mooc
TRANSCRIPT
Everything You Needto Know About MOOCs
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
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).
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
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.
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).
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).
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.
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.
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
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).
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.
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).
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).
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).
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).
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).
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.
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).
Find ways to satisfy employers
Learning and identity issues
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
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
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?
First question concerns what constitutes success
Become self-sustaining whilst delivering a quality education valued by students and employers?
MOOCs – Still a viable business
model?
Yves EpelboinProfessor Emeritus UPMC-
Sorbonne-Universités, Paris
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 London
Y.Epelboin
Le Monde 26/04/2015
US context: Tuition debt
A negative impact on the US economy
First debt before housing!
1160 Billions US $
EdTech June 2-3 2015 London
Y.Epelboin
Le Monde 26/04/2015
Growth of MOOCs
https://www.edsurge.com/n/2014-12-26-moocs-in-2014-breaking-down-the-numbers
EdTech June 2-3 2015 London
Y.Epelboin
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 London
Y.Epelboin
MOOCThe budget
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 London
Y.Epelboin
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 London
Y.Epelboin
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 London
Y.Epelboin
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 London
Y.Epelboin
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 London
Y.Epelboin
Pomerol, Epelboin & Thoury MOOCs, Design, Use and Business Models, Wiley 2015
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 London
Y.Epelboin
Pomerol, Epelboin & Thoury MOOCs, Design, Use and Business Models, Wiley 2015
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 London
Y.Epelboin
See: Pomerol, Epelboin & Thoury MOOCs, Design, Use and Business Models, Wiley 2015
Cost comparizon
Students
€
100 200 300 400 500 600 700 800 900 10000
20000
40000
60000
80000
100000
120000
140000
160000
ClassicMOOCSPOC
EdTech June 2-3 2015 London
Y.Epelboin
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
studentsStaff environment not taken into
account
EdTech June 2-3 2015 London
Y.Epelboin
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
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
MOOCEmerging Business
models
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 London
Y.Epelboin
Case # 1
Arizona State University (ASU)Universities consortiumFirst year through MOOCs for less
than 6000$Payment at the endParticipation of edX
EdTech June 2-3 2015 London
Y.Epelboin
Case # 2
Urbana Champaign universityeMBA for 20 000$
1.First, selected Coursera specializations
2.Agreement of curriculum by Urbana
3.Finish as official MBA degree
EdTech June 2-3 2015 London
Y.Epelboin
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 London
Y.Epelboin
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
Others
Georgia Tech master in ccomputer sciences
MiriadaXOpen UThere is a huge space for online learning with MOOCs
EdTech June 2-3 2015 London
Y.Epelboin
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 London
Y.Epelboin
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 London
Y.Epelboin
A university model
A three-tiers system
MOOC designers
MOOC distributor
Universities
EdTech June 2-3 2015 London Y.Epelboin
Blended learning
MOOC
A continuous education model
A four-tiers system
EdTech June 2-3 2015 London
Y.Epelboin
MOOC designers
MOOC distributor
MOOC broker Company
Conclusion
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 London
Y.Epelboin
MOOCs for continuous EducationA 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, GuykaE-Learning Market Trends & Forecast 2014-206 Report, docebo report,www.docebo.com
EdTech June 2-3 2015 London
Y.Epelboin
Coursera & al.
Major actors to federate universitiesMajor actors for continuous EducationMuch more than certificates
providers, providers of tommorrow education
Future partners of universities for courses building.
EdTech June 2-3 2015 London
Y.Epelboin
what is my field of interestTourism Development and Hospitality ManagementThis is because I love to travel
[email protected]: 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)
Discussion
MOOCThe budget
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 London
Y.Epelboin
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 London
Y.Epelboin
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 London
Y.Epelboin
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 London
Y.Epelboin
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 London
Y.Epelboin
Pomerol, Epelboin & Thoury MOOCs, Design, Use and Business Models, Wiley 2015
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 London
Y.Epelboin
Pomerol, Epelboin & Thoury MOOCs, Design, Use and Business Models, Wiley 2015
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 London
Y.Epelboin
See: Pomerol, Epelboin & Thoury MOOCs, Design, Use and Business Models, Wiley 2015
Cost comparizon
Students
€
100 200 300 400 500 600 700 800 900 10000
20000
40000
60000
80000
100000
120000
140000
160000
ClassicMOOCSPOC
EdTech June 2-3 2015 London
Y.Epelboin
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
studentsStaff environment not taken into
account
EdTech June 2-3 2015 London
Y.Epelboin
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
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
MOOCEmerging Business
models
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 London
Y.Epelboin
Case # 1
Arizona State University (ASU)Universities consortiumFirst year through MOOCs for less
than 6000$Payment at the endParticipation of edX
EdTech June 2-3 2015 London
Y.Epelboin
Case # 2
Urbana Champaign universityeMBA for 20 000$
1.First, selected Coursera specializations
2.Agreement of curriculum by Urbana
3.Finish as official MBA degree
EdTech June 2-3 2015 London
Y.Epelboin
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 London
Y.Epelboin
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 London
Y.Epelboin
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 London
Y.Epelboin
A university model
A three-tiers system
MOOC designers
MOOC distributor
Universities
EdTech June 2-3 2015 London Y.Epelboin
Blended learning
MOOC
A continuous education model
A four-tiers system
EdTech June 2-3 2015 London
Y.Epelboin
MOOC designers
MOOC distributor
MOOC broker Company
Conclusion
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 London
Y.Epelboin
MOOCs for continuous EducationA 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, GuykaE-Learning Market Trends & Forecast 2014-206 Report, docebo report,www.docebo.com
EdTech June 2-3 2015 London
Y.Epelboin
Coursera & al.
Major actors to federate universitiesMajor actors for continuous EducationMuch more than certificates
providers, providers of tommorrow education
Future partners of universities for courses building.
EdTech June 2-3 2015 London
Y.Epelboin
Growth of MOOCs
https://www.edsurge.com/n/2014-12-26-moocs-in-2014-breaking-down-the-numbers
MOOC and student retention
Success as not the same meaning in a MOOC than in a class
MOOCThe budget
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
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
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
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 hoursPomerol, Epelboin & Thoury MOOCs, Design, Use and Business Models, Wiley 2015
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
Total cost
8 weeks MOOC: 30 000 € - 120 000 € (external support) UC San Diego: 150 000 $
Not included: Delivery Environment for teachers and staff
Cost comparizon
Students
€
100 200 300 400 500 600 700 800 900 10000
20000
40000
60000
80000
100000
120000
140000
160000
ClassicMOOCSPOC
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
studentsStaff environment not taken into
account
EdTech June 2-3 2015 London
Y.Epelboin
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
The MIT Model
https://formation.unpidf.fr/fr/mediatheque/media-51
Free MOOCs can only be a by-product
MOOCEmerging Business
models
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 London
Y.Epelboin
Case # 1
Arizona State University (ASU)Universities consortiumFirst year through MOOCs for less
than 6000$Payment at the endParticipation of edX
EdTech June 2-3 2015 London
Y.Epelboin
Case # 2
Urbana Champaign universityeMBA for 20 000$
1.First, selected Coursera specializations
2.Agreement of curriculum by Urbana
3.Finish as official MBA degree
EdTech June 2-3 2015 London
Y.Epelboin
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 London
Y.Epelboin
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/
Others
Georgia Tech master in ccomputer sciences
MiriadaXOpen UThere is a huge space for online learning with MOOCs
EdTech June 2-3 2015 London
Y.Epelboin
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 London
Y.Epelboin
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 London
Y.Epelboin
A university model
A three-tiers system
MOOC designers
MOOC distributor
Universities
EdTech June 2-3 2015 London Y.Epelboin
Blended learning
MOOC
A continuous education model
A four-tiers system
EdTech June 2-3 2015 London
Y.Epelboin
MOOC designers
MOOC distributor
MOOC broker Company
Conclusion
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 London
Y.Epelboin
MOOCs for continuous EducationA 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, GuykaE-Learning Market Trends & Forecast 2014-206 Report, docebo report,www.docebo.com
EdTech June 2-3 2015 London
Y.Epelboin
Coursera & al.
Major actors to federate universitiesMajor actors for continuous EducationMuch more than certificates
providers, providers of tommorrow education
Future partners of universities for courses building.
EdTech June 2-3 2015 London
Y.Epelboin
LOGO
Tourism development and Hospitality ManagementI 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
LOGO
South African TourismHere 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