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Integrating MOOCs and Institutional Strategies: Why Are We (Not) Doing
This? Presented by Gary W. Matkin, Ph.D., Dean
2014 UPCEA Annual Conference, Miami, FloridaMarch 26-28th, 2014
slideshare.net/garymatkin/upcea2014
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Purposes of this Presentation
• Establish the proper context for
understanding MOOCs, what they are and
are not
• Provide pros and cons of being involved
with MOOCs
• Illustrate uses of MOOCs as institutional
strategy
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Understanding the MOOC Context: Point 1
• MOOCs are a very limited form of
“open” education
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The UCI Experience: UCI OCW Over 350,000 Site Visits in
2013
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The UCI Experience: UCI YouTube
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UCI Course YouTube Views, Minutes Watched, and Avg.
Minutes Per View 2013YouTube views are approaching 100,000 and minutes watched are approaching 1 million per
month
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The UCI Experience: UCI MOOCs Enrollments 2013
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Understanding the MOOC Context: Point 2
• A clear understanding of MOOCs is
clouded by the hype, hyperbole,
faculty reaction to, local institutional
politics, and press headlines about
MOOCs
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2 UCI courses were included
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Understanding the MOOC Context: Point 3
• MOOCs are more likely to have a
disruptive effect on continuing
education than on traditional higher
education
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Understanding the MOOC Context: Point 4
• MOOCs have energized the online
and open education movements
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Understanding the MOOC Context: Point 5
• Public discussion about MOOCs has
resulted in confusion about what
MOOCs are, are not, and realistically
might become
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WHAT MOOCS ARE
• Threats to status quo, especially continuing
education
• Expensive
• High quality learning pathways
• An important form of open education
• Symbols of the learning revolution
• Opportunities for massive research
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What MOOCS are NOT
• Not so massive in future
• Not so open
• Not online courses
• Not threats to teaching
• Not limited to top-ranked universities
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WHAT MOOCS WILL BE
• A standard part of higher and continuing
education
• The basis for low cost sharing of content
• Focused on non-degree seeking, targeted
audiences
• Clearing houses for innovation and learning
research
• “Hubs” for learning communities
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1. Gain positive attention
2. Attract and serve
students
3. Create a position for
innovation readiness
4. Symbolize innovation
5. Provide opportunities
for research on
learning and
improvement
6. Fulfill public service
roles
7. Can serve deserving
audiences (alumni, lay
public)
8. Inform course
authorship and design
9. Put instruction on the
"train"
The Pros & Cons of MOOCs: Pros
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The Pros & Cons of MOOCs: Cons
• MOOCs are expensive
• No current rational business model (may not be
sustainable)
• May cause needless internal antipathy toward
online education
• Financial rationale unquantifiable (value of PR)
• Few “organic” ties to teaching, research, public
service
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Elements of an Institutional MOOC Strategy
• Public Service—Serving a deserving audience
– UCI: CSET
• Learning innovation and research
– UCI: Pre-Bio MOOC
• Revenue opportunity
– UCI: Coursera and Virtual Teacher
• Increased market visibility for University program
– UCI: Open Chem
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Public Service: CSET
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Learning Innovation & Research: Pre-Bio
• Coursera MOOC Enrollments: 37, 921
• UCI Freshmen enrolled:
• Research questions:
– How did students who “completed” the MOOC do in
Bio 1?
– How did their performance compare with a control
group?
– What level of “completion” made a difference?
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Market Visibility: Open Chem
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OpenChem YouTube Views and Minutes Watched 2013YouTube views of Open Chem are Approaching 50,000 views and 500,000 minutes watched per
month
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What Will You Do?