Rethinking Individual Educational Trajectories: Potentials of Personalized MOOCs Kumiko Aoki, Ph.D. Professor The Open University of Japan kaoki@ouj.ac.jp

A Brief History of MOOCs The term coined by Dave Cormier in 2008 Referring to a course offered by George Siemens and Stephen Downes in Canada → cMOOCs Base their pedagogy on the philosophy of connectivism Had no fixed body of content Stanford offered three courses for free online in 2011 “Introduction to Artificial Intelligence” by Peter Norvig and Sebastien Thrun （later became part of Udacity) →　xMOOCs Focus less on interaction and more on reaching a massive audience

A Brief History of MOOCs (continued) Udacity was started in June 2011 A for-profit educational organization founded by Sebastian Thrun, David Stavens, and Mike Sokolsky Coursera was started in April 2012 A company started by two other Stanford CS professors, Andrew Ng and Daphne Koller edX was started in May 2012 by a non-profit consortium of MIT and Harvard made available an open source version of the platform

Non-U.S. xMOOC Initiatives FutureLearn Started in December 2012 by The Open University, U.K. MiriadaX Started in January 2013 by Telefonica and Universia, Spain Open2Study Started in March 2013 by Open Universities Australia Iversity Started in October 2013 by a German-based company FUN MOOC Started in October 2013 by the French Ministry of Higher Education

Non-U.S. xMOOC Initiatives EMMA European project Multiple MOOC Aggregator 30 month pilot action supported by EU Aggregate and host courses provided by European universities in multiple languages Allow users create their own learning paths by bringing together various units from different MOOCs Possesses analytical application for ensuring realization of personal learning paths

Asian MOOC Initiatives Governmental Initiatives Korean MOOC Thai MOOCs Malaysia MOOCs Chinese MOOCs Philippines MOOCs Consortium Asian MOOCs (through AAOU)

xMOOC Initiatives in Japan Kyoto University (national university) Joined edX in May 2013 Tokyo University (national university) Joined Coursera in October 2013 Joined edX in November 2014 Keio University (private university) Joined FutureLearn in August 2015 Waseda University (private university) Joined edX in January 2016 All in English

JMOOC Started in April 2014 140+ MOOCs in Japanese 500,000+ learners On 4 platforms gacco: developed by NTT, Japan’s largest telecommunication company OpenLearning, Japan: developed by Net Learning, Japan’s largest eLearning company Fisdom: developed by Fujitsu, Japan’s large IT company OUJ MOOC: developed by the Open University of Japan and a private university in Japan

Business Models of xMOOCs Still uncertain in terms of the sustainability and viability of business models Institutional membership fees Platform sales Big data analyses Employer matching Mentoring/Tutoring Credentialing Income from institutions Income from companies Income from learners

Credentialing in MOOCs Udacity Nanodegree earn in 6-12 months (10-20 hours/week) for $200/month Coursera Course Specialization earn a technical certificate in a sequence of 5~10 courses for $49/month per course Video clips subtitled in multiple languages edX Xseries earn a certificate in a series of 5 courses for $49/month per course

European Models of MOOCs sMOOCs = Social MOOCs Developed by the European ECO (Elearning, Communication, Open data) project Pan-European alternative to the U.S. dominant xMOOC approach Seamless, shared and scalable iMOOCs MOOC platform developed by Tech University of Madrid and University of Zaragoza in Mostly based on cMOOCs with elements of xMOOCs

Personal Information Collection at MOOCs All the MOOCs collect some form of personal information of their learners Course sign-up, registration Participation in online courses, forums, Learning performance, assessment results Page visits, hyperlink clicks Product or service purchases, credit card information Survey data Emails

Learning Analytics Measurement, collection, analysis and reporting of data about learners To improve the quality of teaching To boost retention To allow students to take control of their own learning

MOOC Analytical Systems edX Insights provides course team members with real-time data about learner activity, background, and performance throughout the course

Learning Data Collection Tin Can API makes it possible to collect data about the wide range of experiences a person has (online and offline)

Predictive Analytics Reporting (PAR) Framework Research initiative by WCET The data drawn from the students in 351 institutions in the U.S. 2 million institutionally de-identified student records 20 million institutionally de-identified course-level records Defined 60 variables informing retention, progression, and completion of the students Identify at-risk students with 90% confidence Published under a Creative Commons license

UK JISC Initiative Building a national infrastructure for learning analytics https://www.jisc.ac.uk/sites/default/files/learning-analytics-in-he-v3.pdf

Adaptive and Personalized MOOCs A way to overcome the challenges many MOOCs face Low completion rate Irrelevant learning outcomes Adaptive and personalized MOOCs based on: Learning styles, pace of learning Interests Pre-requisites and prior knowledge Educational background Location or country of origin Devices

Personalization of Learning To meet learners’ specific needs To generate recommendations for activities To indicate progress towards outcomes To route into alternative modules depending upon current situations

Personalized Learning Paths goal Competency profile Personalized curriculum moocA moocB moocC Adaptive scaffolding

Personalized Learning Paths moocA moocB moocC Competency profile Personalized curriculum Learning Goal moocB moocC Competency profile Personalized curriculum moocC Competency profile Personalized curriculum

Personalized Life Course Learning Paths Changes in Individual Lifestyle Standard Life Course Model Diverse Life Course Model Preparation for work Work Life after work Preparation Work Preparation Work Life after work Preparation for work Preparation for work Preparation for work Life after work Work

Integrative Learning Process Non-formal learning MOOCs Open Colleges Life Long Informal learning Internet TV Books/magazines Films Formal learning Schools Colleges Universities Life-Wide

Integrative Knowledge Process Develop a professional digital identity Become a reflexive, accountable and relational learner Demonstrate knowledge gained within specific contexts and apply it to new situations Adapt to differences in order to create solutions Life Long Understand and direct oneself as a learner Peet, et al. (2011). Fostering integrative knowledge through ePortfolios. International Journal of ePortfolio, 1(1), 11-31 Life-Wide

Market Model of Higher Education Unbundling of higher education services (Selingo, 2013) Learner Database Personalization Contents Providers Data Mining Tutorial Supports/ Facilitations Assessments/ Certifications Double-click Degrees Quality Assurance Marketing

Two-tiered System of Higher Education (Craig, 2015) Bundled for the elite Unbundled for everyone else

New Model of Higher Education for Learners Learning for Enrichment Throughout Life Double-Click Degrees for Vocational Skills and Training

New Model of Higher Education Shared database of learners allows personalization of the learning environment for students to meet their needs data mining for researchers to investigate how people learn quality assurance or quality enhancement for institutions to provide better contents, tutorial supports, and assessment strategies learner-centred personalized model

New Model of Higher Education Learner can choose contents, tutorial supports, and assessment methods as they like Learners can take control of where, when, how, what and with whom they learn Learners take control of their own learner profile database and choose which information to give

Conclusion MOOCs give alternatives to traditional learning paths Individual learning paths will become more diverse in future Eventually the higher education institutions for degrees will be unbundled Lifelong learning institutions will provide life- long enrichment and empowerment Learners will have more control over their own learning

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