The Internet’s potential in the field of Ideas such as social media, big data, MOOCs in the Education education is widely known. Currently, learning analytics, adaptive plat- more than a quarter of Internet us- forms, open content, and immersive ers carry out training courses online, technologies are taking their place as allowing the public to access infor- the new skeleton for said solutions. of the Future: Digitizing mation and content. However, these However, we need to bear in mind courses are generally mere copies of that this is not merely a technological their offline equivalents, digitalizing movement, but rather the beginning the material and distributing it online. of a more general trend that might Training The fact is there is a long way to go: transform the models that have been offering personalized training, im- in place for the last century, making proving contact between teacher and way for new pedagogical methods students, finding appropriate means such as learning through exploration of evaluation, measuring attendance, or even gamification. What we have and attesting the level of completion before us are much more than tools through certificates, etc. for the massive dissemination of con- tent; it is actually a phenomenon with In the case of MOOC (Massive Open the potential to disrupt, whose final Online Courses), finding answers to impact cannot be accurately predict- these issues is even more pressing as ed, which is why various scenarios are offering courses to as large a number contemplated in the monographic. g n of students as possible is at the heart ni of its purpose, with student numbers All of this content is further enhanced ai sometimes exceeding 100,000. by a transcription of a meeting by Tr a think tank made up of experts in g n This monographic tackles this di- various fields of knowledge related zi lemma, but above all it covers how to MOOC, which undoubtedly offers giti new technologies can offer solutions. a rounded view of this phenomenon. Di e: r u t u F e h t f o n o ti a c u d E e h t n s i C O O M 44 032-118084-Moocs in the Education.indd 1 09/03/15 12:04 032-118084-Moocs in the Education.indd 2 09/03/15 12:04 MOOCs IN THE EDUCATION OF THE FUTURE: DIGITIZING TRAINING Néstor García Canclini Francisco Cruces Maritza Urteaga Castro Pozo (Coordinadores) 032-118084-Moocs in the Education.indd 3 09/03/15 12:04 032-118084-Moocs in the Education.indd 4 09/03/15 12:04 MOOCs IN THE EDUCATION OF THE FUTURE: DIGITIZING TRAINING Coordinador general: Néstor García Canclini Coordinador en Madrid: Francisco Cruces Coordinadora adjunta: Maritza Urteaga Castro Pozo Investigadores en México: Verónica Gerber Bicceci, Claudia Jiménez López, Raúl Marcó del Pont Lalli, Enedina Ortega, Carla Pinochet Cobos, Cecilia Vilchis Schöndube y Julián Woodside Woods Investigadores en Madrid: Karina Boggio, Gloria G. Durán, Héctor Fouce, José Ignacio Gómez, Fernando González de Requena, Maritza Guaderrama, Amparo Lasén, Sara Sama 032-118084-Moocs in the Education.indd 5 09/03/15 12:04 This work has been published by Ariel and Fundación Telefónica, in collaboration with Editorial Planeta, which does not necessarily share the views expressed there- in. These views are the sole responsibility of their authors. © Fundación Telefónica, 2015 Gran Vía, 28 28013 Madrid (Spain) © Editorial Ariel, S.A., 2015 Avda. Diagonal, 662-664 08034 Barcelona (Spain) © of the texts: Fundación Telefónica © of the cover illustration: © Aleksandr Bryliaev, © Evgeny Karandaev, y © Andrey OBRA NOP oPpUoBvL - ISChAuDtAterstock El presentTe hmiso nmoogrnáofigcora speh p hubalsic bae beanjo p uunbal liischenecdi au Cnrdeeatri vae Commons del tipo: Reconocimiento - NoComercial - Creative License Non commercial - Share alike CompartirIgual Fundación Telefónica Publishing coordinator : Rosa María Sáinz Peña OBRA PUFBirLstIC eAdDitiAon: March 2015 El presente monográfico se publica bajo una licencia Creative Commons del tipo: Reconocimiento - CompartirIgual 032-118084-Moocs in the Education.indd 6 23/03/15 11:51 Contents Introdution ................................................................................................................................. 9 1. The Evolution of the Educational Model .......................................................................... 11 1.1 Industrialization of Education .............................................................................................. 12 1.2 The Current Educational System......................................................................................... 13 1.2.1 Tertiary Education throughout the World ............................................................ 13 1.2.2 Challenges Faced by Education ............................................................................... 16 1.3 Technological Causes for Change ........................................................................................ 20 1.3.1 Social Media as a Collaborative Tool ...................................................................... 20 1.3.2 Big Data and Learning Analytics ............................................................................. 23 1.3.3 Adaptive Learning Platform ..................................................................................... 26 1.3.4 Open Content ............................................................................................................... 27 1.3.5 Immersive Technologies ........................................................................................... 29 1.4 Pedagogical Causes for Change: Research into New Pedagogical Practices ............ 32 1.5 General Trends in the Educational World .......................................................................... 35 2. MOOCs (Massive Open Online Courses) ........................................................................... 39 2.1 Origins of the MOOC Concept ............................................................................................... 40 2.2 MOOC Features ........................................................................................................................ 41 2.3 MOOC Demographics (Supply) ............................................................................................. 42 2.3.1 Evolution of the Platforms and Courses ............................................................... 43 2.3.2 Areas of Knowledge ................................................................................................... 49 2.4 MOOC Business Models ......................................................................................................... 50 2.5 User Demographics (Demand) ............................................................................................. 53 2.5.1 Sociodemographic Profile of the Students ........................................................... 53 2.5.2 Motivation and How to Use It .................................................................................. 61 3. How MOOCs Resolve Educational ‘Tasks’: Experiences .......................................... 65 3.1 Student Assessments ............................................................................................................ 66 3.2 Student Interactions .............................................................................................................. 67 3.3 Degrees ...................................................................................................................................... 68 3.4 Customization .......................................................................................................................... 70 4. Interactions with the Current Educational System ................................................... 73 4.1 Integration within the Current Educational Systems: Replacement vs. Comple- mentarity .................................................................................................................................. 74 4.2 Challenges for Teachers ......................................................................................................... 75 032-118084-Moocs in the Education.indd 7 09/03/15 12:04 MOOCs in the Education of the Future: Digitizing Training 8 5. Future Scenarios for MOOCs .................................................................................................. 77 5.1 Scenario 1: MOOCs as MOORs .............................................................................................. 80 5.2 Scenario 2: MOOCs as the Center of the Higher Education System ............................ 81 5.3 Scenario 3: MOOCs as Centers for the Creation and Spreading of Knowledge within a Community ............................................................................................................... 83 5.4 Evolution of the Scenarios .................................................................................................... 84 6. Transcript of the MOOC Expert Meeting .......................................................................... 87 6.1 MOOCs as Tools for Optimizing Educational Resources ................................................ 89 6.2 The Impact of MOOCs on University Education ............................................................... 92 6.3 Traditional Education vs. MOOC: Differences and Similarities .................................... 94 6.4 New MOOC Trends and Business Models ......................................................................... 97 6.5 The Relationship between MOOCs and the Business World ......................................... 102 6.6 Telecommunications Operators’ View on MOOCs ........................................................... 104 6.7 Discussion ................................................................................................................................. 107 032-118084-Moocs in the Education.indd 8 09/03/15 12:04 Introduction Everybody agrees that education is the foundation of a developed society. Parents make it abundantly clear to their children from a tender age: education will open doors for you; it will allow you to grow both personally and socially, to make money.... too many responsibilities for a single word. Improving educa- tion has become a magical mantra that is repeated over and over in both families and institutions. It is therefore quite striking to witness how the procedures and structure of the educational system in developed countries have remained fairly stable almost since its creation as a public service and its subsequent universalization. The reason for this is that education has been very successful in its main goal: spreading general knowledge among the population to allow citizens to get by in their everyday lives, and providing a more specialized knowledge so they can perform a specific job. Thus, the univer- sity education system teaches students to be, for instance, doctors, so they can replace other doctors who are retiring in any part of the country or they can work in newly opened health centers. The tradi- tional view of higher education is to create somewhat interchangeable pieces that try to fit into a stable society. However, times are changing. Organizations need to adapt faster; knowledge is more specialized; and technology constantly modifies jobs. The traditional educational system therefore faces increased difficulties to remain a fundamental reference for training. Technology is behind many of the changes that seem to challenge society, and with it, the education- al system. This monograph provides compelling arguments about how it can also be the solution. Al- though online training, and MOOCs in particular, have so far only been a reflection of in-class teaching, and a virtual reflection where many of the most important qualities are lost, there are currently enough elements to suggest that things will be different in the future. Speaking of technology as the element that prompts change does not include merely the Internet or improved interfaces. It also refers to new concepts such as big data, which will allow a staggering amount of data to be collected about users and behaviors to provide to adapt education in real-time; it refers to immersive technologies such as those developed for virtual reality environments, which will allow laboratory environments to be recreated for the users (the so-called remote laboratories); it re- fers to technologies that support the Open Content movement in the educational world. It therefore refers to the convergence of a large number of technologies that are much more powerful when com- bined than applied separately. Furthermore, the disruptive capabilities of these educational models do not lie simply in the adapta- tion of traditional methods to new technologies, but on the possibility of applying new pedagogical practices. Students will be able to explore, either through the use of simulators or of other technolo- gies such as 3D printers. Additionally, peer-to-peer collaboration models could be used, whereby the core of the learning process is transferred from the teacher to the community itself, which uses team- work and interaction to make its own deductions. 032-118084-Moocs in the Education.indd 9 09/03/15 12:04