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CICCIOsPage1
IsThisTimeDifferent?
QuestionsforMOOCsandOnlineLearningBeyond2012
CommitteeonInstitutionalCooperationChiefInformationOfficersAugust2012
Foreword
EachdecadehasprofferedanewIT-enabledalternativetotraditional,residentialeducation,yetuniversitieshavecontinuedtothrive.Earlyinthelastdecade,severaluniversity-backedonlineventuresfizzledwhilemorerecentlysomeuniversitiesandfor-profitinstitutions(e.g.,Apollogroup)haveestablishedsuccessfulonlinedegreeprograms.Mostrecently,newsofMassivelyOpenOnlineCourses(MOOCs),venture-backedstartupslikeTheKhanAcademy,Coursera,UdacityorinstitutionalconsortialikeEdXhaverenewedthequestionofIT-enabledalternativestoresidentialeducation.Isthistimedifferent?Doestheconfluenceof
improving
technologies
inHDvideo,adaptivetutors,andfastconnections;
economicpressures
regardingstudentdebtandtuition;and
socialreadiness
toembracedistributededucationwithdifferentrelationshipsbetweenstudentsandinstructorssignalasubstantialchangeforhighereducation?TheCICCIOsbelievethistimewillbedifferentinitseffectonresidentialuniversitiesrelativetopreviousexperiences,butthemoreenduringeffectsmaynotbethefocusofthe2012press.TheCIOsofferour(1)near-termactionsforcampuses,(2)discussionquestionsforcampusleaders,(3)additionalcontextforrecentdevelopmentsinIT-enablededucation,and(4)
StateoftheUnion–HigherEducation:CompetitiveChallengestotheTraditionalHigherEducationModel,
acompellinganalysisbytheEducationAdvisoryBoard.
1
1)
 
Near-TermActions
1.
 
Engagepurposefullyinnear-termtrialsofMOOCs,adaptivelearningsystems,andemergingtechnologiestodevelopinstitutionalunderstandingwhilealsoformulatingalonger-termstrategyforengagingonlinelearningforbadges,professionaldevelopment,MOOCs,credit-bearingcourses,anddegreeprograms.2.
 
Rampupinstitutionalcapacitiesforonlinecourseproductiontosupportinstructionaldesign,mediadevelopment,assessment,andanalytics.3.
 
DevelopITsystemreadinesstointegratewitharangeofeducationalsoftwarethatmayneedtolinktocampussysteminformationforrosters,identity,servicesinalegal,secureandpolicy-compliantway.
1
SharedwithCICProvostsbyspecialpermissionofEducationAdvisoryBoard.
 
CICCIOsPage2
2)
 
DiscussionQuestionsforCampusLeaders
1.
 
Whatkindsofonlineexperiencesareneededas
substitutes
oras
complements
forcurrentmodels?
•
 
Freelyavailableonlineresources(videos,exercises,assessments,etc.)empowertheflippedclassroommodelandserveas
complements
thatimprovesatisfaction,efficiency,andefficacyoftheresidentiallearningexperience?
•
 
Online,large-scaleexperiencesthatbecome
substitutes
totraditional,residentialclassroomexperiencesthroughtheengagementofthousandsofpeerlearnersandadaptivesoftware?
•
 
Onlineexperiencesthatestablishbycertificationbasiccompetencyindisciplines–whatistheformofthatcertificationanddoesitserveasacomplementorsubstitutetothecurriculumandmajoranddirectinteractionwithfaculty?
2.
 
Why 
doesscalematterfordistributinguniversitycontent,modules,courses,ordegreesbeyondcurrentmodels?
a.
 
Forfeereasonsi.
 
Grownewsourcesofrevenuewith“profit”marginsthatscalefasterthancosts?ii.
 
Reducecostspercredithourforstudents?iii.
 
Growbaseofclick-streamtrainingdataforrefiningadaptiveanalyticsandtutoringalgorithmstoenhancelearningeffectiveness?iv.
 
Growaccesstocourses/degreestosatisfydemandsforeducatingmorecitizens?b.
 
Forfreereasonsi.
 
Institutionalbrandamplificationandawareness?ii.
 
Recruittopstudents?iii.
 
Socialgood?c.
 
Forresearchreasonsi.
 
Developdeeperunderstandingofhumancognitivegrowth?ii.
 
Refinebettermethodsforteachingspecificcontent?
3.
 
Whatislackingwithintheinstitutiontoachieveitsonlineobjectives?
a.
 
Foundationalcomponentsi.
 
Capital
toinvestandriskinonlinecourseproduction?ii.
 
 Access
tomarketsofpotentialstudentsviacourseplacementinportals/aggregatorsfordiscovery,marketing,access,etc.?iii.
 
Technology 
platformandintegratedinfrastructureforconductingonlinecoursesorcoursesatInternetscale?b.
 
Skillsrequiredi.
 
ContentExpertise
foronlinecoursedevelopment?ii.
 
ProcessExpertise
inhowtodoinstructionaldesignforonline,facultypedagogicaltraining,analyticsexpertise,businessmodeldevelopment,etc.?iii.
 
Staff
tosupportservicestodistantstudents,maintainaccreditationandlegalcompliance?c.
 
Organizationalchangei.
 
PoliticalWill 
regardingchangeanduncertainty?ii.
 
UniversityPartners
toofferabroaderarrayoflessons,courses,ordegrees?iii.
 
Construct
thatamalgamatesandpresentscollegeofferingsinacohesiveoutwardlyfacingCICorUniversityviewiv.
 
Construct
thatamalgamatesandpresentscollegeofferingsinacohesiveoutwardlyfacingCICorUniversityview
 
CICCIOsPage3
4.
 
Whatkindsofpartnersareneededandwhy?Whatarethenon-negotiablesinanypartnershipandwhy?
a.
 
Whatarethewalk-awayprovisions?b.
 
Arethereexclusivityexpectations?c.
 
Howwillconflictsberesolved?d.
 
Whatisthebasisforcostandrevenuesharing?e.
 
Whatarethereputationalrisksrelatedtopartners’actions?f.
 
WhoownstheIPandonwhattermsisitlicensedforreuse?
5.
 
Whatisthedegreeofurgencyandwhy?
a.
 
Whatopportunitiesareperishable?b.
 
Whatistherampuptimetodesiredoutcomes?c.
 
Whataretheexplicitrisks/benefitsofmovingtooearlyortoolate?d.
 
Doesparticipationenableanabilitytoshapethetermsofengagement?e.
 
Whatisthedegreeofinstitutionalreadinesstoengageinonlinelearning?
3)
 
 AdditionalBackground
1.Anumberoffactorsprovideincentivesandcontextforgrowthinonlinelearning,andthesemaycombinetohaveasignificantimpactonhighereducation.
a.
 
Governments,Boardsandstakeholdersdesireandareactingtocreatemoreaffordableeducationoptions(e.g.,WesternGovernor’sUniversity,etc.).b.
 
Universitiesareexperimentingandseekingpotentialfirstmoveradvantagesasinnovatorsandpartsofconsortia.c.
 
VenturefundsareinvestinginnewcommercialmodelsandseetheInternetascreatingalowbarriertoentry.d.
 
Reducedcoststoproduceanddelivermixedmediafortraditionaleducationalexperience.e.
 
Improvementsininformationtechnologyinfrastructureextendingreach.
2.Thepathtomonetizing“free”coursesatInternetScaleremainsunclear.
“MOCs”orMassiveOnlineCourses(notfree)mayprovideaninterestingmiddlepathtoaccess(a)thebenefitsthatonlyoccuratascalelargerthantraditionalcourses,(b)haveasustainablerevenuestreamtocovertheircosts,and(c)providevaluableuniversitycredit.Newmodelsofpay,subsidized,andfreemayrapidlyevolvewithexperience,andinstitutionswillwanttoremainnimbletoadaptwithopportunities.Thisisatimeofcautionforanylong-termdeals.
3.Earlycommercialinnovatorsareaggregatingcoursesacrossknownuniversitybrandstoestablishscaleindistributionratherthandevelopingtheirowncontentfromscratch.
Thisdiffersfromsomepreviousonlinecommercialventures.Ifscalematters–anditappearsthatitdoes–thenshouldtheCICdirectlyandurgentlyassessthevalueincreatingscaletogether?AnumberoffactorsmayaffectthedesirabilityofCICaffiliationrelativetothegrowingoptions.4.
Facultysupportforpedagogyandcreationofonlinematerialswilltakeenhancedandintegratedsupportfromcampusprovidersofpedagogical,technological,audiovisual,contentexpertise,etc.
ThesearenotspecifictoMOOCSordistancelearningandareneededforcampusblendedand“flippedclassroom”coursesalso.
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