I recently came across an article that described the development and implementation process of a major universities first ever MOOC.  The article provided detailed review and analysis of the University of Cincinnati’s first ever MOOC which was delivered in 2003.  The MOOC itself was an eight week online course open to learners around the world at no cost.  The topic of the course was Innovation and Design Thinking, a collaboration between both the College of Engineering and Applied Science and Linder College of Business.  At the time, the University of Cincinnati was already offering online learning degrees so they did have some experience with distance learning platforms, development and implementation.  However, this would be their first MOOC open to learners around the world.

Course Structure

The two colleges worked together to design the course which would be delivered over an eight week period.  Each module contained four short presentations, reading materials, exercises and a video featuring practitioners in the topic area.  Weekly discussion topics posted by instructors and a quiz were used to assess student achievement of learning outcomes.

Business Model & Strategy

The University of Cincinnati chose to implement a strategy called MOOC to Degree in which learners who successfully completed the free MOOC and achieved a score of 70% or higher in the course could receive 3 education credits towards a Master’s degree if they enrolled in either an MBA or Masters of Applied Science and Engineering at the University of Cincinnati.

Return on Investment

As a business strategy and marketing initiative I thought this was a very effective way for the university to reach hundreds of distant learners.  The MOOC had 2,500 participants from 90 different countries.  The development cost of the MOOC for the University of Cincinnati was $73,000.00, a small amount considering the university breaks even if three participants sign up for a master’s degree program.

Increasingly, universities are taking part in similar business practices which allow students to audit a course or participate in a MOOC at no cost.  I personally think this an excellent trade-off for both the student and the university.  Students can get their feet wet at no cost and with very little risk or financial commitment.  On the other hand universities can increase their audience outreach buy offering MOOCs that have relatively low implementation costs and utilize mostly in-house resources.  The universities are able to push their brands and product to new audiences and new markets.

References

Rutz, E., Tappel, J., & Zirger, B. J. (2014). A MOOC with a business plan. In ASEE Annual Conference and Exposition, Conference Proceedings. University of Cincinnati: American Society for Engineering Education. Retrieved from http://www.library.illinois.edu/proxy/go.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=edselc&AN=edselc.2-52.0-84905165936&site=eds-live&scope=site

Casadesus-Masanell, Ramon & Joan E. Ricart (2011). How to Design a Winning Business       Model. Harvard Business Review. Jan.-Feb

Online Courses: Cartoons

My takeaway from Mary Thorpe’s article Rethinking Learner Support are;

1. defining learner support and
2. identifying the mode in which support is delivered

When the article was written in 2002, LMS and eLearning was in its infancy and limitations were bound by the technology available at the time.

Thorpe points out that course design usually occurred before addressing learner support (silo thinking).  Only after a course was developed would learner supports be addressed.  Today there is massive amounts of data and research to support effective eLearning strategies.

For example, before instructors begin posting content to platforms, they can review leaner analytics data and feedback relevant to their particular subject or pedagogical approach.  Instructors can experiment with various platforms for video conferencing and messaging applications to support learner collaboration.

In 2002 it may have been common to use a one dimensional CD-ROM approach in which a learner inserts a CD and completes pre-defined course modules.  Regardless of the expertise level of course designers, CD-ROM instruction is static and severely limited.  CD-ROMs are less effective than internet based courses which enable dynamic learning and remove the obsolete method of editing, copying and republishing CDs every time the course requires a revision.

My experience with learner supports as an M.ED HRD student have varied from course to course.  As a distant learner living in Abu Dhabi I have been able to reach out to both faculty and classmates using technology such as zoom, google hangouts, black board collaborate ultra and other internet VOIP applications.  The managing of eLearning support varies in each course depending on the professors design.  Professors can amend their course sites at any time, they can add or remove content easily, and in my experience are accessible when needed.  I have had courses where the professors have modified content and due dates in the middle of the semester, this is important because in real life, things happen and education needs to remain fluid and flexible.  Learners should not be bound to a course set up that may have occurred weeks prior to start of class.  As full time working professionals flexibility is often one of the most important factors for eLearning students.

References

Thorpe, M. (2002). Rethinking Learner Support: the challenge of collaborative online learning. Open Learning, 17(2), 105–119. https://doi-org.proxy2.library.illinois.edu/10.1080/02680510220146887

According to the Christensen Institute, blended learning is a formal education program where students learn through; online learning with elements of control over time, place and pace, partially in supervised brick-and-mortar settings, using modalities along each student’s learning path with in a course subject and are connected to provide an integrated learning experience.

I have had some experience with the flipped classroom method in a institutional setting. The experience took place in a multinational organization specializing in solutions for companies in the construction industry in the UAE. The company’s primary scope of work consisted of visiting construction sites to sell tools (drills, breakers, anchors, hardware). In recent years the company introduced a new product line (asset management system and software) to support industrial needs to track assets.

This was a massive change in their scope of business development, the new products diverged from their high visibility tools and best selling products and launched them into an entirely new segment. To achieve their goals, senior management authorized and enabled the Learning & Development team to create training systems for the asset tracking product.

Strategic Goals

1. Train staff on asset management software and implementation process
2. Train staff on the product technical specifications
3. Train staff on how to sell the product to customers
4. Train staff on how to provide after-sales follow up support and service

To achieve their goals, the Learning & Development team used a blended learning, “flipped classroom” model. The trainees (mostly engineers and sales force) would complete online learning modules that consisted of video tutorials on product capabilities and technical specifications. Next, employees would independently complete online modules using laptops provided by the company, advancing through modules. The classroom environment consisted of company construction yard and training classrooms. In the construction yard employees would learn how to tag assets properly (tag placement training). In the training classrooms they would learn about the asset tagging software features and strategies on how to sell the product to customers.

I found this method of training to be highly effective, overall the employees designated as asset tagging specialists were skilled and knowledgeable about the product features, implementation, sales strategies and customer care and support. The blended learning method of using a flipped classroom was an effective way to achieve the strategic goals.

References:

Blended Learning Definitions. (n.d.). Retrieved from https://www.christenseninstitute.org/blended-learning-definitions-and-models/

Technology infrastructure is at the foundation of eLearning success. The readings from the week four module are a great starting point to understanding some of the components and challenges to eLearning success and IT infrastructure. As universities invest resources into their online programs and consider how to manage their eLearning programs critical challenges such as accessibility, profitability, organization structure and leadership are at the center of planning and design. For example, universities need to consider who the stake holders are and the implications of design decisions. Leadership needs to be strategic to keep programs afloat and well-funded. The chosen IT infrastructure needs to be accessible to students both locally, regionally and globally.

In the article, The Architects of Online Learning, the author illustrates how the need for adult education was driven after veterans returning home from war found opportunities in rural community colleges and public universities, usually in the form of evening adult education classes. Education policy makers have been trying to create pathways for education for decades, primarily relying on bricks and mortar classrooms. The internet and development of eLearning platforms has opened new doors for adult education as well as distant education for learners who cannot drive to their local college for evening classes. This connection really hit home for me in several ways. For example, in many GCC countries, off shore oil and gas workers live on rigs for weeks at a time and return to shore during their leave. For years’ oil and gas companies explored various options to provide adult education opportunities for workers interested in utilizing their down time. For example, the practice of paying language teachers to visit purpose built classrooms on shore was replaced with eLearning platforms. Companies no longer needed to fly ESL teachers to rigs via helicopter and manage accommodation and costly off shore and hazard pay contracts. Correspondence learning was also replaced by VOIP platforms and eLearning technologies such as Moodle. The technology was not limited to oil and gas, military personnel, learners in remote regions and adults working full time benefit from well-planned eLearning infrastructure.

Student success rates would definitely benefit from improved IT infrastructure. If students are left unsupported to struggle with difficult technology, the programs will fail. Failure results in incomplete course work, drop outs and decreased enrollment, all of which have negative financial implication on universities. The technology needs to be very user friendly. One example of enhancing student success is using data analytics to drive the necessary changes to IT infrastructure.

If I was the Online Learning Director and had to establish two budget priorities, I would focus on the following issues. First, would be to ensure the eLearning platform was user friendly and universally accessible. The interface should be intuitive to users and work across all of the most commonly used devices (mobile, PC, Mac etc.) anywhere in the world. In developing a eLearning platform I would ensure the budget includes enough resources to equip a functional and capable IT support team that utilizes CRM technology (open/close tickets and a dedicated support team to respond to technical issues). The second priority would be to ensure that the courses offered are diverse and available each semester. This means having enough qualified professors each semester and several options for students to choose from. The course offerings should align with degree requirements. The most important consideration here is ensuring that students feel like the course offerings are relevant and diverse.

References
1. Article Review: Hope and Denial are Not Strategies by Susan Resneck Pierce
https://www.insidehighered.com/views/2017/01/31/how-colleges-should-rethink-their-strategic-planning-processes-essay
2. The Architects of Online Learning: A Strategic Partnership for the Sustainability of Higher Education
https://er.educause.edu/articles/2014/11/the-architects-of-online-learning-a-strategic-partnership-for-the-sustainability-of-higher-education

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