MOOCS ANNUAL REPORT

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6 | <strong>MOOCS</strong> report 2012-14 1_ engineering 2_ SCIENCE <strong>MOOCS</strong> IN BRIEF: Between 2012 and 2014, more than 780,000 users signed up to one of our MOOCs. Close to 44,000 users completed the course with a statement of achievement, and about 3,000 paid for a verified certificate. Close to 443,000 people watched at least one of our videos, and over 90,000 watched all of the videos in the course they’ve signed up to. 3_ INFORMATION TECHNOLOGIES
Overview_7 1_ foreword Friday May 4th 2012: As I entered the office of Daphne Koller – CEO of a (then) fledgling startup called Coursera, and Professor at Stanford University - I had the conviction that I was onto something pivotal for the future of our universities. A few months later, and thanks to sterling work from our faculty, the first EPFL MOOC was launched: Professor Martin Odersky’s Programming With Scala became an instant success with more than 50,000 registrations and, more importantly, 10,000 students passing the final examination. I had been a long-time skeptic of online education, and indeed, the field was littered with prestigious cadavers (Campus Virtuel Suisse comes to mind). But its time had come and the digital revolution was finally ready to take higher education by storm. What was different with MOOCs? First, our students had become “digital natives”, totally at ease with interacting on-line and on-screen; second, computer and communication technologies had matured to the point where they could provide their services to teachers and students consistently, effortlessly. EPFL’s success with MOOCs has been nothing short of extraordinary: our campus is now surrounded by a much larger, virtual one, where close to one million students have shown their interest in our courses. EPFL, and other world-class research universities, in both competition and collaboration, are putting increasing numbers of their best courses at the reach of everyone. In the long run, our funding bodies (i.e. the Swiss Confederation) cannot ignore this virtual student body for which we provide first-rate, and often certified classes, free of charge. MOOCs have also become a powerful instrument in developing countries, providing universal access to the world’s best education to those who need it most. Our groundbreaking program, MOOCs with Africa, now has 20 courses available, developed for and with our local partners. Thanks to our network of excellence RESCIF, and the AUF, as well as the generous support of SDC and the Rothschild Foundation, 50 courses will soon be available for Africa and beyond. What does the future hold for MOOCs? They have already survived the first cycle of hype and, week after week, new courses by the best universities are being added to platforms like Coursera or edX. MOOCs now take many forms: as integrated programs, even full Master programs, or as shorter specialized courses. They also transform teaching on campus, enabling better use of the irreplaceable direct contact between teachers and students by letting students prepare the study matter on-line before classes. This report shows that the majority of our MOOCs students already have a Bachelor or Masters degree, and that they choose to take these classes for professional development and even for fun! One next step for EPFL will be to formalize and extend our executive education programs; these certified programs will be fee-paying, as is already the case for on-campus continuing education. Lastly, I would like to take this opportunity to congratulate our Center for Digital Education, and all the MOOCs aficionados at EPFL, particularly the faculty who have taken the time and effort to prepare all these successful courses. Together they have helped to position our school as one of the leading European universities in the digital teaching revolution. Prof. Patrick Aebischer President of EPFL
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