Cetis Blogs - expert commentary on educational technology » MOOCs

MOOCs and Open Education Timeline (updated!)

Li Yuan — Mon, 11 May 2015 13:54:31 +0000

This revised version of the evolution of MOOCs was developed for our paper ‘Partnership Model for Entrepreneurial Innovation in Open Online’ now published in eLearning Papers. Three years after the initial MOOC hype, in line with our previous analysis we looked at some possible trends and influence of MOOCs the HE system in the contexts of face-to-face teaching, open education, online distance learning, and possible business initiatives in education and training. We expanded the diagram from 2012 -2015 and explored some key ideas and trends around the following aspects:

Open license: Most MOOC content is not openly licensed so it cannot be reused in different contexts. There are, however, a few examples of institutions using Creative Commons licences for their courses – meaning they can be taken and re-used elsewhere. In addition, there is a trend for MOOC to be made available ‘on demand’ after the course has finished, where they in effect become another source of online content that is openly available. Those OERs and online content can be used to develop blended learning courses or support a flipped classroom approach in face-to-face teaching.
Online learning pedagogy: New pedagogical experiments in online distance learning can be identified in addition to the c/xMOOC with variants including SPOCs (Small Private Open Courses), DOCCs (Distributed Open Collaborative Course) and SOOCs (Social Online Open Course or Small Open Online Course). It is likely that they will evolve to more closely resemble regular online courses with flexible learning pathways. These will provide a range of paid-for services, including learning support on demand, qualitative feedback on assignments, and certification and credits (Yuan and Powell 2014).
New educational provisions: The disruptive effect of MOOCs will be felt most significantly in the development of new forms of provision that go beyond the traditional HE market. For example, the commercial MOOC providers, such as Udacity and Coursera, have moved on to professional and corporate training, broadening their offerings to appeal to employers (Chafkin, 2013). In an HE context, platforms are creating space for exam-based credit and competency-based programs which will enable commercial online learning providers to produce a variety of convenient, customizable, and targeted programs for the emergent needs of the job market backed by awards from recognised institutions.
Add-on Services: The development of online courses is an evolving model with the market re-working itself to offer a broader range of solutions to deliver services at a range of price levels to a range of student types. There is great potential for add-on content services and the creation of new revenue models through building partnerships with institutions and other educational service providers. As these trends continue to unfold, we can expect to see even more entrepreneurial innovation and change in the online learning landscape.

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MOOCs and technology-enhanced learning: next steps and challenges

Li Yuan — Mon, 27 Oct 2014 14:16:27 +0000

Last week, I gave a presentation at the Westminster Higher Education Forum Keynote Seminar, where I discussed the opportunities MOOCs provide for UK universities to develop their brand internationally and to expand their international market through online learning. I would like to share some of my slides and transcripts below:

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OERde14 – The view from Scotland

Lorna Campbell — Tue, 09 Sep 2014 16:21:04 +0000

[Cross posted to Open Scotland]

I’m delighted to have been invited to Berlin later this week to give a talk at OERde14 – The Future of Free Educational Materials. I’ll be talking about a range of contrasting initiatives that have aimed to promote open education policy and practice in Scotland, England and Wales over the last five years, including the UKOER Programme, Open Scotland, OER Wales, the Welsh Open Education Declaration of Intent, the Scottish Open Education Declaration and the Opening Educational Practice in Scotland project. I’ll also be reflecting on the different approaches taken by these initiatives and asking what Germany can learn from the experiences of open education practitioners in the UK.

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Reusing Open Resources: Learning in Open Networks for Work, Life and Education

Lorna Campbell — Wed, 30 Jul 2014 10:41:03 +0000

Back in 2003 I contributed a chapter to Allison LIttlejohn’s book Reusing Online Resources: A Sustainable Approach to E-learning and I’m delighted to say that, together with co-authors Sheila MacNeill and Martin Hawksey, I have another paper in the subsequent book in this series Reusing Open Resources: Learning in Open Networks for Work, Life and Education edited by Allison Littlejohn and Chris Pegler.

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#Cetis14 Open Education: From Open Practice to Open Policy

Lorna Campbell — Thu, 26 Jun 2014 16:51:21 +0000

Last week Li and I ran a session at the Cetis Conference on Open Education: From Open Practice to Open Policy. My initial plan had been to focus on questions such as:

What, if any, is the value of open education policy?
Do institutions need open education policies?
Should government agencies play a role in the development of open education policy?
Are there conflicts between commercial interests and market forces, and open education policy and practice?
How can open education initiatives be nurtured and sustained?
And what do we mean by “open education” anyway?!

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