to leverage the full
potential of online learning and MOOCs for education and development.
• Cross-institutional and cross-continental collaboration needed.
Darco Jansen

12. Analysis of MOOCs providers – differences between regions - Darco Jansen (EADTU) - Presentation

12. Analysis of MOOCs providers – differences between regions - Darco Jansen (EADTU) - Presentation

Empfohlen

Empfohlen

Weitere ähnliche Inhalte

Was ist angesagt?

Was ist angesagt? (20)

Ähnlich wie 12. Analysis of MOOCs providers – differences between regions - Darco Jansen (EADTU) - Presentation

Ähnlich wie 12. Analysis of MOOCs providers – differences between regions - Darco Jansen (EADTU) - Presentation (20)

Mehr von Tiberio Feliz Murias

Mehr von Tiberio Feliz Murias (20)

Kürzlich hochgeladen

Kürzlich hochgeladen (20)

12. Analysis of MOOCs providers – differences between regions - Darco Jansen (EADTU) - Presentation