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NOW OUR NEXT SPEAKER IS A REPEAT VISITOR FROM LAST YEAR.
FOR THOSE OF YOU WHO ATTENDED TECH TALKS '13,
YOU MAY RECALL COWS.
LAST YEAR DONNA GAUDET WAS GEARING UP TO TEACH HER
FIRST MOOC, A MASSIVELY ONLINE -- MASSIVELY OPEN
ONLINE COURSE.
AND SHE'S GOING TO SHARE WITH US HOW THAT WENT.
NOW, YOU THINK ABOUT PHYSICS -- WE'VE TALKED
ABOUT PHYSICS TODAY.
WE TALKED ABOUT GEOLOGY.
AND YOU THINK ABOUT ALL THE WAYS THAT YOU CAN USE
TECHNOLOGY IN THOSE AREAS, BUT SOMETIMES YOU DON'T
THINK ABOUT MATH.
BUT DONNA HAS REALLY -- IS ALWAYS PUSHING THE
ENVELOPE OF WAYS THAT SHE CAN BETTER ENGAGE AND
SCAFFOLD HER STUDENTS, SO THAT THEY CAN REALLY LEARN
MATH IN A SAFE ENVIRONMENT AND HAVE A NUMBER OF
DIFFERENT MODELS THAT THEY CAN WORK THROUGH TO BE SUCCESSFUL.
SO I WOULD LIKE TO INVITE DONNA GAUDET TO THE STAGE
TO TALK ABOUT MOOCS-PART DEUX.
MOO. HELLO, EVERYONE.
BEFORE I GET STARTED I'D LIKE TO THANK OUR SPONSORS
FOR TODAY THE U.S.
DAIRY ASSOCIATION, BECAUSE THEY'VE KINDLY LENT
ME USE OF BESSIE.
AND SHE'S GOING TO SHOW UP AT DIFFERENT PARTS IN THE
PRESENTATION AND DO A LITTLE TALKING.
AND I DON'T THINK I CAN DO THE WHOLE THING WITH THIS ON.
OH, NO.
DO I HAVE TO LEAVE IT ON?
OKAY.
I DON'T WANT IT TO MESS UP MY MIC, SO WE'LL
SEE HOW IT GOES.
I DID THIS AT A CONFERENCE THIS SUMMER AND IT JUST
DIDN'T GO OVER WELL, SO YOU GUYS WILL HAVE TO TELL ME.
BUT I DO WANT TO SAY, YOU KNOW, I HAVE A HARD TIME
TALKING ABOUT MOOCS WITHOUT TALKING ABOUT COWS.
AND IT KIND OF CAME FROM MY FRIEND ALAVENE, WHO IS
IN THE OFFICE -- IN THE OFFICE -- IN THE AUDIENCE
RIGHT HERE.
BECAUSE HE'S SAID, MOOCS, LIKE COWS, THEY SMELL
FUNNY AND THEY FART A LOT.
AND THAT IS EVEN MORE TRUE NOW THAN WHEN I
STOOD HERE A YEAR AGO.
SO THIS IS INDEED THE FOLLOW UP TO THE
PRESENTATION I GAVE LAST YEAR.
NOW IF YOU WEREN'T HERE, DON'T WORRY.
LIKE ANY GOOD SEASON THAT FOLLOWS A PILOT, I WILL
REVIEW THE IMPORTANT ASPECTS OF WHAT WENT ON LAST YEAR.
SO FIRST OF ALL, WHAT IS A MOOC?
LISA MENTIONED, A MOOC IS A MASSIVE OPEN ONLINE COURSE.
AND TODAY WHAT WE'RE GOING TO TALK ABOUT, REALLY IN
TERMS OF MOOCS, IS THE WHO, WHAT, WHEN, WHERE,
AND WHY AND, OF COURSE, THE HOW DID IT GO.
BECAUSE I TAUGHT THREE MOOCS DURING THIS LAST YEAR.
THE LETTERS OF MOOC, AS IT TURNS OUT, ARE NOT AS
WELL-DEFINED AS YOU MIGHT THINK.
THEY REALLY ARE, AS THIS SLIDE SAYS, ALL NEGOTIABLE.
SO YOU CAN TALK ABOUT DIFFERENT DEFINITIONS OF
EACH OF THOSE WORDS.
I'M GOING TO FOCUS ON -- OH, I DO HAVE TO MAKE A
PUBLIC SERVICE ANNOUNCEMENT.
THERE WERE NO COWS THAT WERE HARMED IN THE
CREATION OF THIS PRESENTATION.
JUST WANT TO GET THAT OUT OF THE WAY, NONE WERE HARMED.
OKAY.
BACK TO OUR PRESENTATION.
SO LAST YEAR AT THIS TIME THIS WAS THE CURRENT PROJECTION.
SO A LITTLE BIT OF THE HISTORY OF MOOCS:
STARTED IN 2008 WITH ONE.
IT WAS TECHNICALLY WHAT'S CALLED A C-MOOC, A
CONSTRUCTIVIST MOOC, WAS TAUGHT BY STEVEN DOWNS
AND GEORGE SIEMANS.
AND IT WAS VERY MUCH A MOOC OF CONTENT BEING
CREATED ON THE FLY, LEARNERS ENGAGING, DOING
PROJECTS, THAT KIND OF THING.
AS THE IDEA OF MOOCS BEGAN TO TAKE HOLD IT MORPHED
INTO WHAT WE REALLY HAVE PREVALENT NOW, WHICH ARE
CALLED EX-MOOCS, WHICH ARE SORT OF LIKE IN A WAY
ASSEMBLY LINE MOOCS THAT CAN HANDLE LARGE NUMBERS OF PEOPLE.
IF YOU LOOK AT THE GRAPH HERE -- I WANT YOU TO
REMEMBER THIS GRAPH, BECAUSE IT WILL BECOME
IMPORTANT LATER -- THE PROJECTED NUMBER OF MOOCS
IN 2013 WAS 113.
THERE ARE ACTUALLY OVER 700 THAT WERE OFFERED AT
THE END OF -- BY THE END OF LAST YEAR.
THE MAJOR PLAYERS -- THOSE OF YOU THAT KNOW A LITTLE
BIT ABOUT MOOCS KNOW WE'VE GOT COURSERA, UDACITY, AND EDX.
SO STANFORD GOT INTO THE GAME VERY QUICKLY WITH
COURSERA AND UDACITY.
MIT AND HARVARD, NOT TO BE OUTDONE, CAME ON BOARD WITH EDX.
PRIMARILY, YOU SEE A UNIVERSITY-LEVEL
INVOLVEMENT HERE IN THESE ENDEAVORS.
LET'S TALK A LITTLE BIT ABOUT SOME OF THE
INDIVIDUAL PARTS OF A MOOC: MASSIVE.
WHAT DOES IT MEAN TO BE MASSIVE?
WELL, IT'S ALL RELATIVE.
IF YOU'RE USED TO TEACHING 24 STUDENTS, THEN EVEN THE
THOUGHT OF 50 STARTS TO MAKE -- WELL, MAKE YOU A
LITTLE UNCOMFORTABLE.
HOW ARE YOU GOING TO WORK THAT?
YOU START RAMPING THOSE NUMBERS UP.
AND IF YOU LOOK AT THE NUMBERS OF THE FIRST
COURSE THAT WAS TAUGHT BY SEBASTIAN THRUN FROM
UDACITY, HIS FIRST COURSE ON PROGRAMMING A ROBOTIC
CAR HAD 160,000 STUDENTS IN IT.
I JUST CAN'T EVEN WRAP MY MIND AROUND THAT AS AN INSTRUCTOR.
BUT WHEN WE OFFERED OUR FIRST COURSE HERE -- WHEN
I DID MY FIRST COURSE LAST YEAR I DECIDED 500, THAT'S
A PRETTY GOOD NUMBER.
SO WE STARTED WITH 500.
AND NOW WHAT DOES SHE SAY?
SO, YAY, SOME PEOPLE THINK IT'S FUNNY.
I THOUGHT THIS WAS REALLY FUNNY.
BECAUSE WHEN YOU START TALKING ABOUT NUMBERS OF
THIS MAGNITUDE; DOES THIS MOOC MAKE MY CLASS LOOK BIG?
NO, IT JUST SEEMS A LITTLE BIT WEIRD.
THANK YOU, BESSIE.
OKAY. SO MOVING RIGHT ALONG, I WANT TO TALK A LITTLE BIT
ABOUT THIS IDEA OF OPEN.
THE WORD OPEN IN MOOC -- YOU HAVE TO BE VERY
CAREFUL -- IS NOT AT ALL NECESSARILY THE SAME USE
OF THE WORD AS WHAT DAVID TALKED TO US ABOUT IN OPEN
EDUCATIONAL RESOURCES.
AND I THINK THAT'S REALLY VERY MUCH TOO BAD.
AND I HAVE A LITTLE BIT OF A TALK ABOUT THAT.
OER IS THIS MOVEMENT OF MAKING
RESOURCES AVAILABLE TO STUDENTS ESSENTIALLY FREE,
DOWNLOADABLE FOR FREE, DIGITALLY FREE, TO ENABLE
THEM TO HAVE ACCESS VERY QUICKLY TO WHAT THEY NEED.
THE "O" IN MOOC JUST MEANS THAT YOU CAN GET IN THE
DOOR FOR FREE.
IT DOESN'T MEAN THERE AREN'T COSTS FOR MATERIALS.
IN FACT, SOME OF THE INSTRUCTORS TEACHING CHARGE
A LOT OF MONEY FOR THE BOOKS THAT GO WITH THE MOOCS.
IT DOESN'T MEAN YOU CAN GET THROUGH THE WHOLE
COURSE WITHOUT PAYING A CERTIFICATION FEE OR A
TUTORING FEE OR A PROCTORING FEE OR
SOMETHING LIKE THAT.
SO I THINK ONE OF THE UNFORTUNATE ASPECTS OF
MOOCS IS THAT THEY'RE LIKE THE BLING NOW, THE THING,
AND THEY KIND OF CUT THE LEGS OUT A LITTLE BIT FROM
THIS OER MOVEMENT, BUT I THINK THE GOOD NEWS IS
THAT OER IS GOING TO KEEP CHUGGING ALONG AND GOING
ALONG, AND MOOCS ARE GOING TO REALLY HAVE TO FIND
THEIR PLACE, SO.
AND I'LL TALK A LITTLE MORE ABOUT THE LATER.
SO I STARTED BASIC ARITHMETIC; FEBRUARY 4TH
TO MAY 3RD, 13 WEEKS.
FROM DECEMBER 7TH UNTIL FEBRUARY 3RD I WAS
FRANTICALLY GETTING MY COURSE READY.
IT WAS NOT -- WHERE'S TODD -- EASY TO GET READY;
HOURS AND HOURS AND HOURS OF JUST STRESS, BECAUSE ALL THESE
PEOPLE WERE GOING TO BE LOOKING AT MY COURSE.
I HAD PEOPLE FROM ALL OVER THE WORLD.
AND I THOUGHT, WHO IN THE WORLD WANTS TO
SIGN UP FOR ARITHMETIC?
WHY WOULD YOU WANT TO TAKE AN ARITHMETIC COURSE ONLINE?
LOTS AND LOTS OF PEOPLE -- CANVAS -- I OFFERED IT
THROUGH THE CANVAS NETWORK. THEY KEPT SENDING ME NUMBERS.
NOW 25 ARE ENROLLED, 100, 125.
AND IT JUST KEPT GOING THROUGH THE ROOF.
SO I WAS AMAZED.
AND I WAS ALSO CURIOUS.
WHO ARE THESE PEOPLE?
WHO IN THE WORLD ARE THESE PEOPLE?
SO I DID A LITTLE DEMOGRAPHIC SURVEY?
YOU CAN SEE MOST OF THEM ARE IN THE 30 TO 39 AGE BRACKET.
AND THEY -- ALMOST ALL OF THEM HAVE HIGHER DEGREES,
GRADUATED FROM COLLEGE, THESE ARE ACTUAL GRADUATE DEGREES.
SO LOTS OF ALREADY HIGHLY-EDUCATED FOLKS
APPARENTLY DIDN'T GET ENOUGH MATH IN SCHOOL,
YOU KNOW, WHICH IS OFTEN THE CASE.
SO WHAT WERE THEIR GOALS?
I ASKED THEM SPECIFICALLY TO DIFFERENTIATE BETWEEN
LEARNING ARITHMETIC AND REVIEWING ARITHMETIC.
WELL, THANK GOD MOST OF THEM HAD ALREADY HAD
ARITHMETIC, SO THEY WERE REVIEWING IT, AND THEN
PRACTICING LANGUAGE SKILLS, ETCETERA.
THERE WAS A BUNCH OF LURKERS IN THERE, YOU KNOW,
SOME FOLKS THAT JUST WANTED TO SEE WHAT ONLINE
COURSES AND MOOCS WERE ABOUT.
AND THEN I WAS CURIOUS ABOUT, KIND OF,
THEIR ROLE IN THE WORLD.
ARE THEY, YOU KNOW, A RETURNING WORKER?
ARE THEY STUDENTS?
SO MOST OF THEM OF COURSE WERE OUT IN THE WORLD
ALREADY WORKING, RE-CAREERING.
AND THEN I WAS MOSTLY CURIOUS ABOUT WHAT THEY
INTENDED AS FAR AS THE COURSE.
SO THERE'S ABOUT 80 THAT COMPLETED -- THIS 75, AND
MOST OF THEM ACTUALLY DID INTEND TO COMPLETE THE ENTIRE COURSE.
SO REMEMBER THAT NUMBER.
REMEMBER THE NUMBER 75.
OKAY.
THAT WILL BE IMPORTANT LATER. OH, SO HERE WE ARE.
SO WHEN I THOUGHT ABOUT DESIGNING A MOOC FOR 500
PEOPLE THIS IS WHAT I WANTED TO DO.
AND I PROBABLY DID THIS IN MY BATHROOM A FEW TIMES --
AND JUST KIND OF HELD MY HEAD AND SCREAMED AT THE
TOP OF MY LUNGS AND GOT THAT OUT OF MY SYSTEM,
BECAUSE A MOOC -- APOLOGIES TO BESSIE --
LIKE ANOTHER OTHER COW, IS JUST -- YOU KNOW, WE CAN
TAKE THIS THING APART -- KIND OF GROSS, BUT ANYWAY --
SO I DECIDED ON KIND OF A FOUR-STEP DESIGN:
CONTENT, COMMUNICATION, CHECKUP, AND CERTIFICATION.
AND CHECKUP IS REALLY ASSESSMENT, BUT I COULDN'T
FIGURE OUT A WORD THAT STARTED WITH "C," SO I
JUST USED THAT ONE.
SO THE CONTENT I FELT IT WAS VERY IMPORTANT FOR IT
TO HAVE THREE ASPECTS.
IT HAD TO BE STRUCTURED.
NO, LIKE, YOU KNOW -- IT COULDN'T BE, LIKE, ONE OF
THE CONSTRUCTIVISTS MOOCS; NOT WITH THAT MANY PEOPLE IN IT.
AND IT NEEDED TO BE INTERACTIVE TO HOLD THEIR
INTEREST, AND IT NEEDED TO BE COMPLETELY DESIGNED.
IT WASN'T SOMETHING THAT I WAS GOING TO BE ABLE TO
CONSTRUCT AS I WENT ALONG.
THERE WAS JUST GOING TO BE TOO MANY PEOPLE WORKING IN SYSTEM.
AND I DO WANT TO MAKE A POINT HERE THAT THIS
COURSE IS COMPLETELY OPEN IN ALL ASPECTS OF THE WORD.
ALL THE CONTENT WAS WRITTEN BY MYSELF AND OTHER COLLEAGUES.
I MADE OVER 150 VIDEOS TO GO WITH THIS COURSE.
ALL OF IT IS FREE AND OPEN ACCESSIBLE TO THE STUDENTS
AT NO COST WHATSOEVER AT ANY POINT ALONG THE WAY.
SO THE LESSONS ARE 12 LESSONS THAT COVER THE ENTIRE COURSE.
AND THEY'RE WORKBOOK LESSONS, SO IT'S INTERACTIVE.
STUDENTS WATCH VIDEOS.
THEY TAKE NOTES, ETCETERA, ON THINGS
THEY'RE HAVING TROUBLE WITH.
WE HAVE AN OPEN-SOURCE ONLINE PRACTICE SYSTEM
THAT COMES OUT OF THE STATE OF WASHINGTON.
WE USE IT FOR ALL OF OUR MATH CLASSES NOW, SO
THEY'RE ABLE TO GET THAT VERY QUICK FEEDBACK.
BECAUSE LIKE I TELL MY STUDENTS, IF I GIVE YOU
100 PROBLEMS AND YOU DO 100 PROBLEMS WRONG,
GUESS WHAT YOU'VE LEARNED?
YOU'VE LEARNED HOW TO DO THEM WRONG.
AND IT'S MUCH MORE DIFFICULT AS AN INSTRUCTOR
FOR ME TO UNDO INCORRECT LEARNING THAN IT IS TO
HELP THEM LEARN SOMETHING FROM SCRATCH.
SO THE IMMEDIATE FEEDBACK IS EXTREMELY,
EXTREMELY IMPORTANT.
THE OTHER ASPECT, AND THE ASPECT THAT REALLY MADE ME
NERVOUS WITH 500 PEOPLE, WAS COMMUNICATION, BECAUSE
IN A TRADITIONAL CLASS COMMUNICATION IS OFTEN
WITH THE INSTRUCTOR IN THE CENTER.
ALL THE COMMUNICATION GOES THROUGH THE MIDDLE.
WELL, WITH THE MOOC WHAT I WAS WANTING TO DO WAS TO
KIND OF KEEP ALL THE COWS IN THE HERD, AND THEN I
SHOULD BE MAYBE A SHEEP DOG OR SOMETHING, RUNNING
AROUND KIND OF KEEPING THEM ALL TOGETHER AND
ANSWERING THEIR QUESTIONS AS THEY CAME UP, BUT NOT
BEING THE ONLY SOURCE OF COMMUNICATION.
SO THE WAY I WAS GOING TO DO THAT IN CANVAS WAS TO
CREATE GROUPS AND TO KIND OF DIVIDE THEM ALL UP,
BECAUSE I WAS VERY NERVOUS THAT 500 PEOPLE WOULD ALL
E-MAIL THE FIRST DAY AND I'D IMMEDIATELY BE OVERWHELMED.
AND, YOU KNOW, I SENT THEM THIS ANALOGY LIKE,
I'M NOT REALLY THE COACH.
I'M MORE LIKE THE PERSON THAT OPENS THE FIELD SO
YOU CAN PRACTICE, SO DON'T INUNDATE ME WITH STUFF.
AND AS IT TURNED OUT YOU'LL SEE THAT THAT
REALLY WASN'T AN ISSUE.
CHECKING IS ALSO A BIG THING.
STUDENTS HAVE TO BE ABLE, AGAIN, TO GET THAT
FEEDBACK AND KNOW WHERE THEY ARE IN THE CLASS:
AUTO AND SELF-GRADING, SOLUTION FILES TO
EVERYTHING THAT'S IN THE COURSE. THEY HAVE
ANSWERS TO EVERYTHING. AND THEN KNOWING WHERE THEY
ARE IN TERMS OF THEIR FINAL RESULTS.
SO THAT'S ALL DONE THROUGH OUR SYSTEM, THROUGH
CANVAS, WHICH IS WHERE IT WAS HOSTED THROUGH FILES, ETCETERA.
SO CERTIFICATION WAS SOMETHING THAT I WANTED TO OFFER THEM.
AND I WAS ABLE TO WORK THAT OUT. IT'S NOT AFFILIATED WITH SCC.
IT WAS MY CERTIFICATION OF THEIR COMPLETION.
AND I WOULD MAIL THEM A CERTIFICATE IF THEY WANTED ONE.
SO HERE'S WHAT I KNOW YOU'RE REALLY INTERESTED IN,
SO REMEMBER, 500 IS THE POTENTIAL.
HERE'S THE REALITY, 512 SIGNED UP, 103 STARTED.
THAT'S COMPLETELY CONSISTENT WITH NATIONAL STATISTICS.
75 CREATED THEIR ONLINE ACCOUNT.
53 STARTED THE FIRST OR --
COMPLETED THE FIRST LESSON, SO ABOUT 10%.
YOU CAN SEE THE INTERACTION CHART, NICE
LITTLE GRAPH THERE, STARTS OFF VERY HIGH AND GOES DOWN.
LESSON COMPLETION.
SO OUT OF THE 75 THAT ACTUALLY CREATED THEIR
ONLINE ACCOUNT, 53 COMPLETED THE FIRST LESSON,
13 COMPLETED THE FINAL TEST.
SO 17% OF THOSE THAT STARTED, FINISHED.
OKAY.
THAT'S NOT GREAT.
IF YOU LOOK AT THE NUMBERS OF WHO SIGNED UP, 2.5% FINISHED.
AND THEN YOU CAN SEE HOW THE NUMBERS INCREASE THERE
DEPENDING ON WHAT YOU LOOK AT AS THE BASE POPULATION.
THOSE ARE THE STATISTICS FOR MOOCS.
IT AVERAGES LIKE 2% TO 7% COMPLETION.
SO THAT'S COMPLETELY NORMAL.
I DON'T KNOW WHY I THOUGHT MINE WOULD BE ANY
DIFFERENT, BUT, YOU KNOW, IT WASN'T.
SO I THOUGHT, WELL, MAYBE WHAT I'LL DO IS, YOU KNOW,
SINCE 500 REALLY DIDN'T BOTHER ME THAT MUCH
BECAUSE THERE REALLY WEREN'T THAT MANY OF THEM
PARTICIPATING, I'LL BUMP IT UP TO 1,000.
I'LL DECREASE THE DURATION FROM 13 WEEKS TO 6 WEEKS.
I'LL ADVERTISE THEIR CERTIFICATE OF COMPLETION.
AND THEN I'LL GET RID OF THOSE DISCUSSIONS GROUPS
BECAUSE I DIDN'T REALLY NEED THEM, BECAUSE THERE
WOULD BE, LIKE, ONE PERSON POSTING IN ONE GROUP
AND ONE IN ANOTHER.
I JUST BLOB THEM ALL TOGETHER NOW.
AND I DID THAT, AND I TAUGHT IT TWO MORE TIMES.
I TAUGHT IT SUMMER AND FALL, AND I DOUBLED MY
SUCCESS TO A WHOPPING 5.5%.
BUT WHAT WE DID WITH THE LAST ONE, THE FALL ONE,
WAS WE OFFICIALLY OPEN IT UP TO SCC STUDENTS.
AND WHAT WE WERE ALLOWING THEM TO DO WAS IF THEY
COMPLETED ALL OF THE REQUIREMENTS AND THEY MET
WITH ME, TOOK THE FINAL, AND GOT A CERTAIN GRADE,
THEN AS THE CHAIR I WAS ABLE TO SIGN THEM INTO THE
NEXT CLASS WITHOUT HAVING TO PAY FOR THE PREREQUISITE CLASS.
SO I DID HAVE FOUR STUDENTS THAT TOOK
ADVANTAGE OF THAT OPPORTUNITY AND COMPLETED THAT.
SO, YOU KNOW, THAT'S SOMETHING.
SO WHY IN THE WORLD -- WHY IN THE WORLD WITH RESULTS
LIKE THIS WOULD YOU WANT TO DO A MOOC?
WELL, I'M A PHILANTHROPIST AT HEART.
IF I WERE A MILLIONAIRE I'D BE BROKE,
BECAUSE I'D GIVE IT ALL AWAY.
THAT'S JUST THE WAY I AM.
SO I'M KIND OF THAT WAY.
IF I'M GOOD AT SOMETHING AND I CAN HELP PEOPLE,
I WANT TO HELP THEM AS MUCH AS POSSIBLE.
SO THE FACT THAT PEOPLE IN INDIA WERE LOOKING AT MY
STUFF AND LEARNING ARITHMETIC, I JUST KIND OF
GOT A LITTLE KICK OUT OF THAT.
THE OTHER THING WE WANTED TO DO WAS, YOU KNOW, WORK
ON POTENTIALLY RAISING AWARENESS OF SCC AND SOME
OF THINGS THAT WE'RE DOING AND GETTING ENROLLMENTS,
AND THEN ALSO JUST KIND OF PLAYING AROUND IN THE MOOC
SPACE AND FIGURING OUT WHAT THIS IS ALL ABOUT,
WHERE IT'S GOING, HOW IT CAN REALLY HELP
US AS AN INSTITUTION.
AND, OH, WHAT DID SHE SAY?
WELL, WHAT ABOUT ALL THE MOOC HYPE AND HOOPLA
OVER THE PAST YEAR?
SO REMEMBER THAT GRAPH WITH THE NUMBER OF MOOCS AND THE 700?
WELL, HERE'S WHERE WE ARE.
SO LAST YEAR -- THIS IS THE GARTNER HYPE CYCLE.
IF YOU HAVE EVER SEEN THIS IT'S JUST GREAT.
LAST YEAR WHEN I STOOD HERE WE WERE HERE,
THE PEAK OF INFLATED EXPECTATIONS, RIGHT HERE.
NOW I BELIEVE, AND I'LL QUOTE DAVID ON THIS, HE SAYS,
I THINK THE PETALS ARE FALLING OF THE ROSE.
AND I AGREE.
WE'RE KIND OF DOWN HERE IN THE TROUGH OF
DISILLUSIONMENT, AS FAR AS MOOCS GO.
BACK LAST YEAR THERE WERE SO MANY ARTICLES
COMING OUT ON MOOCS.
I MEAN, THEY WERE PROBABLY COMING IN THE -- YOU KNOW,
THE PHOENIX PAPER, WHICH I NEVER READ ANYWAY,
BUT PEOPLE WOULD SEND ME THINGS.
SO EVEN THEY WERE KIND OF GETTING ON THE BANDWAGON.
NOW YOU DON'T REALLY SEE THAT MANY UNLESS YOU LOOK FOR THEM.
SO I THINK MOOCS REALLY HAVEN'T FIGURED OUT WHERE
THEY'RE GOING TO BE WHEN THEY GROW UP, AND PEOPLE
ARE KIND OF GETTING TIRED OF THEM.
AND EVEN THE KING OF MOOCS, SEBASTIAN THRUN
FROM UDACITY, HAD A PROJECT WITH SAN JOSE
STATE WHERE THEY DECIDED THEY WERE GOING TO OFFER A
DEVELOPMENTAL ED, MOSTLY MATH, TO THEIR STUDENTS
THAT COULDN'T GET INTO REGULAR CLASSES, AND THEY
WERE GOING TO GIVE THEM CREDIT.
WELL, THEY HAD ABYSMAL RATES.
THEY HAD THESE 2.5, 3, 4% RATES.
AND NOT TO SPEAK -- YOU KNOW, I DON'T WANT TO
SPEAK TOO MUCH OUT OF TURN ABOUT SEBASTIAN, BECAUSE I
DON'T KNOW THAT MUCH ABOUT IT, BUT I DO KNOW IN THE
ARTICLE APPARENTLY HE SAID THE REASON IT DIDN'T WORK
BECAUSE IT WAS THE WRONG POPULATION OF STUDENTS.
AND, I MEAN, THE REALITY IS THESE ARE OUR STUDENTS.
THESE ARE OUR STUDENTS.
SO WE NEED TO FIGURE OUT WAYS TO SERVE THEM.
SO HE SINCE ABANDONED THAT WHOLE PROJECT AND IS NOW
CONVINCED THAT MOOCS ARE REALLY ONLY GOOD FOR
CORPORATE TRAINING.
AND IN FACT, THERE IS A LOT OF EVIDENCE TO SHOW THAT,
YOU KNOW, CORPORATIONS AND BUSINESSES
ARE STARTING TO GIVE CREDIT FOR PEOPLE THAT,
YOU KNOW, ESPECIALLY WITH COMPUTERS AND
COMPUTER PROGRAMMING, ARE TAKING MOOCS AND THEY'RE
BEING ABLE TO ADVANCE.
SO I DON'T NECESSARILY THINK THAT MOOCS ARE A FAILURE.
I JUST THINK WE HAVEN'T FIGURED OUT WHERE THEY
BELONG IN THE LANDSCAPE OF EDUCATION.
AND AS FAR AS COMMUNITY COLLEGES ARE CONCERNED,
IT REALLY STILL IS VERY EARLY FOR US.
THERE'S NOT TOO MANY COMMUNITY COLLEGES IN THE MOOC SPACE.
I GET A COUPLE OF CALLS A MONTH FROM SCHOOLS AROUND
THE COUNTRY THAT INTERESTED AND ASK ME
QUESTIONS AND THINGS LIKE THAT.
THE COMPLETION NUMBERS ARE NOT ENCOURAGING, BUT I
JUST THINK MAYBE WE'RE SHOOTING AT THE WRONG
TARGET WHEN WE'RE LOOKING AT THAT.
AND SOME SUCCESS HAS BEEN SEEN WITH SORT OF
HYBRID-MOOC OPTIONS WHERE, YOU KNOW, THEY OFFER A
CONNECTION TO A MOOC AND THEN THEY HAVE A LOCAL
PERSON THAT'S WORKING WITH THE STUDENTS IN THE CLASS.
SO THERE'S SOME POTENTIAL THERE.
SO JUST TO WRAP UP AND KIND OF SUM UP,
I THINK THE STORY OF MOOCS IS NOT OVER.
I THINK IT'S SETTLING DOWN INTO THAT
TROUGH OF DISILLUSIONMENT.
AND THEN WE'RE GOING TO RISE UP TO THAT, YOU KNOW,
HERE'S WHAT WE'RE GOING TO BE ABLE TO DO.
HERE'S THE NEW NORMAL.
AND AS BESSIE SAYS, WHAT I THINK IS THAT MOOCS ARE
THE BEGINNING OF A MOVEMENT TO UNBUNDLE
EDUCATIONAL GOODS AND SERVICES AND RETHINK WHAT
WE'RE DOING IN TRADITIONAL EDUCATION.
SO THANK YOU VERY MUCH.
I APPRECIATE YOUR TIME.