The 4th Industrial Revolution and

MOOCsBy Dr. Heon Joo Suh

National Institute for Lifelong Education, ROK

- Contents -

• The 4th Industrial Revolution and 21st Century Skills

• Goals for Future Education

• Education Technology in Focus: Trends and Challenges

• MOOCs: its Potentials, Significances, Timeline, Growth, Type and Issues

• K-MOOC: its Background, Goal and Strategy, Major Developments, Achievement and Outcomes, and Future Directions

4th Industrial Revolution from Historical Perspective

• The First Industrial Revolution: based upon water and steam power to mechanize production.

• The Second Industrial Revolution: based upon electric power to create mass production.

• The Third Industrial Revolution: based upon electronics and information technology to automate production.

• a Fourth Industrial Revolution - Building on the Third, i.e., the digital revolution that has been

occurring since the middle of the last century. - Characterized by a fusion of technologies that is blurring the

lines between the physical, digital, and biological spheres.

https://www.weforum.org/agenda/2016/01/the-fourth-industrial-revolution-what-it-means-and-how-to-respond/(Searched on April 19th, 2017)

Changing Landscape in Labour Market Demands

WEF, “New Vision for Education: Unlocking the Potential of Technology”(2015), p. 2.

21st-Century Skills That Learners Require

Foundational

Literacies

How students apply core skills to everyday tasks

Literacy, numeracy, Scientific literacy, ICT literacy, financial literacy, cultural and civil literacy

Competencies

How students approach complex of challenges

Critical thinking, Creativity, Communication, and collaboration

Character

QualitiesCuriosity, initiative, Persistence/grit, adaptability, leadership, and social and cultural awareness

How students approach their changing environment

WEF, “New Vision for Education: Unlocking the Potential of Technology”(2015), p. 3.

Goals for Future Education

Cultivate

Creative

Talents

Learning

on Demand

Competence

-based

Learning

Building

Open

Education

Environment

Education Technology in Focus: Key Trends

The New Media Consortium, “NMC Horizon Report 2017 (Higher Education Edition)”, p. 3.

Education Technology in Focus: Key Challenges

The New Media Consortium, “NMC Horizon Report 2017 (Higher Education Edition)”, p. 3.

MOOCs: A Solution to Future Education

Just-in-time

Personalized

Self-paced

Adaptive

Break-down of topics, themes, thereby facilitating learners’ learning

at once

Provide course, course method, assessment and feedback according to

learners’ needs or demands

Learners can control their learning pace and time according their level of

intelligence and understanding

Provide educational consulting according to learners’ level

Flipped

Global

Master

Hybrid or blended learning, Short video lectures are viewed by students at home before the class session, while in-class time is devoted to exercises, projects, or discussions.

Access to courses across the world beyond learners’ national boundaries

Almost every learners learn over 90% of what the courses requires

Significances of MOOC

• MOOCs are accessible to virtually everybody who has access to the internet and the courses are free. There is no direct cost for a participant to explore a potential new area of interest or learning;

• Learning occurs at times and locations that best suit the participant;

• Interact with other people with a shared interest and are exposed to a diverse range of perspectives and ideas ( raising engagement in learning activity)

• Gain insight into attitudes, ideas, and trends among different populations and countries on a particular topic enhancing cross cultural competence

• Allow learning and development to be tailored to the needs and/or interests of each participant Personalized learning, Adaptive learning

• Open and widen learning possibilities lifelong learning

• Non-exclusiveness (Not precludes somebody else who wanted to participate but

did not meet the selection criteria or cut-off levels)

Timeline of MOOCs

http://blogs.cetis.org.uk/cetisli/2015/05/11/moocs-and-open-education-timeline-updated/(searched on April 19th,2017)

Growth of MOOCs

https://www.class-central.com/report/moocs-stats-and-trends-2016/(searched on April 19th, 2017)

Types of MOOCs according to functionality

• transferMOOCs: Transfer MOOCs literally take existing courses and decant them into a

MOOC platform, on the pedagogic assumption that they are teacher-led and many rely on a

‘name’ of the institution or academic to attract learners (Coursera, edx)

• mademoocs: Have more of a formal, quality driven approach to the creation of material and

more crafted and challenging assignments, problem solving and various levels of sophisticated

software-driven interactive experiences. Peer work and peer-assessment (Udacity, Khan

Academy)

• synchMOOCs Vs. asynchMOOCs : whether there is fixed start date and a clear end date or

not (cf. self-paced)

• adaptive MOOC: use adaptive algorithms to present personalised learning experiences, based

on dynamic assessment and data gathering on the course and courses (Cogbooks)

• group MOOC: start with small, collaborative groups of students. The aim is to increase student

retention (NovoEd)

• connectivistMOOCS (cMOOC): Pioneered by Geperge Siemens and Stephen Downes, these

connectivist MOOCs rely on the connections across a network rather than pre-defined content.

• minimoocs: shorter MOOCs for content and skills that do not require such long timescales.

This is typical of commercial e-learning courses, which tend to be more intense experiences

that last for hours and days, not weeks

Massive Open Online Course (MOOCs) typesBy Sagrario Ballester (November 24, 2016) http://project.ecolearning.eu/mooc-types/

Major issues facing MOOCS

http://www.elearnspace.org/blog/

Backgrounds for K-MOOC

• Declining Revenue for Higher Education Institutions

• Increasing Demands for New and Diverse Courses

• Demands for Quality Higher Education

• Increasing Demands for Quality Lifelong Learning

Goals and Strategies of K-MOOC

Policy

Goals

Innovation in College Education through Access to Best Quality Lectures

Offering Higher Education Opportunities

Forming a Foundation for Lifelong Learning on Higher Education

Strategies

Annual Expansion of Participating Institutions/Organizations upon Establishing

K-MOOC into a Competent Leading Brand

Respecting University’s Autonomy and Diversity

Considering to offer Additional Services Stage by Stage after Establishing a Firm Foundation through Governmental Support

Domestic Service first, geared towards Gradual Globalization

Launch of K-MOOC: 10 Universities, 27 Courses

Launched with 27 high-quality courses from 10 universities in Korea

Major Developments of K-MOOC: New Features added

Development of dashboard and

statistical analysis function to provide

various data on learners and their

learning patterns such as:

number of learners per course

learners’ participation in quizzes

learning activities of those who

complete the course

Collected data to be used for learning

analytics and for enhancing the service

K-MOOC insightsPlatform Management and

maintenance to provide stable service

Multilingual Platform (in Korean/English)

for active sharing and use of contents

globally

Tweaks and fixes to help learners and

instructors to make better use of the

platform

K-MOOC app has been launched,

thereby learners’ easily accessing to K-

MOOC contents anytime anywhere

Others

Learners’ Learning Activity: Daily Student Enrollment

① Period(ALL, 1 Week, 1 Day)② Social Factor(Age, Academic background, Gender, Nation)

Why? Homework?Exam, Offline classesAnother Reason?

Learners’ Learning Activity: Weekly Engagement

1 Weeks(Visiting the page / Watching the video / Quiz / Discussion)

Learner’s Learning Activity: Video Views

Learners’ Learning Activity: Video Play Back Pattern

video play back(blue Color)

Learners’ Learning Activity: Quiz

Right Answer

Wrong Answer

Learner’s Learning Activity: Participation by Task

85% (Good)

15%(Bad)

K-MOOC Learners’ Profile (as of January 2017)

Below 20, 15%

20s, 29%

30s, 18%

40s, 20%

50s, 13%

60 and Above, 5%

0 5000 10000 15000 20000 25000

Below 20

20s

30s

40s

50s

60 and Above

Male

Female

1%

7%

20%

4%

38%

15%

5%10%

Elementary School

Middle School

High School

AA

BA

MA

PhD

Others

Achievements and Outcomes of K-MOOCUser Satisfaction Survey

Willing to Recommend

(9∼10)

Neutral (7∼8)

No recommend

ation (0∼6)

NPS(Recommended –

No recommendation)/Total # of Respondents

56.4% 128(7∼8)

33(0∼6)

47.6

Highly Helpful 82.7%

Helpful 11.1%

Not at all 5.9%

Highly Satisfactory

52.7%Satisfactory

37%

Neutral 7%

Unsatisfactory 1%

Unsatisfactory2%

Visual and Audio Quality 82.2%

Learning Activities 73.8%

Learning Materials 76.5%

Interaction between Learners and Instructors

58.9%

Platform 83.5%

Basic-level learning for Majors 20.8%

Intellectual Curiosity & for Pastime

53.0%

Career-related 10.5%

Job skill improvement 8.9%

Others 6.8%

- While working in restaurant during my time off from college, I had an opportunity to be in charge of planning a ‘social dining’ meeting. I was given a full authority from planning to managing and advertising the service, yet I had no prior knowledge about it. The Service Design course taught me things that were invaluable in designing the service in practice.

- I am a high school student who wants to study Sociology in college. Taking the Introduction to Information Society course, I was able to learn a lot about Sociology and that I really want to major in this subject.

-I am a university student with disabilities, hence taking lectures offline is somewhat burdensome. For me, K-MOOC helps me to learn at will without any barriers.

- I moved to New Zealand with my family back in 1995,

and I work as an Oriental Medicine Doctor here. I thank K-MOOC for giving me opportunities to take courses in Korean even when I am overseas.

26

Strategic Direction of K-MOOC for FY 2017

Developing high-quality courses in various subjects

Additional selection of participating institutions and development of more coursesExpanding courses developed under the Educational Finance Distribution Program

of the MOE as well as those developed as “subject-designated” courses

Strengthening Quality Assurance process for the courses Quality Assurance Committee in operation Providing information for follow-up / related courses

Enhancing course quality and administrative management

Expanding usage and credit recognition for courses in participating institutions Expanding mutual use of K-MOOC courses between institutions Expanding K-MOOC course development and usage among non-participating institutions Using K-MOOC for in-service training and providing higher education for adults

Expanding course usage in Higher Education

Constructing basis for establishing sustainable K-MOOC ecosystem Stable system management through platform maintenance Active MOOC-based cooperation and exchanges

Service stabilization and establishing basis for self-governance

FY2017 Plan

for Promotion and Stabilization

of K-MOOC Service

1

2

3

4

Future Issues for Development of K-MOOC

Developing course bundles per subject areas through securing of quality contents (from 300 courses in 2017 to 500 by 2018)(based on the Service Economy Development Strategies Plan by the Ministry of Strategy and Finance, 2016)

Establishing a certification system for K-MOOC courses, laying the groundwork towards establishing an open higher education system as well as supporting those who work and study at the same time

- i.e. Offer Korean studies courses from basic to advanced levels as a bundled course, awarding learners with nano-degree upon completion

Using intelligence information technology such as big data analysis in K-MOOC platform, providing tailored support for each learner (based on the Mid-to-Long Term Strategies and Directions for responding to the coming of Intelligence Information

Society by the Ministry of Education, 2016))

Researches for developing a profit model for sustainable service - With 2015 K-MOOC courses being financially supported until 2018, measures such as pilot operation of charging

certificate issuance fee are currently under consideration

Higher degree of autonomy for institutions through changes in financial support methods

Creating active ties with global MOOCs through mutual agreements (MOUs) and establishing basis for co-development and course exchange: ICT, IoT, AI, Medical Sciences, and Language & Culture

Setting MOOC as an important national agenda through international conferences (i.e. ASEMME6)- Mutual consultations and contents co-development with global MOOCs- ASEM Network of MOOCs Initiative seeking MOOC-based educational cooperation Enhancing global promotion through platform and contents in English (or with subtitles), to attract

international students and providing Korean language education for overseas Koreans

Thank you very much

for your patience and attention!Email: hsuh70@gmail.com