TD-3: 한국형 MOOC 어떻게 육성할까?

MOOC, Flipped Learning, & K-MOOC

Jin-Hyouk IM, Ph.D.

Director of Center for Teaching & Learning

Professor, School of Business Administration

UNIST

2014.11.6. (Th) 14:00~15:30

Topics

Challenges

MOOC

Flipped Learning

MOOC vs. Flipped Learning

K-MOOC

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Sources: 1. Tapio Varis, Global University in the Knowledge Society, UNESCO 2. 2010 Horizon Report

Twin Challenges

Cost Down

Quality UP

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Quality vs. Cost Quality

Cost

Q C

Q C Q C

Sustaining

innovation

Disruptive

innovation

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Solution?

Creative

talents

Cost

Down

MOOC

Flipped

Learning

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Revolution or Not?

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“Borderless, gender-blind, race-blind, class-blind, and bank account-blind”-Anant Agarwal

Making colleges more exclusive and exacerbate educational inequalities

Creation of a few “super professors”

Hype in The New York Times:

The Year of the MOOC (2012.11.02)

After Setbacks, Online Courses Are Rethought

(2013.12.10)

Statistics (U. Penn research)

On average, only about half of those who registered for a

course ever viewed a lecture,

and only about 4 percent completed it.

About 80 percent of those taking the university’s MOOCs

had already earned a degree of some kind.

Many of them in North America

Udacity’s failure at San Jose U.

Criticism on MOOC

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The rise of MOOCs has sparked and encouraged

experimentation in teaching and in pedagogical research,

benefiting both teachers and students.

New tools, they contend, give faculty more flexibility and

offer novel opportunities to run experiments and gather

data.

Likewise, online learning platforms put students in the

driver’s seat, allowing an individual to engage in a manner

that best suits his or her needs.

Source: MIT and Harvard release working papers on open online courses: Research findings challenge

common misconceptions, offer surprising insights about how students engage with MOOCs, MIT News

Office, January 21, 2014. http://newsoffice.mit.edu/2014/mit-and-harvard-release-working-papers-

on-open-online-courses-0121

Defense for MOOC

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Pray for Harvard Business School?

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Disintermediation of MOOC

Closed Education

• Face-to-face

Competency over degree

Open Education

• MOOCs

Platform

• Cousera

• edX

• Udacity

Institution

• Colleges

• Universities

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Disaggregation of MOOC

Flipped Learning

“Lectures at Home, Homework in Class”

“Lecture Halls without Lectures”

“The Lecture is dead”

Open Education

• MOOCs

Closed Education

• Fully Online

• Blended

• Supplement

Platform

• Cousera

• edX

• Udacity

Institution

• Colleges

• Universities

Content

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Important Developments in Educational Technology for Higher Education

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비디오_KBS 거꾸로 교실

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SBS Video Link

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Traditional model

In-class:

Lecture #1

(30%)

In-class:

Lecture #2

(30%)

After-class:

Problem-based

Learning (40%)

Flipped model in Blended Mode

In-class:

Problem-based

Learning (50%)

Pre-class:

Self-learning

(50%)

Flipped Learning

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San Jose U’s Experiments

MOOC Flipped Learning

Course Algebra Circuitry

Model MOOC Flipped Learning

Content provider Udacity edX

Results Fewer than a

quarter of the

students earned a

passing grade.

Pass rate: 91%

(55%, 59% in

traditional sections)

MOOC vs. Flipped Learning

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Closed Education

Open Education MOOC

Disintermediation -Accessibility -Affordability

Disaggregation -Quality enhancement -Productivity increase

MIT: 35 SNU: 4

MIT: +10 SNU: 1

Flipped

Learning

OER/

Commer

cial

In-house

contents

-Active learning -Peer instruction (Collaborative learning) -Problem-based learning (Constructivism)

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MOOC by Nation?

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Independent platform

UK’s FutureLearn

Japan’s JMOOC

…

Partner with edX

France

China

Saudi Arabia

…

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K-MOOC Platform

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Closed Education Open Education

MOOC Flipped

Learning

K-MOOC Platform

-Higher education

-K-12 education

-Life-long education

OCW

Q&A

Thank You!

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