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Y. Epelboin UPMC-Sorbonne Universités TERENA march 2013

www.upmc.fr

Université Pierre et Marie Curie

MoOC Massive Open Online Course

concept

Yves Epelboin Directeur du SG TICE

[email protected]


Warning

•  MOOCs are an evolving subject

2013

2/04

12:30

The contents of this presentation will be valid only until

May be before!


Context

•  MOOCs : an international tsunami coming from the US

•  Pressure from Brussels: official announcement to come mid-April

•  European OER initiatives: TERENA MTF

•  A visit to the US in November: –  Pennsylvania U. –  Drexel U. –  Educause

MOOC A US vision: adaptable to Europe?


A socio-economic view


Some US facts

•  A technophile society

•  An historical use of technology in Higher Education: –  To attract customers –  To solve the pedagogical difficulties –  An old home work dream

•  Some steps: –  2002: Western Governors University www.wgu.edu –  2004: OCW MIT : ocw.mit.edu –  Khan Academy : www.khanacademy.org


The US university model

•  A business model: –  Students = customers

•  Payment by study •  Attractivity and publicity

–  Local diploma, no state intervention –  Profitability : few permanent staff (tenure) –  Tuition pays for Research (non profit institutions) and for

profit institutions(Phoenix)

•  Public universities: –  Same model with some State funding


The economical crisis

•  Tuition fees at an innaceptable level: –  Over 10 000 $ in public universities –  40 000 – 60 000 $ private universities

•  An abyssal students debt: 1000 Milliards $ –  Mean value 25 000 $ in

2012 (15 000 $ in 2004) –  40 Millions loans

(20 Millions in 2004)

Source : Le Monde 23/03/2013


Tuiton debt

•  The number of borrowers : –  20 millions in 2004, 40 millions in 2012

•  40% under10 000 $, 30% under 25 000 $, 30% more than25 000 $

•  A negative impact on the US economy First debt before housing!

Source : Le monde 23/03/2013

966 Millions US $


Solutions

•  Facts: –  30% students only in primary study –  Many partial workers (services on campus…) –  A trend to drastically reduce staff expense (tenure)

•  Use of IT to reduce costs

MOOC


MOOC

•  A massive course: over 140 000 students! –  Few interactions with teachers –  Pure distance learning –  Automatic tests and peers controls –  Certification at the end

•  Certification is not credential –  Not for free

•  A high dropout rate (90%)


The main actors

•  edX : Harvard, Berkeley, U. of Texas… www.edx.org

•  Coursera : Stanford, EPFL, Edinborough… www.coursera.org

•  Canvas : Brown, U. of C. Florida… www.canvas.net

•  Udacity : private company www.udacity.com

•  Futurelearn : Open University www.futurelearn.com


An important investment

•  Course scenario renewed

•  New documents and OER

•  Massive use of short videos (chunks 5-7 mn) •  New designed LMS:

–  Large number of students in one course –  Designed for little follow-up –  Collaborative and social tools –  Automatic quizzes


An important funding

•  Finances : edX : 60 M$

•  One course: 100 000 – 600 000 $

•  A full time job to design a course


Business model ?

Yet to come

The « generous

model» Open

Education : who is

funding?

The realistic model: call products, then on

payment (see Open University

UK)

Industrial product in

competition with

classical study but at

a lower price

A means to increase HE productivity


Already a model taking shape

•  A mass teaching model at lower cost

•  Already not so open : –  Option « Signature track » for certification (Coursera) –  First grades to enter college (Arizona, Arkansas,

Cincinnati… •  New recruiting model •  To attract new customers already engaged in professional life (grants

for successful applicants…) •  To decrease the tuition cost (Drexel)

–  Industrial business model at lower price •  Phoenix

•  The concept of a new economical model for Higher Education


A new grading sytem

•  13/11/2012 Coursera: –  33 courses accepted as credits by renown universities such

as Stanford, Penn, Princeton, Brown, Berkeley… –  Move from the OCW concept towards a pay model –  A paying certification revolving towards a paying

graduation –  Business model shared with the industry:

Wiley


… and now?

•  « MOOCs as capital-biased technological change » J. Zevin The Magnet is always on, 17/12/2012

•  edu@2025 R. Katz http://video.upmc.fr/differe.php?collec=S_edu_2025

•  « Udacity has already partnered with more than 20 companies who verify and accept the certificates of course completion » S. Thrun, (Standford et Google) in CNN W. J. Bennett, 5/07/2012


Models for Europe?

•  The economical model: –  Mass and open? –  Less expensive distance learning model?

•  The organization model: –  Centralized : HE European model? –  Competition among consortiums?

•  European, national scale? •  Merging with US consortiums?

•  The funding problem –  LMS –  Support staff and teachers –  Contents


MOOOOC ? Some insight


From OCW to x-MOOC and c-MOOC

•  See Phil Hill, Educause Review , 1er novembre2012


c-MOOC

•  The connectivist model –  « All learners, all teachers »

•  No build path, no pedagogical path

•  Some resources available but –  Bring your own resources –  Web crawling more important than anything else

•  Aims: –  Exchanges, social learning –  Network and connections –  Acquisition of knowledge

•  Certification: how?


c-MOOC

•  MOOC: unidentifieds learning object

•  « Gathering of people who desire to exchange skills and expertise on a given subject in a collaborative and informal way»

MOOC guide http://moocguide.wikispaces.com


c-MOOC : a course?

•  A c-MOOC is not a course in the usual meaning –  It is a means to

connect people –  It is a means to

collaborate

•  It is an event where interested people meet.

•  Every participant brings his/her own work

•  Every one contributes

•  Every one judges the others (kudos)


c-MOOC: a course?

•  Course as a collection of documents, videos, blogs, forums, social spaces, tweets, tags…

•  Based on a distributed knowledge all around the Web

•  Participants are encouraged –  To be independent –  To work in their own space (community, language…) –  To build his/her own community network for

life long term

Dave Cormier U. of Prince Edward Island


x-MOOC

•  Main lecture: –  Videos = the theater –  Documents = books

•  Application classes: –  Exchanges among participants

(forums, social tools) –  Crowd learning –  Exchanges with teachers

•  Comments in forums et social tools

•  Assessments –  Quizzes

•  Degree = Certification • 


A 21st century answer?

•  Alternative to classical learning: –  Information is everywhere –  Information is accessible from anyplace –  Knowledge is distributed (Wikipedia…)

•  A MOOC is: –  Open to everybody –  Participatory –  Distributed –  Based on a network of relations for all along the life

education


Flipped learning

•  Inverted pedagogy –  All participants –  All learners –  All teachers

•  End of the classical academic model –  Delivering documents –  Pedagogical support –  Assessments …

•  A new model for the 21st century student


A young technology

•  « One course = one platform » Charles Severance, Indiana University

•  Virtualization

•  Virtual distributed platform (cloud) to sustain the load

•  Open source : –  Canvas : Ubuntu (Debian, MacOS?) –  edX : Xblock, just released (MIT) –  Class2go (Stanford) (Python, Django) –  Coursebuilder (Google)(Django) –  OpenMOOC (Spain)(Python, Django) –  Sakai CLE (Apereo fundation, Java) –  Claroline Connect (to come)


Which MOOC?

•  Capability for massive accesses

•  Possibility to define private areas with possiblke tutoring

•  Integration of social networks, portfolios, collaborative tools, forums…

•  Easyness of use •  Designed for MOOCs

only or not?


Other MOOCs: iTypa

•  Pure c-MOOC : no special tools

•  YouTube

•  Web •  Google docs

•  4000 participants


Other Mocos: Sakai CLE

•  HEC Montreal –  https://edulib.hec.ca/portal –  Introduction au marketing november 2012 –  > 3000 students

•  University of Amsterdam –  http://mooc.uva.nl

•  > 5000 students


A cloud architecture

Load Balancing

1 n 2 …

DB User Data


First returns


A diversity of experiences

•  Steve Kolowich Chronicle of Higher Education 18/03/2013


Future?

•  See

Steve Kolowich Chronicle of Higher Education 18/03/2013


A MOOC is not a course

•  A MOOC is not resources in a platform

Steve Kolowich Chronicle of Higher Education 18/03/2013


Future again

See Dayly Free Press 22/03/2013


2025 horizon?

•  Major industrial companies: Google, Microsoft…

•  Survival of universities –  In the USA :

•  Standardized curricula under pressures to reduce costs and prices.

–  In Europe : •  Concurrency between universities and education business •  Certification and graduation •  TROC : Tiny Restricted On-Line Courses

See edu@2025 R. Katz, youTube


MOOCs : a revolution?


A revolution?


An alternative?

But some industry leaders try to make believe that MOOCs are the alternative to the “King teacher” (Xavier Niel, Illiad & Free)


Changes to come

•  Distance learning –  End of synchronism with the university timing –  End of organization by ECTS –  Certification or graduation?

•  Open University –  Bring a new public to the university

•  Retired people •  Knowledge lurkers

•  Continuous education

•  Prerequisites, remedial courses

•  Battle with business for alternative graduation


Discussion

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