OECx: Building Openly Licensed
MOOCs to Enhance Re-use, Interactivity, and Learning
Data
Una Daly, Open Education ConsortiumDr. Katsuske Shigeta, Hokkaido University
Tim Seal, Open University
Wed, April 13, 2016Unless otherwise indicated, this presentation is licensed CC-BY 4.0
300+
Open Education Consortium
Community of hundreds of higher education institutions & organizations committed to advancing open education and its impact
globally.
Why Open MOOCs?• Opportunity to leverage existing OER/OCW and
add benefits of interaction and data collection • Combine open enrollment with open content to
create a diverse array of Open MOOCs• Many members don’t have the opportunity or
want a test before committing fully• Alignment with OEC membership to expand
access to knowledge.
Free no cost
OpenNo cost + permission to modify
By Adam Bartlett http://www.flickr.com/photos/atbartlett/2432704579/
By Sean MacEntee http://www.flickr.com/photos/smemon/4518528819/
What is an Open MOOC?
OEC + edX (OECx) Partnership Created 2014
• Offer OEC members reduced cost platform to develop and test MOOCs
• edX is open source platform, fits with our mission
MANDARINNational Chiao
Tung University, Taiwan
SPANISH Universidad
Politécnica de Madrid, Spain
ENGLISH Anne Arundel College,
USA Hokkaido University,
Japan Tess-India, Open
University, UK Tufts University, USA
Ten MOOCs
OECx– Hokkaido UniversityAudience: Faculty and students interested in the field
Goal:-Opening up education from HU for internationalization-Promote advanced education program efforts at HU
Hypothesis:Opening MOOC materials as OER, faculty and students can use for various purposes
RADIO101x: Effects of Radiation
Title : Effects of Radiation: An Introduction to Radiation and RadioactivityLength : July 14, 2015 – August 24, 2015Assignments : Weekly quizzes (50%), Mid-term exam (40%), Final exam (10%)Prerequisites : None (High-school physics/chemistry is preferred)Instructors : Eight instructors from engineering/veterinary medicine department
Precondition at HU: University Consortium to introduce
OER• Create liberal arts courses for
university-wide consortium– 7 public universities at Hokkaido– Utilize videoconferencing
• Develop education programsto utilize OER– Flipped classroom and
active learning• Start credit bearing
courses from 2015
OER Repository
• Academic Commons For Education (ACE)– Open edX based platform– Develop “MOOC-type” OER
http://ace.iic.hokudai.ac.jp/ (Required signing on)
Post-survey for MOOC registrants:Motives for taking the course
0.0%
20.0%
40.0%
60.0%
80.0%
100.0%
Post-survey for MOOC registrants:What made them reach to the end?
0.0%
20.0%
40.0%
60.0%
80.0%
100.0%
Thank you!
Katsuske Shigeta, PhDAssociate ProfessorAssociate DirectorCenter for Open Education
Background
Openly licenced
TESS-India MOOC
18
Statistics
19
86% India
150 countries represented of which 73 were from global south
10,236 participants
45.1% female
51 % Global Completion Rate
40% completers from rural/semi-rural locations (42% participants rural/semi-rural)
Lessons learnt
20
•Accessibility – lack of appropriate licencing •External content – Platform requirements•Assignment due dates - Motivation•xMOOC – Structured delivery•Usability – Support for participants•Local language – Support for participants
TESS-India Consultant Orientation August 2015 21
All content except for logos is released as CC-BY-SA
Thank you - QuestionsWebsite: www.TESS-India.edu.inYouTube: http://tinyurl.com/TESS-India-videoFacebook: http://tinyurl.com/facebook-TESSIndiaTwitter: @TESSIndia
Tim Seal - @tim10101
OECx: University Polytechnic Madrid• Introducción to the Engineering of Helicopters–6 weeks of instruction–Weekly video lectures, problem sets– Final exam
• Corporate Social Responsibility and Impact on IT Management–5 weeks of instruction–Weekly videos including discussions–Discussion forums–Projects
Reach, Engagement, Participation
• 5800 Students, 91 Countries• Top Countries–Spain, Columbia, Peru, Mexico
• High student satisfaction–81% Corporate, 71% Helicopters
• Re-use materials in future–88 % Corporate, 76% Helicopters
• Significantly less females and less education for Helicopters
Final Reflections“Many lessons learned about the
process to improve in the future, especially when the course evolves from OCW”
“Authors willing to participate in new editions of these courses and new ones depending on
institutional support”
Special thanks to Edmundo Tovar, Executive Director, Open Education OfficeUniversity Politechnic Madrid
OECx: Tuft’s University
• Biology of Water and Health– Fundamentals run twice– Sustainable Interventions once
• 9 weeks of instruction–170 videos: 6-15 minutes–Virtual field trips–5 Live instructor sessions–Peer assessments–International Reach
Reach, Engagement, Participation
• 8500 students, 175 countries50% or more persisted12% completion rate (avg 2.8)20% completed both MOOCs
• 97% would recommend courses• 56% new to Tuft’s University
Final Reflections
“Further investment in this format should be accompanied by a resource plan in order to avoid
compromising services in support of other forms of online educational programming on campus”
“The time required of the professors is substantial. There are no shortcuts.”
Special thanks to Paul Bergen, Director, Educational Technology ServicesTuft’s University
OECx Developer Survey
• Did OER make it easier to develop MOOC?– Time to develop– Cost to develop
• What benefits did making an Open MOOC bring to your institution?
Development Time
• Time commitment is significant:• > 40 hours Instructional Designers• > 40 hours faculty time• > 40 hours course facilitators• Didn’t redo video: 10-20 hours video editing• New video: >100 hours shooting and editing• Project managers 10 hours• High level administrators 10 hours
OER Re-use Varied
• Range was 25% - 100% new content– Lower costs = higher amount of OER re-
use– New content was primarily new video
made specifically for edX MOOC format– All had to create at least some new
content to fit the platform and requirements
Cost Dependent on Modification
• Range was US $6,500 - $100,000– Included staff time & resources– Extensive video work was most costly– Changes to edX platform interface has
increased some time and costs – edX’s cloud repository model has made
remix more challenging
OECx:Learners Affected
• Total Enrollments: ~ 50,000– Average enrollment* : 4000– Average Certificates Earned: 8 %• Mostly Free Honor• Some Fee-based Verified
Preliminary conclusions• OER can provide base for building MOOCs– Format and license of OER affect ease of re-use
• MOOCs provide – interactivity to OCW/OER– Increase institutional recognition– Learning analytics
• Cost of production can be significant and needs to be weighed against other OER efforts.
Thank you!