Post on 06-May-2015
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MOOCs in higher education: a critical reflection of its
potential and pitfalls
Assoc Prof Philip UysDirector, Strategic Learning and Teaching Innovation
Division of Student LearningCharles Sturt University, Australia
puys@csu.edu.au
MOOCs 2013Melbourne
22-23 July 2013
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1. Introduction- CSU - a MOOC per month in IT Masters as a teaser- joined four MOOCs Coursera - Internet History, Technology, and Security
Edx - The Ancient Greek Hero
Open2study (Australian) - Teaching Adult Learners
CSU - Sharepoint 2013 Development
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Remarkably similar in structure- registration engine
- announcements
- online material (watch/read)
- discussion forum
- multiple choice assessment/peer graded essay
- reminder emails (some from facilitator)
- provide certificate or badges
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Differences- some allow “voting” on the discussion forum
- some track progress in elementary ways
- CSU MOOC has weekly synchronous session
- some has evaluation at the end
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Your experience with the structural elements of MOOCS?
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Compared with CSU online courses- CSU uses many more online tools e.g. wiki, blog, polling, eportfolio, digital object management system
- scaffolding, support materials and help
- Library services
- count towards a certificate/diploma/degree (although some MOOCS also do)
- assignment style assessment (although EdEx also experimenting)
- personal presence of teacher in online forums, and personal emails
- some have synchronous virtual classroom activities
- more collaborative and cooperative learning
- on-campus courses has many F2F interactions
- some DE courses have F2F events e.g. residential schools
(can ultimately charge for access to these items)
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How does MOOCs compare with courses in your institution?
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2. Potential of MOOCs
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Bring a renewed focus on learning and teaching
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Elevate online learning to a more prominent position as part of the total university student experience
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Social inclusion and help with employment especially in developing countries with 100 millions of learners without access to education
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Help unis to review their identity and competitive edge to be able to attract students
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Expose bad teaching, as it is public!
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Encourage peer learning (especially comments in the online forum)
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Provide free OER
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Great potential for analytics (truly big data!)
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Provide a rich connectivist network
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People might go on to further studies e.g. CSU IT Masters MOOC
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Personal growth - life long and life-wide learning
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Access to prestigious teachers and institutions
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Celebrate diversity of students
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Could offer subjects valuable to developing countries
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What are other standout positives for you?
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2. Pitfalls of MOOCs
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Drop out rates are high e.g. 85% or 90% - can have devastating effect on the students
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Incorrectly assume that the students are self-directed, self motivated learners
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Very little or no scaffolding (except standard emails)
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Everything on Coursera belongs to them: not really open
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For profit eventually e.g. “Signature” courses in Coursera
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MOOCS just will not challenge tertiary institutions
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Often bad online pedagogy
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Focus seems to be quantity which does not = quality
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Exporting bad pedagogy can have a devastating effect on a university's marketing and brand
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Undeveloped sustainability model including lack of clear business model
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Weak on blended learning, as all is online
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Weak on clear mobile strategies
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What are other standout negatives for you?
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The verdict – will MOOCS lead to positive or negative outcomes?
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3. Locating MOOCs in the higher educational landscape
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• as a catalyst for change
• engendering change towards more open learning
• highlights learning and teaching
• help universities to identify their competitive edge... or not!
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Thank you
Assoc Prof Philip Uys
Director, Strategic Learning and Teaching Innovation Division of Student Learning
Charles Sturt University, Australia<puys@csu.edu.au>
Slides available from http://www.globe-online.com/philip.uys