The Maturing of the MOOC

More documents

Recommendations

Info

The Maturing of the MOOC In the paper A constructionist learning environment for teachers to model learning designs (2012) Laurillard et al scope out the reduction in learning time and course design time that could come from applying improved instructional design techniques. The paper suggests teacher preparation time can be more than halved 54 . The Centre for Teaching and Learning research at the University of North Carolina at Charlotte has similar findings based on cost analysis of MOOC type course construction models, identifying a 12% reduction in the Drop/Fail/Withdraw rate (DFW) and a final 31% cost saving per student 55 . Fig 23: Cost-reduction metrics from UNC Charlotte The different workloads (in quantity, quality and scheduling flexibility) are an important dimension in the financial and business case for MOOCs over conventional online course production. Revenue sources - starting to emerge Revenue models are emerging slowly and piecemeal in the literature. They are being pieced together from snippets of information and leaked documents, rather than being formally presented. 54 http://change.mooc.ca/files/dl/Laurillard%20et%20al%202012.docx published in Journal of Computer Assisted Learning, 2012 55 in Education Advisory Board, op . cit 72
The Maturing of the MOOC Thus edX, for example, used a press interview with its President Anant Agarwal in The Chronicle of Higher Education on 21 February 2013 to state its financial plans 56 but two months later had not even posted this article, the most detailed treatment to date of its revenue model, in its own press clippings gallery at https://www.edx.org/press. While covering the edX story, the Chronicle article posted an extract from what appears to be a standard contractual document supplied by edX, detailing a template commercial agreement between EdX and University partners at http://chronicle.com/article/Document- The-Revenue-Sharing/137429/. In a revenue-sharing model, edX would receive the first US$50,000 of revenue from any course it hosted, and 50% split thereafter. In a contracting model, edX would be paid US$250,000 up front for its “production assistance” in producing a MOOC for a participating University, and repeat fees of US$50,000 per edition of the course. If the MOOCs are financially lucrative, the edX model compares favourably for Universities against Coursera’s 85% - 91% take of income. But, the Chronicle’s journalist points out, there is as yet no viable proven model for any MOOC to generate significant income. The issue has emerged in the Academic Press as a matter of concern for HEIs 57 . Universities may, for example, build their own courses and host on EdX for free, but if they cannot do this, edX charges a base rate of $250,000 per course, then $50,000 for each additional time that course is offered, if it is preparing the content. A comparable template partnership agreement from Coursera was obtained http://chronicle.com/article/How-an-Upstart-Company-Might/133065/ by the Chronicle of Higher Education under Freedom of Information and published in an article by Jeffrey Young. The documents showed that Coursera had identified 8 possible sources of income, as follows: Certification (students pay for a badge or certificate) Secure assessments (students pay to have their examinations invigilated (proctored)) Employee recruitment (companies pay for access to student performance records) Applicant screening (employers/universities pay for access to records to screen applicants) Human tutoring or assignment marking (for which students pay) Selling the MOOC platform to enterprises to use in their own training courses Sponsorships (3 rd party sponsors of courses) Tuition fees. Commenting on this list in his 2012 article Making Sense of MOOCs: Musings in a Maze of Myth, Paradox and Possibility (at http://www-jime.open.ac.uk/jime/article/viewArticle/2012- 18/html) Sir John Daniel points out that the “striking feature about this list is that the 56 http://chronicle.com/article/How-EdX-Plans-to-Earnand/137433/?cid=wc&utm_source=wc&utm_medium=en 57 http://chronicle.com/article/Why-Some-Colleges-Are-Saying/138863/ 73
Page 1 and 2:
BIS RESEARCH PAPER NUMBER 130 The M
Page 3 and 4:
The Maturing of the MOOC Contents E
Page 5 and 6:
The Maturing of the MOOC Formal com
Page 7 and 8:
The Maturing of the MOOC of hype an
Page 9 and 10:
The Maturing of the MOOC Authors Th
Page 11 and 12:
The Maturing of the MOOC cMOOCs (C
Page 13 and 14:
The Maturing of the MOOC and frothy
Page 15 and 16:
The Maturing of the MOOC Methodolog
Page 17 and 18:
The Maturing of the MOOC Part One:
Page 19 and 20:
The Maturing of the MOOC Academy. T
Page 21 and 22: The Maturing of the MOOC For Legon,
Page 23 and 24: The Maturing of the MOOC Citing the
Page 25 and 26: The Maturing of the MOOC Literature
Page 27 and 28: The Maturing of the MOOC Lurker
Page 29 and 30: The Maturing of the MOOC Edinburgh
Page 31 and 32: The Maturing of the MOOC Fig 7: Con
Page 33 and 34: The Maturing of the MOOC Primary Re
Page 35 and 36: The Maturing of the MOOC The sample
Page 37 and 38: The Maturing of the MOOC Individual
Page 39 and 40: The Maturing of the MOOC Sub-conclu
Page 41 and 42: The Maturing of the MOOC Report In
Page 43 and 44: The Maturing of the MOOC Figure 13:
Page 45 and 46: The Maturing of the MOOC Matchett d
Page 47 and 48: The Maturing of the MOOC b. MOOCs m
Page 49 and 50: The Maturing of the MOOC delivery i
Page 51 and 52: The Maturing of the MOOC addressed
Page 53 and 54: The Maturing of the MOOC However, t
Page 55 and 56: The Maturing of the MOOC MOOC model
Page 57 and 58: The Maturing of the MOOC Figure 13:
Page 61 and 62: The Maturing of the MOOC pedagogy b
Page 63 and 64: The Maturing of the MOOC Meyer conc
Page 65 and 66: The Maturing of the MOOC Infographi
Page 67 and 68: The Maturing of the MOOC Fig 19: MO
Page 69 and 70: The Maturing of the MOOC Fig 21: Sa
Page 71: The Maturing of the MOOC The compar
Page 75 and 76: The Maturing of the MOOC Digital El
Page 79 and 80: The Maturing of the MOOC SUNY (Stat
Page 81 and 82: The Maturing of the MOOC Specific i
Page 83 and 84: The Maturing of the MOOC cognitive
Page 85 and 86: The Maturing of the MOOC Specific I
Page 87 and 88: The Maturing of the MOOC Two other
Page 91 and 92: The Maturing of the MOOC “MOOCs m
Page 93 and 94: The Maturing of the MOOC Specific I
Page 95 and 96: The Maturing of the MOOC desk,” d
Page 97 and 98: The Maturing of the MOOC Dana Boyd
Page 99 and 100: The Maturing of the MOOC Part Three
Page 101 and 102: The Maturing of the MOOC The poten
Page 103 and 104: The Maturing of the MOOC Recommenda
Page 105 and 106: The Maturing of the MOOC a) Technol
Page 107 and 108: The Maturing of the MOOC For this r
Page 109 and 110: The Maturing of the MOOC Individual
Page 111 and 112: The Maturing of the MOOC OpenupEd h
Page 113 and 114: The Maturing of the MOOC Bibliograp
Page 115 and 116: The Maturing of the MOOC 25; cited
Page 117 and 118: The Maturing of the MOOC Available
Page 119 and 120: The Maturing of the MOOC 73. Messag
Page 121 and 122: The Maturing of the MOOC 96. Carey
Page 123:
© Crown copyright 2013 You may re-
show all

The Maturing of the MOOC

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?