1. Rethinking Individual Educational Trajectories: Potentials of Personalized MOOCs
Kumiko Aoki, Ph.D.
Professor
The Open University of Japan

2. 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

3. 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

4. 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

5. 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

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

7. 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

8. 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

9. 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

10. 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

11. 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

12. 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 s

13. 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

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

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

16. 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

17. UK JISC Initiative
Building a national infrastructure for learning analytics

18. 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

19. 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

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

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

22. 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

23. 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

24. 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

25. 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

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

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

28. 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

29. 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

30. 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

31. Any questions?