1. MOOC Mania: Implications for ELT

3.  “Education systems around the world are on the brink of major transformation”(ATC, 2013)  Disruptive technologies will lead to the unbundling of higher education.  In 10-15 years, higher education will be unrecognizable.  MOOCs will bring about the single most drastic change in higher education ever.

5.  2007: Mike Feerick - ALISON – 1st MOOC  2008: MOOC term coined to describe Siemens & Downes’ online course  2011: Sebastian Thrun and Peter Norvig offer an online course with 160,000 sts  2011: Ng and Koller launch Coursera  2011: MIT and Harvard launch edX  2011: Thrun launches Udacity

7.  Fall 2011: over 6.7 million US college students report taking a MOOC  2012: NY Times declares 2012 the year of the MOOC  2012: 32% of students report taking at least one MOOC  2012: Colorado State offers first MOOC- for-credit

8.  2013: Udacity launches first MOOC MA  2013: Udacity MOOC, CS 101 - over 300,000 enrolments  2013: edX partners with Google to develop Open edX  2013: the edX platform is adopted by China, France and Jordan  2013: Coursera has over US$85 million in investments

10.  Massive  Open access  Online  Free  Available to anyone and everyone  Egalitarian – equal access  Wide selection of available from prestigious universities

11.  Students can personalize their own learning, creating PLEs  It empowers students  Efficient use of resources  Save universities money  Data can be used to improved curriculum and teaching

13.  Not free  Not open access  Internet penetration worldwide (34%)  United States (80%)  China (44%)  Africa (15%)  India (10%).  MOOCs - unavailable to 2/3s of the world

14.  The Great Firewall of China (China MOOC, 2014)  Coursera blocked sts in Syria and Iran (Curley, 2014)  Most MOOCs are in English  1 teacher cannot teach 160,000 sts  No personal contact  Assessment is impossible  Low completion rates

16.  MOOCs lower standards  not sufficiently rigorous  Poor quality - “lousy product” (Thrun, 2013)  problems with credentialing and accreditation  undervalue proper university courses  MOOCs commodify education - branding  Who owns and controls the knowledge?

17. So should colleges, universities and ministries consider offering MOOCs?  Most definitely Why?  The failings I mentioned above can be overcome

18.  Computers are becoming cheaper  Internet penetration is increasing  More people are leaning English  More non-English MOOCs  Low completion rates not an issue when so many people actually complete  MOOCs use automated rating, peer review and group collaboration

19.  MOOCs will get better due to massive data  Status of MOOCs is increasing because of credentialing and accreditation  Education is already commodified and branded  Who owns and controls the knowledge? Those who MOOC do.

20.  The end of education as we know it has been predicted before - and we’re still here!!  Universities are like monoliths that are notoriously slow to change.  MOOCs have massive potential  Universities must change  Pressure from students, market forces and industry will drive this change

21.  Use MOOCs to attract students  Use MOOcs for prerequisite courses  SOOCs  SMOCs  SPOCs  The future will likely be a hybrid or blend of MOOCs and F2F.