“What do self-piloting helicopters have to do with the growing movement to transform education online? A day spent with Mr. Ng here at Coursera’s offices, with the aim of getting a sense of the company’s culture and the ideas that make up its DNA, helped answer that question.
It turns out that the links between artificial-intelligence researchers and MOOC’s run deep. “
via Diigo http://chronicle.com/article/From-Self-Flying-Helicopters/134666/
Mr Ng explains that (big) data, algorithms and expert professors are crucial. But what will the business model be? I guess the big data will be important for the monetization… More discussions about businessmodels and the xMOOCs on Quora.
While working at the Peeragogy Handbook I’m having some discussions about the business models of xMOOCs, the Massive Open Online Courses on platforms such as Coursera, Udacity and edX. The xMOOCs are, for now, free. The building of the courses is rather expensive – so what’s the return? Also, just like in the media industry, there are questions about the impact on the traditional university business model. Will more people apply and pay for a traditional education because they got really interested after participating in a free online course, or would fewer people want to pay as there are free alternatives (promotion vs substitution effect)?
One of the possible business models might be that the enormous amount of data accumulated during the courses get monetized so that recruiters can make a more efficient selection of candidates. Or maybe testing-for-a-degree will be an added service which would not be free.
However, one should refrain from jumping to conclusions. Maybe major universities also support these xMOOCs because they truly want to spread knowledge worldwide as a service to humanity. Monetizing these efforts would be a way to do this on a durable basis. While peer2peer courses seem to be more of a ‘reciprocal gift’ nature, in the gift economy there might also be reputation and network-building effects which lead to financial returns. All this in itself is not necessarily detrimental to the learning experiences.
Of more immediate concern for those engaging in MOOCs is the openness of the course material. Can the material be accessed and used in other contexts, or are there technical and legal restrictions? It’s interesting to note that the Stanford Class2Go is a platform which explicitly wants to be open, portable and interoperable.
- It’s open. The platform is open source so that anyone who wants to can collaborate with us. We would love to have others use the platform, or to work together with similar efforts in other places.
- It’s portable. We believe strongly that valuable course content shouldn’t be tied to any one platform. Documents are already portable; the videos are outside our system (on YouTube) and the assets themselves can be repurposed as faculty see fit. And our exercises and problem sets, instead of being trapped in a proprietary database, are in the Khan Academy format, so they can be used elsewhere.
- It’s interoperable. We don’t want to build or maintain more than we have to. We’re standing on the shoulders of developments from Khan Academy, Piazza, YouTube, MySQL, Python Django, Amazon AWS, Opscode, and Github.
I think these three characteristics are important ones when evaluating MOOCs as part of a broader peer2peer learning project – but this does not mean more closed models should be avoided at all cost.