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MOOCs – 2 years later m oocs.epfl.ch Karl Aberer

MOOCs – 2 years later m oocs.epfl.ch Karl Aberer Contributions from Patrick Jermann, Pierre Dillenbourg, Dimitris Noukakis Center for Digital Education c ede.epfl.ch. The MOOCs phenomenon. Khan Academy Created 2006 by a Wall Street analyst BS in math, MS in EECS and MBA

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MOOCs – 2 years later m oocs.epfl.ch Karl Aberer

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  1. MOOCs – 2 years later moocs.epfl.ch Karl Aberer Contributions from Patrick Jermann, Pierre Dillenbourg, Dimitris Noukakis Center for Digital Education cede.epfl.ch

  2. The MOOCsphenomenon Khan Academy • Created 2006 by a Wall Street analyst • BS in math, MS in EECS and MBA • 3500 lectures for highschool kids • 250 Miolessonsdelivered StanfordUniversity, Fall 2011 • One class attracts 160’000 students • Intro to Artificial Intelligence, Thrün and Norvig • 22’000 completed the course • 420 perfect scores … • none fromStanford

  3. There’s a Tsunami coming [ John Hennessy, President of Stanford ] “The Tsunami” (2012) Massive Open Online Courses (2008)Technology-enhanced learning (2004)Swiss Virtual Campus (2000)Learning Management Systems (1999)Virtual University (1999)Open Learning (1995) e-Learning (1993)Online Education (1993) Computer-Mediated Learning (1990)Educational telematics (1988)Computer-Assisted Learning (1985)Computer-Based Learning (1980)Computer-Assisted Instruction (1960) MOOC

  4. Whynow? 4. Innovation • Open content • Synchronization • Personalization 3. Opportunity • Social networks • Big Data Community 1. Demand • Top lectures from top universities • Classicalpedagogywith strict schedules Quality Economy of Scale 2. Problem • Raisingtuitionfees in US

  5. Key elements of a MOOCs xMOOCs • Lectures + Assignments • Strict Schedule • Certification cMOOCs • Social interaction, crowdsourcing • YouTube, web2.0 • Free and open content

  6. Platforms (update) MIT & Harvard foundation (2012) Non-profit, 60 Miofunding Open source platform 53 universities, 287 courses Stanford startup (2011) For profit, 15 Mio VC Proprietaryplatform 104 universities, 763 courses (Sep 2014)

  7. Big Question Whyshould a (European) university engage in MOOCs? Immediateanswer: Visibility in the global competition Obviousopportunity: Improvingteaching • Peer pressure, flippedclassrooms, data Long-term perspective: Evolving mission of universities • Continuouseducation, international networking and outreach to developingcountries

  8. What are EPFL’s motivations to do MOOCs ? • Visibility and reputation Unique Selling Proposition • Enhance teaching Internal • Outreach Africa

  9. Visibility: MOOCs = Massive Open Online Courses 600’000 + students in 2 years One university professor 10’000 students in a lifetime Green = French courses Blue = English courses

  10. European MOOC participants

  11. A Variety of Participants

  12. Teaching: Students’ & Professors’ voice • Students • appreciate flexibility • like watching the course in groups • want the contact with the professors • are concerned about data privacy • Professors • invest a huge energy • take a risk to open their teaching • strive for excellence Data produced by Heather Miller & Martin Odersky «In the future, I wouldprefer to takethis course…. »

  13. After the tsunami: new course formats 100% online Flipped classroom Traditional (Status Quo)

  14. Will MOOCs improve teaching? We strongly believe so but “Good MOOCs are (in general) better than bad MOOCs” (Pierre Dillenbourg)

  15. New mission: Example Africa

  16. MOOCs in Africa

  17. Continued Education • The average age 26 years • Educated, with 34% bachelor's and 31% having a master's degree. • > 90%cite “life-long learning,” • 79% to advance their career • 51% of students want a certificate • Want entry-level courses where they can apply the knowledge learned to their every day life. edX Partner News 20, august 2013 Data produced by Heather Miller & Martin Odersky

  18. Doing MOOCs is Hard Work! MOOC Studio

  19. MOOCs Factory 1 MOOC = 93.000CHF

  20. Economics: Universities out of Control • Resources: More? Less? Different ones? • Revenues: How? How much? • Certificates: Who? How? How much? • Intellectual Property: Who owns the MOOCs? Teacher? University? Platform? • Privacy: Who owns the data? Student? Teacher? Platform? • On campus teaching: Why? Added Value? • Professional education: Opportunity? Competition? • Fair access to knowledge: Facilitated? Tow-class education? • Students: No more prisoners of university!

  21. Betterbe an actorthan a spectator

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