1 / 11

The Role of MOOCs in Transnational Higher Education -- The African diaspora

The Role of MOOCs in Transnational Higher Education -- The African diaspora. Dr. Eldonna L. May Wayne State University ~ Detroit, Michigan. Precursors to MOOCs. 2008 (Wiley, Siemans, Downes, Cormier) Open Educational Resources (OER) MIT OpenCourseWare project: 2,100 ‘courses’ Kahn Academy

adrianr
Télécharger la présentation

The Role of MOOCs in Transnational Higher Education -- The African diaspora

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. The Role of MOOCs in Transnational Higher Education --The African diaspora Dr. Eldonna L. May Wayne State University ~ Detroit, Michigan

  2. Precursors to MOOCs • 2008 (Wiley, Siemans, Downes, Cormier) • Open Educational Resources (OER) • MIT OpenCourseWare project: 2,100 ‘courses’ • Kahn Academy • OLI: 18 free online courses • Saylor Foundation: 281 free online courses • MRUniversity: MOOC platform for Economics • “Marginal Revolution University” ‐ George Mason U.

  3. Massive Open Online Courses • Online course (4 – 12 weeks) • Open access – global online learning communities • ‘Unlimited’ enrollment • Graded (automated) • Discussion forums / Meet-ups • Free (may pay for proctored exams) • May offer a ‘Certificate of Completion’ • Non‐credit (typically) • Not an alternative degree pathway

  4. The Proliferation of MOOCs • U.S.-based MOOC consumers see MOOCs as a no-cost alternative to college fees have risen astronomically in recent years • Because there is no longer parallel a rise in employment earnings traditional university study denotes a negative ROI. •  The legislatures of cash-strapped U.S. states consider MOOCs the means to reduce costs for public higher education sectors. • MOOCs began in the English-speaking West, but also have reached educationally under-served members of the international community. •  Universities unable meet rising global demand for education by building thousands of new campuses; MOOCs offer low-cost, attractive alternative. • Rapid innovation in online technology coincides with developments in higher education. • Learners increasingly insist upon more technology in education; MOOCs respond to this demand.

  5. Major Purveyors of MOOCs in the United States • Udacity (for‐profit) Stanford • Sebastian Thrun • Coursera (for‐profit) Stanford • Daphne Koller, Andrew Ng • edX (not‐for‐profit) MIT/Harvard • Khan Academy (not-for-profit) • Udemy (for-profit)

  6. Popular MOOCs – A Short List • Introduction to Artificial Intelligenceby Sebastian Thrun of Udacity and Peter Norvig of Google, Inc. • Gender Through Comic Books by Christina Blanch of Ball State University addresses questions of gender representations and constructions involving both men and women. • X-Informatics by Prof. Geoffrey Fox of Indiana University discusses the mathematics, science and computer code involved in detecting a Higgs Boson. • Welcome to Computing by Richard Buckland of the University of New South Wales, Australia. • Frontiers/Controversies in Astrophysics by Professor Charles Bailyn of Yale University discusses exoplanets, black holes, and cosmology.

  7. Providers of MOOCs outside the United States – Coursera Partners • Ecole Polytechnique, France • Edinburgh University, Scotland • IE Business School, Spain • Leiden University, The Netherlands • Ludwig-Maximilians-Universitat, Munich, Germany • Sapienza, University of Rome, Italy • Technical University of Denmark • Technical University Munich, Germany • University of Copenhagen, Denmark • University of Geneva, Switzerland • University of Helsinki, Finland • Universitat Autònoma de Barcelona, Spain • The University of London, England

  8. MOOCs Around the World • Academy Cube – EU Commission • Open2Study – Australia • Digital October – Russia • FutureLearn – UK • AMI – Africa • JMOOC - Japan • CnMooc – China • Open HPI – Germany • MiriadaX – Latin America

  9. MOOCs in the African diaspora • Serve local populations (rural villages) • Improve teacher education quality • Improve student learning • Credentialing • Accounting & Finance • Teacher Training (Education) • Health Care • University Curriculua • University of Pretoria • University of Cape Coast

  10. Challenging Assumptions andConcerns About MOOCs • The necessity of a fixed, time‐based curriculum • What is a learning space? • Our notion of what constitutes a college • Roles of faculty & students • The balance of power: shifting to students – More options: knowledge acquisition & credentialing ********** • Academic rigor & quality, esp. at scale • Plagiarism and cheating • Commercial exploitation • Student adaptability • Dropout & failure rates • Need for ‘urban planning’

  11. Why embrace MOOCs? • Improve teaching and learning • Tap into global intelligence • Democratize education • Mine talent for employers (recruitment service) • Brand recognition, brand marketing • Extend scope of influence • Prototypes of optimized learning environments • Hedge against irrelevance

More Related