The Maturing of the MOOC

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The Maturing of the MOOC Part Two: Issues Business and financial models MOOCs – by almost every interpretation – are set to impact the business, financial and commercial operations of Higher Education. This is a consensual theme that emerges clearly from all the current literature. It should be noted that, up to now, this impact is more widely forecast than observed in practice. However, institutional developments are beginning to reflect the maturing MOOC phenomenon. This is seen most widely in the following areas. 1. Cost-reducing financial models for course production and sale 2. Emergence of viable sources of revenue for MOOC operators 3. Growing acceptance for accreditation of MOOC learning 4. Extension of MOOC format beyond elite institutions via: a. Open access by other institutions to quality content hosted in MOOC platforms b. Recruitment of second-tier Universities to MOOC platforms. Course production cost - falling Literature has explored the cost advantages of MOOCs over other forms of online course production. The resource requirement of creating online courses is identified by Walter Sinott- Armstrong of Duke University in an advice video widely used as a guide to course making 50 . Sinnott-Armstrong outlines a 10 step process for developing general online courses which involves intensive teacher effort to develop a syllabus, explicitly identify the topics covered and plan the time required to cover them. Inputs include detailed scripting, set-up of audiovisual equipment and hardware, recording, editing and enhancement. Permissions, quizzes, uploads, monitoring and in-course modification also add to the teacher workload. MOOC teams also report intensive workloads (Edinburgh staff reported round the clock working for several weeks). However, the technique of leveraging the cohort to develop its own syllabus, media, assessment and modifications, eliminates many of the steps of course preparation that might otherwise fall on tutors. 50 http://www.youtube.com/watch?v=JKbPNx2TSgM 70
The Maturing of the MOOC The comparable MOOC presentation Developing, designing and running MOOCs by George Siemens (2012) 51 describes the workload in planning and running MOOCs. For Siemens, this is a 9 step-process: (1) developing a topic for a certain audience, (2) finding other facilitators preferably from other backgrounds, (3) determining course content (blogs, online articles, lecture videos) as a starting point for the course, (4) planning spaces for interaction (tags, forums, blogs, emails etc.), (5) planning interactions (synchronous v asynchronous), (6) planning the continued presence of facilitators through active participation, (7) organising learning creation through course activities and peer feedback, (8) promoting and sharing the course site, and (9) iterating and improving on previous course work. Research by the Chronicle of Higher Ed 52 established that a recent Chronicle survey found that professors typically spent 100 hours to develop a MOOC, and then eight to 10 hours each week while the courses were in session. This commitment amounted to a drain on their normal campus responsibilities. The cost advantage of MOOCs over other educational forms is explored by Diana Laurillard, a former OU Vice-Chancellor and now a Director at the Institute of Education London Knowledge Lab. In a presentation in February 2013 53 at the conference “Online and open-access learning in higher education: MOOCs, new pedagogies and business models”, Laurillard showed that neither online nor F2F conventional teaching structures can use scale to improve upon the optimum 1:25 staff:student ratio. However, argued Laurillard, pedagogical innovations do have the potential to achieve cost breakthroughs. Fig 21: Model of the costs of increased student cohort size in conventional and MOOC education (source: Laurillard op cit) 51 http://www.slideshare.net/gsiemens/designing-and-running-a-mooc 52 http://chronicle.com/article/The-Professors-Behind-the-MOOC/137905/#id=overview 53 http://www.lfhe.ac.uk/en/research-resources/post-event-resources/conferences-andevents/Onlineandopenaccess/index.cfm 71
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