Is This Time Different? Questions For MOOCs and Online Learning Beyond 2012

Is
This Time Different?

Questions for MOOCs and Online Learning Beyond 2012
Committee on Institutional Cooperation Chief Information Officers August 2012
Foreword
Each decade has proffered a new IT-enabled alternative to traditional, residential education, yet universities have continued to thrive. Early in the last decade, several university-backed online ventures fizzled while more recently some universities and for-profit institutions (e.g., Apollo group) have established successful online degree programs. Most recently, news of Massively Open Online Courses (MOOCs), venture-backed startups like The Khan Academy, Coursera, Udacity or institutional consortia like EdX have renewed the question of IT-enabled alternatives to residential education. Is this time different? Does the confluence of improving technologies in HD video, adaptive tutors, and fast connections; economic pressures regarding student debt and tuition; and social readiness to embrace distributed education with different relationships between students and instructors signal a substantial change for higher education? The CIC CIOs believe this time will be different in its effect on residential universities relative to previous experiences, but the more enduring effects may not be the focus of the 2012 press. The CIOs offer our (1) near-term actions for campuses, (2) discussion questions for campus leaders, (3) additional context for recent developments in IT-enabled education, and (4) State of the Union Higher Education: Competitive Challenges to the Traditional Higher Education Model, a compelling analysis by the Education Advisory Board.1
1) Near-Term Actions
1. Engage purposefully in near-term trials of MOOCs, adaptive learning systems, and emerging technologies to develop institutional understanding while also formulating a longer-term strategy for engaging online learning for badges, professional development, MOOCs, credit- bearing courses, and degree programs. 2. Ramp up institutional capacities for online course production to support instructional design, media development, assessment, and analytics. 3. Develop IT system readiness to integrate with a range of educational software that may need to link to campus system information for rosters, identity, services in a legal, secure and policy- compliant way.
Shared with CIC Provosts by special permission of Education Advisory Board.
CIC CIOs
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2) Discussion Questions for Campus Leaders

1. What kinds of online experiences are needed as substitutes or as complements for current models? Freely available online resources (videos, exercises, assessments, etc.) empower the flipped classroom model and serve as complements that improve satisfaction, efficiency, and efficacy of the residential learning experience? Online, large-scale experiences that become substitutes to traditional, residential classroom experiences through the engagement of thousands of peer learners and adaptive software? Online experiences that establish by certification basic competency in disciplines what is the form of that certification and does it serve as a complement or substitute to the curriculum and major and direct interaction with faculty? 2. Why does scale matter for distributing university content, modules, courses, or degrees beyond current models? a. For fee reasons i. Grow new sources of revenue with profit margins that scale faster than costs? ii. Reduce costs per credit hour for students? iii. Grow base of click-stream training data for refining adaptive analytics and tutoring algorithms to enhance learning effectiveness? iv. Grow access to courses/degrees to satisfy demands for educating more citizens? b. For free reasons i. Institutional brand amplification and awareness? ii. Recruit top students? iii. Social good? c. For research reasons i. Develop deeper understanding of human cognitive growth? ii. Refine better methods for teaching specific content? 3. What is lacking within the institution to achieve its online objectives? a. Foundational components i. Capital to invest and risk in online course production? ii. Access to markets of potential students via course placement in portals/aggregators for discovery, marketing, access, etc.? iii. Technology platform and integrated infrastructure for conducting online courses or courses at Internet scale? b. Skills required i. Content Expertise for online course development? ii. Process Expertise in how to do instructional design for online, faculty pedagogical training, analytics expertise, business model development, etc.? iii. Staff to support services to distant students, maintain accreditation and legal compliance? c. Organizational change i. Political Will regarding change and uncertainty? ii. University Partners to offer a broader array of lessons, courses, or degrees? iii. Construct that amalgamates and presents college offerings in a cohesive outwardly facing CIC or University view iv. Construct that amalgamates and presents college offerings in a cohesive outwardly facing CIC or University view CIC CIOs Page 2
4. What kinds of partners are needed and why? What are the non-negotiables in any partnership and why? a. What are the walk-away provisions? b. Are there exclusivity expectations? c. How will conflicts be resolved? d. What is the basis for cost and revenue sharing? e. What are the reputational risks related to partners actions? f. Who owns the IP and on what terms is it licensed for reuse? 5. What is the degree of urgency and why? a. What opportunities are perishable? b. What is the ramp up time to desired outcomes? c. What are the explicit risks/benefits of moving too early or too late? d. Does participation enable an ability to shape the terms of engagement? e. What is the degree of institutional readiness to engage in online learning?
3) Additional Background
1. A number of factors provide incentives and context for growth in online learning, and these may combine to have a significant impact on higher education. a. Governments, Boards and stakeholders desire and are acting to create more affordable education options (e.g., Western Governors University, etc.). b. Universities are experimenting and seeking potential first mover advantages as innovators and parts of consortia. c. Venture funds are investing in new commercial models and see the Internet as creating a low barrier to entry. d. Reduced costs to produce and deliver mixed media for traditional educational experience. e. Improvements in information technology infrastructure extending reach. 2. The path to monetizing free courses at Internet Scale remains unclear. MOCs or Massive Online Courses (not free) may provide an interesting middle path to access (a) the benefits that only occur at a scale larger than traditional courses, (b) have a sustainable revenue stream to cover their costs, and (c) provide valuable university credit. New models of pay, subsidized, and free may rapidly evolve with experience, and institutions will want to remain nimble to adapt with opportunities. This is a time of caution for any long-term deals. 3. Early commercial innovators are aggregating courses across known university brands to establish scale in distribution rather than developing their own content from scratch. This differs from some previous online commercial ventures. If scale matters and it appears that it does then should the CIC directly and urgently assess the value in creating scale together? A number of factors may affect the desirability of CIC affiliation relative to the growing options. 4. Faculty support for pedagogy and creation of online materials will take enhanced and integrated support from campus providers of pedagogical, technological, audio visual, content expertise, etc. These are not specific to MOOCS or distance learning and are needed for campus blended and flipped classroom courses also.
CIC CIOs
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4) State of the Union

See appended document from Education Advisory Board.
CIC CIOs
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State of the Union Higher Education

Competitive Challenges to the Traditional Higher Education Model
2012 The Advisory Board Company Washington, DC
Road Map for Discussion p
A Tipping Point: New Teaching Methods Gain Legitimacy
The Incumbents Innovations Incumbent s
Overview of Additional Presentations

Resourcing Strategic Priorities Preparing for Cloud Migration
2012 The Advisory Board Company www.educationadvisoryboard.com 24056A
Notes:
Disruption Fatigue p g
Who Knew that Innovation Could Sound So Familiar?
Required Reading at Board Meetings and Planning Retreats The Conventional Litany of the Broken University Business Model
Uncontrolled cost increases Graduates lack critical skills Resistance to pedagogical innovation Irrelevant scholarship Tenure protects faculty from accountability Undergraduate tuition subsidizing y faculty research Traditional universities captive to the prestige arms racereal change will come from radical, low cost models ,
Premium Position Captivity
The Incumbents Dilemma

Certain Downside, Speculative Upside for Exiting Prestige Arms Race
Clayton Christensen in a Nutshell: Be More Like BYU Idaho End tenure Dismantle departments Refocus research on pedagogy Switch to fully online degrees Enroll the marginally qualified Reduce number of programs Scale back merit based aid Cut back big time sports
Im Certainly Not Going First I C t i l N t G i Fi t

I understand that as an organization we could be a lot more efficient. But if I tried to ff f d make some of the changes that are being recommended, the accreditors would be all over me, Id have a faculty revolt, and pretty quickly, Id be out of a job. Provost Public Research University
Source: Education Advisory Board interviews and analysis.
Premium Position Captivity
Featured Models of Efficiency Impossible to Emulate y p

Nascent Small Scale Publics Built from Scratch
New N STEM F Focused I tit ti Fill d Institution Fills Unmet Need at Low Cost Mayo Cli i P t M Clinic Partner B Becomes Learner Focused System Branch
Opened in 2005 Single 16 story building No sports, gym, or dorms No tenure; 12 month contracts ; No departments
From the beginning we decided we didnt want this t b a t diti t thi to be traditional i tit ti l institution, because we in business who had been involved with other higher education institutions felt that everything took too long. Chair of Planning Committee
Opened in 2008 to serve nearby Mayo Clinic M Cli i First class of 57 undergrads in 2011 No departments Differentiated faculty model separates curricular design, teaching, and targeted projects
The bad news at the beginning was that we had no faculty; the good news was that we had no faculty. Chancellor Stephen Lehmkuhle
Source: Reinventing Higher Education: The Promise of Innovation, Ed. Kevin Carey, Andrew P. Kelly, and Ben Wildavsky, Harvard Education Press, 2011.
Not In Our League g

Startups Hardly Look Like a Threat to Established Universities
Peer to peer learning Unaccredited N profit, tuition f Non fit t iti free 1,300 students
Free video micro lectures Unaccredited N profit, tuition f Non fit t iti free 3,000+ lectures available
The Song Remains the Same g

For Decades Productivity was Synonymous with Lower Quality
Baumols C t Di B l Cost Disease U.S. N U S News B t C ll Best Colleges and Universities
Musicians Cant be More Productive, Costs Rise with Wages

Play Faster
Cost is Proxy for Quality
Class Size
Faculty / Student Ratio
Fewer Musicians
Faculty Salaries
Spending per Student
Replace with Androids
Use of Adjuncts
Alumni Giving Rate
10
Notes:
A Genuinely Disruptive Moment
11
Opening the Floodgates p g g

Sebastian Thruns Massive Open Online Course (MOOC) Goes Viral
Two Fashionable Brands One Hot Global Topic Truly Amazing Uptake
Celebrity Faculty 160,000 Topics Covered

Knowledge Representation Dr. Sebastian Thrun
Stanford Professor
Inference Machine Learning
From Announcement to Launch: 2 months 190
Cutting Edge Corporation
Planning and Game Playing Information Retrieval Computer Vision Robotics
Enrolled Countries Students
Source: Steven Leckart, The Stanford Education Experiment, Wired Magazine, April 2012.
Infrastructure for a Massive Open Online Course
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A Seminar at Scale
New Teaching Technologies and Social Models Essential to Course Design
Relatively Common Instructional Videos Peer to Peer Academic Support Student Designed Tools
Still Rare Automated Assessment
Instructors Thrun g and Norvig record traditional lectures and post online
Students post and answer thousands of questions on various message boards
Students create software pp , tools to support the course, including an AI playground for testing code
Students homework, q , quizzes, and exams graded by computer
Source: Tamar Lewin, Instruction for Masses Knocks Down Campus Walls, The New York Times, March 4, 2012.
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Parting Ways Over Assessment g y

Thrun and Stanford Differ Over Credentialing
Open to All, But Winnowing the Elite Connecting to Industry
Certificates of Completion
Enrolled
160,000 160 000
Casual Learners
Completed p
28,000 ,
Students completing class can add certificate to CV
Employer Introductions
World Class Talent
Resumes Requested
1,000
Perfect Scores
248 (None from Stanford students)

p Top student resumes p passed along to employers
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A Venture Capital Backed Startup p p

Your Revenue Model Is Thruns Loss Leader
A MOOC Incubator
Private company founded by Dr. Thrun and funded by Charles River Associates , g , Infrastructure, instructional design, and business services for global MOOC courses Eleven STEM courses now available; eight more by end of 2013 Taught by prominent faculty on leave from prestigious traditional universities
An Inverted Revenue Model

Courses are free Assessment and certificates are free Revenue may come from value added services to students and employers: Premium Tutoring Authenticated Credentials A th ti t d C d ti l Lead Generation
Imagining a Multi Million Dollar Human Capital Search Opportunity
1,000 ,
Students
$ $100,000 ,
AI Starting Salary
10 30%
Recruiter Commission
$10M $30M
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The Burning Platform g

Economic Conditions Accelerating the Rise of Alternatives
The Unpleasant Economic Realities
State budget cuts Federal budget pressure Soaring student debt Bankruptcy rates rising Falling home equity High graduate unemployment
The Threat Youve Feared: Regulation

Caps on Tuition and Fees p Limits on Collective Bargaining Faculty Productivity Mandates Performance Based Funding Academic Program Elimination Forced Articulation
The Real Threat: Irrelevance

Governors launching charter universities and other alternatives Venture philanthropists funding alternative projects Non traditional students flocking to for profit universities Traditional undergraduates opting for community colleges y g Faculty launching educational technology startups
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The Incumbent Response p

New Venture Offers Elite Universities a New Platform
A Venue for Star Faculty

Private company founded by Stanford computer scientists Andrew Ng and Daphne Koller Partners with elite universities to showcase the worlds best courses No money exchanged in partnerships; Coursera serves primarily as central web portal
The Start of a Larger Conversation

This is good news. Experimentation with new initiatives in technology use is an important part of the substantive inquiry that will help inform the Universitys academic leaders about the best course of action in this area. The Board f Vi it i B d of Visitors primary interest i i promoting th hi h t i t t is in ti the highest order of excellence in our students learning and enrichment, especially in a resource constrained environment. Helen Dragas Rector, UVA Board of Visitors
Sustainable Business Model or Marginal Revenue?

Secure Assessment Tutoring Nominal Revenue
Tuition Sharing
Lead Generation
Ads
Screening Tests
Certificates
Enterprise Platform Potentially Lucrative
Source: Coursera contract with the University of Michigan; Helen Dragass emailed statement to The Washington Post, July 16, 2012; Education Advisory Board interviews and analysis.
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A Tipping Point pp g
From Inspiration to Fruition in Only a Year
July 2011
Thrun and Norvig announce that their Stanford AI course will be open to anyone
January 2012
Two Stanford professors found Coursera; Venture capital firms invest $16 M
July 2012
Coursera expands to 12 universities and 100+ courses
March 2011
Thrun sees Salman Khan speak at TED
December 2011
MIT announces MITx Thrun gets venture capital to create Udacity
May 2012
MIT and Harvard announce edX free online courses and certificates
A Battle on Two Fronts
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Disruption from Above, Then Below p ,

New Models Will Threaten Incumbents from Both Ends of the Spectrum
Uncoupling Quality from U li Q lit f Price and Exclusivity
Celebrity Faculty Open Courses Hot Employer Partnerships
Selective Institutions
Growth of High Quality Online Only Curriculum
Squeezed in the Middle

Pressure on Graduate & Professional Revenue Eroding Margins on Lower Division Expensive and Undifferentiated
Top Global Brands Crowd Out Mid Tier Institutions
Gathering Legitimacy of Low Cost Models

Legislator and Parental Support for No Frills Programs Flipped Classrooms and Technology Assisted Instruction Employer Acceptance of Non Traditional Educators and Credentials
Access Focused Institutions
Unbundling of General Education
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Notes:
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Three Emerging Business Models: Quality g g Q y

Elite Institutions (or Faculty) Betting on Three Models
Enable Faculty Driven Pedagogical Innovation Scaling Elite Programs Bypass Traditional Accreditation
P t Partnership with 12 elite hi ith lit universities and growing Provide infrastructure for online y g and hybrid teaching Will offer courses in all disciplines, with assessments and certificates Massive data set will fuel cutting edge pedagogical research for hybrid and online learning
E t bli h d i 2008 by founder of Established in b f d f Princeton Review Exclusive partnerships with premier graduate programs: USC MAT Georgetown Nursing UNC Chapel Hill MBA Wash U LL.M. Provides start up capital and expertise for cutting edge online pedagogy and marketing
Founded by Dr. Thrun in 2012 and Dr funded by Charles River Associates Provide certificates valued by l d i ii l employers, not degrees. 20 initial partner companies Infrastructure, instructional design, and business services for global MOOC courses Targeting continuing education in STEM market; 19 courses by 2013 T ht b prominent f lt on Taught by i t faculty leave from prestigious traditional universities
22
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Three Emerging Business Models: Cost g g

Emerging Models for Reducing Cost of Degrees
Targeting General Education Competency Based Credits Credit Bank
Business Model B i M d l Most affordable provider of online general education courses 30 50 courses account for 1/3 of all higher ed Pricing $99 a month + $39 course registration fee $999 a year for 10 courses Enrollment 1,000 students in 2010; 3,000 students in 2011
N courses or credits, just No dit j t competency exams No traditional instructors; 800+ faculty a mix of assessment designers, subject matter experts, and student mentors 32,000 students nationwide 30% annual growth Tuition: $5,780 per year; hasnt been increased since 2007. Eligible for aid in select states New subsidiaries in Indiana, Washington, and Texas
Founded in 1971 by SUNY System as Regents College Became independent institution in 1998 30 000 students (mostly 30,000 d ( l undergraduate) Students have educational paths that are as unique and diverse as th are Excelsior di they E li College revolutionized adult higher education by recognizing learning wherever and whenever it occurs. occurs.
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Notes:
Quality at Scale
25
The Platform Wars

Big Data Fueling Emerging Market for Educations Google Equivalent
Next Gen Learning Platform
Course administration Multimedia content delivery Live collaboration tools Real time performance data Predictive analytics Adaptive assessment Automated advising
The Power of a Platform

It's hard to predict who will win the platform wars, but it's easy to predict that someone will. The Th costs of b ildi an online platform are negligibleInstagram, the mobile photo sharing f building li l f li ibl I h bil h h i platform, had nine employees at the beginning of this year. They were just another group of young people gathered around a table staring at MacBook Airs. The rewards of building the winning platform are vast, as Instagram found when it was bought by Facebook for $1 billion.
Kevin Carey, New America Foundation
2012 The Advisory Board Company www.educationadvisoryboard.com 24056A Source: Kevin Carey, Revenge of the Underpaid Professors, The Chronicle of Higher Education, May 20, 2012.
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27

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The Incumbent Response p

Changes in Fundamental Beliefs Allow for a Wider Array of Responses From Traditional Universities
Traditionalists Believe T di i li B li
Quality means small courses with tenured faculty
But Innovators Sh B tI t Show

Academic rigor is possible in large scale settings
Quality at Scale
Competing on Cost
An education is worth what you pay for it
Lower costs can be achieved by taking new paths to a degree
Integrating Academic and Career Preparation
Degrees represent mastery of a discipline
Degrees can represent employer relevant competencies
Problem Focused Research
Curiosity driven disciplinary research is most fruitful
Grand challenges can only be solved by multidisciplinary collaboration
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Notes:
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How Will Disruption Manifest? p

Pressures on the Traditional Higher Education Business Model
Quality at Scale
Disruptive Competitors:
Elite Open Course Credentials Signature Online Masters Programs Prestigious Online Undergraduate Universities g
Elite institutions and faculty rapidly legitimize technology intensive, globally scalable instructional models
Competing on Cost
Incumbent Responses:
Course Sharing Consortia 3 Integrating Academic and Career Preparation Flipped Classrooms Adaptive Learning Learnin Analytics Learning Anal ti s Online Community Gamification of Education
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Notes:
Course Sharing Consortia
33
Filling Gaps in the Course Catalog g p g

Comprehensiveness Achieved by Combining Offerings Online
Lowering the Cost and Risk of Launching Online Programs
Online Consortium of Independent Colleges & Universities (OCICU) New Ventures of Regis University provides online infrastructure Course design, maintenance, and faculty training included Shared Course Portal
Taking Niche Offerings to Scale Without Sacrificing Breadth

New Paradigm Initiative Associated Colleges of the South Courses broadcast via teleconference; remote students participate in real time Declining viability of language departments a key catalyst d k l
Departments offer many sub scale courses
Yet colleges still struggle to afford breadth
83 Institutions
16 Institutions
Chinese
Physics
Art History
Biology
Arabic
Source: Leigh Brown Perkins, A New Paradigm For Learning, Rollins Magazine, March 2012.
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Notes:
Flipped Classrooms
35
Winning on All Fronts with Course Redesign g g

Alternative Model Expands Capacity, Improves Quality, and Costs Less
Faculty
9 9 9
TAs and Peer Mentors
Concept 1 Concept 2 Concept 3
Pre Reading
Pre Quiz Pre Lecture Prep
Lecture
Practices e Tutor
Problem Solving
Homework e Tutor
Embedded Videos
Mini Tests
12%
Reduction in DFW rate
45%
Increase in enrollment cap
31%
Cost savings per student
Source: Physics Large Course Redesign Project Report, UNC Charlotte, Center for Teaching & Learning, Sept. 8, 2011.
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Few Excuses Left

Course Redesign Gaining Traction Across Institutional Types and Disciplines
I always thought I was a pretty good lecturer, but I had come to a realization that even my most successful students werent retaining a lot of the material Id covered from one course to the next. next. Elizabeth Alexander Texas Wesleyan History Professor
Physics
Clickers and frequent feedback opportunities keep students on track Students grouped based on answers to questions
English
From 3 hours to 1 hour in class per week Additional time spent in one on one sessions, peer tutoring, and multimedia lessons
History
Historical Methods class won l h d l Radically Flexible Classroom award Movable furniture and tech enabled classrooms facilitate group work
Do our students actually learn during class, or do they simply feverishly scribble down everything we say, hoping somehow to understand the material later? Eric Mazur Harvard Physics Professor
Source: The National Center for Academic Transformation (www.thencat.org); Texas Wesleyans Classroom.NEXT: 21st Century Learning in Action, Campus Technology, April 10, 2012.
Math M th
Emporium model: 1 hour in class, 2 hours in large computer lab g y p p Significantly improved completion and retention rates 19% instructional cost savings
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Adaptive Learning
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Transforming Commodity Courses g y

Breaking the Cost/Capacity Curve With Self Paced Learning
Adaptive Software Promotes Engagement and Provides Analytics Dramatic Improvement in Remediation Results
Finished 4 weeks early
25% Activity Based Learning

Short, Sh t engaging, real world i l ld problems to solve Moved into regular freshman math
50%
Achievement Points
Uses game like badge system to track progress and motivate students
66%
75%
Automated Assessment
Built into activities and diagnostic exams, which adapt to performance
Remedial Math Pilot 5,000 students
13%
Pass Rate
Before
Performance Dashboards
Instructors focus face time on biggest stumbling bl k bi t t bli blocks
6%
Withdraw Rate
After
Source: Bruce Upbin, Knewton Is Building the Worlds Smartest Tutor, Forbes Magazine, Feb. 22, 2012.
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Learning Analytics
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Moneyball for Education y

Instructor Dashboards Provide Real Time Outcome Data, Predictive Analytics
Open Learning Initiative Introductory Statistics Dashboard
Predictive map of overall learning outcomes
Accuracy distribution by sub objective
Performance distribution for j each objective
Participation by ass g e t assignment category

2012 The Advisory Board Company www.educationadvisoryboard.com 24056A Source: Candace Thille, Changing the Production Function in Higher Education, American Council on Education, March 2012.
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A Homegrown Build with Impressive Results g p
Gator Online Student Association
Improving Grades and Persistence Average GPA

3.04 2.96 2.76
Facebook for online undergrad business program Built and managed by volunteer students and alumni using open source programs Peer to peer academic, social, and job academic social search support Advisors Corner for staff to answer questions and receive private messages
Non GOSA All Active GOSA Members Students Members
Difficult Course Drop Rates

50% 32% 23%
Fall
33%
Before GOSA After GOSA
20%
Winter
17%
Spring
Source: Gator Online Student Association, available at: http://www.ufonlinestudents.org/, Education Advisory Board interviews and analysis.
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Gamification of Education
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Game Based Learning on the Horizon g

Motivating and Educating a Generation of Gamers
6 Million Years
Total worldwide playtime
200 Million Minutes

Total playtime per day
10 Million Players
Currently subscribed
1 Billion Downloads
Since 2009
Built in Assessment
Players must solve problems, coordinate teams, and develop mastery to beat the game C Completion signifies known l ti i ifi k competencies and objective achievements
Contextual Learning
Players learn by doing, not reading or watching Puzzles placed in compelling, intuitive i t iti narrative ti Crowd sourced theorycrafting for serious players
Motivating Progression
Games must be accessible and fun, yet challenging Huge amount of data used to calibrate incentives lib t i ti Experience points and items provide social recognition
Source: James Paul Gee, Games and 21st Century Learning, Games for Learning Institute, May 6, 2009; Jane McGonigal, Be a Gamer, Save the World, The Wall Street Journal, Jan 22, 2011.
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Incentivizing Pedagogical Change g g g g

Three Lessons in Encouraging Faculty to Improve Their Courses
1 2 3
Provide Centralized Instructional Design Support Typical Problem:

Multiple, duplicative services No integration of tech & instructional design expertise
Focus on New Hires to Create Culture of Innovation Typical Problem:

Political capital spent trying to convert eternal skeptics Research remains the priority
Its Not About Technology. It s Its About Assessment. Typical Problem:

Faculty recoil at online and machine aided teaching Wasteful tech investments
Exemplar Model:
Center for Teaching & Learning combines tech and pedagogy staff Staff directly involved with course design at all levels
Exemplar Model:
Faculty Development Institute focuses on new hires 100s of short courses available on every facet of teaching
Exemplar Model:
Faculty required to submit self assessment studies yearly Agnostic about end product; experimentation encouraged
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Mapping the World of the Possible pp g

How Ontarios Best Faculty Approach High Capacity Instruction
Problem
Feeling of anonymity, no personal connections More students mean more work for faculty Few incentives or resources for instructional innovation
Solution
Creating a Sense of Community
Improving Efficiency
Supporting a Culture of Teaching
Supplementary tutorials h k Pair Share h Think Extensive course websites
LMS administration l Commercial assessment software Pre recorded content p Open educational resources TA led tutorials Team based instruction
Teaching & learning center Scholarship of teaching Teaching emphasis in promotion guidelines Dean & chair support Professional development workshops Teaching awards
Strategies
Social media Clickers Pre class availability Peer mentorships
Source: Angelika Kerr, Teaching and Learning in Large Classes in Ontario Universities: An Exploratory Study, Higher Education Quality Council of Ontario, 2011; Education Advisory Board interviews and analysis.
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Aiming Higher than Equivalence

While h l continuing to study the impact of online learning on d h f l l completion is important, the question to be answered is not is online education as good as (or better than) traditional education? but rather, how can the technology be used most effectively to support and accelerate colleges efforts to dramatically increase student progress and completion?
Candace Thille Director, Open Learning Initiative
A Change of Heart
I have been on record for some time as being skeptical about the likely effects on productivity in higher education of various new technologies But the evidence...about the work at Carnegie Mellon has caused me to rethink my positions.
William Bowen President Emeritus, Princeton University
Source: Candace Thille, Changing the Production Function in Higher Education, American Council on Education, Feb 2012.
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Disruptive Competition and Incumbent Innovation p p

Quality at Scale
Affinity Population Marketing Competency Based Placement Pay by the Course Subscriptions No Frills Charter Universities
Competing on Cost
Lower cost options, more convenient delivery modes, and targeted marketing attract students who would not otherwise have enrolled
Flexible Articulation 2+2 Models 3+2 and 4+1 Masters Programs Credit Aggregator A re ator
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Competing on Convenience
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The $10,000 Degree $ , g

Early Attempts at Drastic Price Reduction Will Affect Few Students
Targeted Merit Aid for High Achieving STEM Majors Accelerated 2+2 Program Starts in High School
University of Texas of the Permian Basin Accepted into selective Texas Science Scholar program No N remedial courses di l Majoring in STEM field 4 year completion
Texas A&M University San Antonio Qualifies for dual enrollment program in high school Majoring in IT and Security 27 credits at a community college 36 credits at Texas A&M SA
$10,000 $10 000

$10,000 $10 000
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The Path Dependency of Total Cost p y

Reducing Degree Costs through Articulation and Faster Time to Completion
Six Years at Public University
Typical Option
Three Years in BA Program Two Years in Masters Master s
$103 K $86 K
Two Years at CC Two Years at Private
Six years of room and board significantly increase total cost
3+2
2+2 Private
Four Years at Public University
$83 K $69 K
Two Years at CC Two Years at Public
With this option, degree from private university costs less than six year degree from public
On Time Graduation
2+2 Public
1 Assumes in state tuition at public four year ($8,244) and two year ($2,963), tuition at private university ($28,500) and room / board while at the public four year ($8,887) and at the private four year ($10,089) 2012 The Advisory Board Company www.educationadvisoryboard.com 24056A
$40 K
By far the cheapest option, in part due to fewer years on campus

Source: College Board, Trends in College Pricing 2011.
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Marketing a Transfer Friendly Advantage g y g

Enrollment Strategy Adapts as Student Demand Shifts to Completion
New Message and New Policies Reinvigorate Campus Transfer Friendly
2100 2000 1900 No associate s degree required associates Community college partnerships Marketed transfer scholarships on CSU campuses
Fall Enr rollment
1800 1700 1600 1500 1400 1300 1200 2004
Declining E ll D li i Enrollments Threatening t Th t i Long Term Viability
Targeted Marketing
Systematic review of program demand and market share Focus on demographics with highest persistence Individualized degree mapping toward on time completion 2008 2009 2010 2011
Recession and C lif i B d R i d California Budget Cuts Lead to Course Reductions at Public Institutions
2005 2006 2007
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The Net Price Calculator Does Its Job

Were definitely seeing students and parents looking more closely at retention rates, time to degree, and net price. They rates degree price understand that these factors are important, and the data are now much easier to get your hands on. Kathleen Dawley President & CEO, Maguire Associates
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Quality at Scale
Disruptive Competitors: p p
2 Competing on Convenience Digital Badges Employer Defined Stackable Credentials 3
Integrating A d i I t ti Academic and Career Preparation
Competency Based ePortfolios p y Workforce Development Campuses Applied Liberal Arts Curricula
Schools compete on ability of students to l d b of choice through employer h h l land job f h relevant curriculum, experiential learning, and comprehensive career advising services
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Dismal Job Market Making Career Prep a Priority g p y

Spotlight on Higher Ed as Graduates Search for Employment
Of those who graduated since 2006
Over 11% were unemployed
Chasing the American Dream
Only 51% were employed full time
Of those who graduated since 2009

Fewer than half were employed within a year of graduating Three times as likely to be unemployed as 2006 08 graduates
A Vicious Cycle
Given that the unemployment picture for young college graduates has yet to show substantial improvement, the Class of 2012 will be joining a improvement significant backlog of unemployed college graduates from the Classes of 2009, 2010, and 2011 in an extremely difficult job market.
The Class of 2012: Labor Market for Young Graduates Remains Grim Economic Policy Institute
Source: Carl Van Horn, Charley Stone, and Cliff Zukin, Chasing the American Dream: Recent College Graduates and the Great Recession, John J. Heldrich Center for Workforce Development, May 2012.
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Notes:
63
Beginnings of a Marketplace for Digital Badges g g p g g

Will Micro Certifications Replace the Symbolic Power of Diplomas?
What s Whats a Digital Badge? What s Whats Needed for a Liquid Market?
Proof of Concept Funding

1
Mozillas Open Badges Infrastructure makes it easy to issue, display, issue display and manage badges across the web.
MacArthur Foundation launches $2M contest for badge design
Open IT Standards O St d d
2
Mozilla developing interoperability specs for badge formats
Credible Sponsors
3
Government Affinity Groups Industry Associations Individual Employers Famed organizations designing and recognizing badges
Collectable, sharable certifications of specified competencies Acquired by examination demonstration proof of experience examination, demonstration, Help students find a job, collaborator, or social media followers
2012 The Advisory Board Company www.educationadvisoryboard.com 24056A Source: www.DMLCompetition.net; Education Advisory Board interviews and analysis.
64
Notes:
65
Using Badges as Infrastructure for Learning Outcomes g g g

Early Adopter Rethinking Assessment in a Digital Age
Beyond Mere Grades
New Major Building Learner Centric Toolkits
Suzy Smith
Internship Deliverables E Portfolio

Sustainable Agriculture & Food Systems ; ; ;
Agriculture students will earn badges based on competencies, skills, classes, p , , , and internships Mix of pre determined standards and self assessment with peer review Intended to capture learning that occurs outside of traditional classroom setting and beyond graded assignments Operationalizes emphasis on learning outcomes
Strategic Management Interpersonal Communication Experimentation & Inquiry
Recorded Presentations
Experimental Results and Analysis
Instruction
Peer, Mentor, and Faculty Feedback
Evidence
66
Approaching a Tipping Point

A lot of the foundation for competency based education is in place now. Employer identified competencies, a growing inventory of high quality online courses, enough accredited two year and four year institutions so that working students can get degrees as well as skills. It will really take off when a prestigious employer or two features the ll kill ill ll t k ff h ti i l t f t th credentialpeople may downplay online education, but would they if a Boeing or a John Deere were on board? If even one of those firms endorses the concept, it will get a lot of legitimacy quickly, and I think we'll see a big part of the 'applied market split their education among traditional and non traditional models. models Burck Smith CEO, StraighterLine
67
A Streamlined Pipeline for Local Industry p y

Accelerated Degree Program Focuses on Workforce Development
A new value proposition for parents and students
Cohorts Begin Courses in Local High Schools

St d t explore potential Students l t ti l careers, apply in 9th grade Successful applicants assigned an industry mentor Free college credit earned in 11th and 12th grades
2 Year Campus Curriculum Focuses on Real World Skills

D l counting / special general Dual ti i l l ed credits accelerate core Students intern with local employers, earn credit and financial assistance Results in BS in Systems Engineering Technology
Graduates Hit the Ground Running at Local Businesses

I d t f Industry focused curriculum d i l mitigates cost of training new employees Developing stackable certificates for continued training Hope to attract new businesses in research park model
Source: Missouri Innovation Campus White Paper: http://www.ucmo.edu/about/mic/documents/micpaper.pdf
68
Not an Unfunded Mandate Anymore y
$500 K
Block grant to support initial Innovation Campus initiatives
$10 M
Competitive funding to adapt Innovation Campus model throughout Missouri
[C]ompanies in high growth sectors need a highly skilled [C]ompanies workforce to grow, innovate and compete but the current business model for higher education is not keeping pace.
Governor Jay Nixon
Jay Nixon, Missouri Innovation Campus Will Speed Students Toward Degrees, Jobs, The Kansas City Star, Feb. 26, 2012.
69
Liberal Arts 2.0

Articulating Return on Education to Outcome Focused Students
Liberal arts college in Worcester, Massachusetts LEEP provides a greater return on your educational investment by preparing you to thrive in todays highly interconnected, competitive, and dynamic g y global economy y Motto: Challenge Convention. Challenge Change Our World.
Develop focused skills to make immediate contributions to the workplace
Turn your talents and passions into a rewarding career
Effective Practice
Clarks defining contribution on top of AAC&U core learning outcomes
Alliance & Mentors

Employers and alumni partner with Clark to provide career guidance
Return on Education
New interactive website focusing on alumni placements and salaries
70
Notes:
71

1 Quality at Scale
Competitive Grand Challenges Venture Philanthropy
Incumbent Responses: p
4
Alternative Research Structures Incubator Campuses Community Based Scholarship
Philanthropy, corporate, and government funding concentrates on handful of universities with demonstrated capabilities to solve business, technical, p and social problems
72
Notes:
73
Science in the Service of Society y

Funders Emphasizing Grand Challenges, Not Disciplinary Research
University Model
Journal
Department
Faculty Salary
Disciplinary Research
Idea
Publication
Grand Challenge Model
Foundation
Idea
Global Competition
Invention
Prize Money
A Push to Remake Science Policy in Canada

The current suite of programs is mainly (but not exclusively) focused on investigator led idea push projects However, there remains a gap with respect to collaborative R&D and innovation projects that are large scale, industry facing, demand driven and outcome oriented Innovation Canada: A Call to Action
74
Notes:
75
Does Anyone Actually Read This Stuff? y y

Even Faculty Questioning the Benefits of Publish or Perish
16 11 11 11 Citations of Essays Published by English Departments in 2004 2
U of Illinois
4 Mark Bauerlein
3 1 1
4 2
U of Georgia
SUNY Buffalo
U of Vermont
0 2 Citations
3 6 Citations
>6 Citations
A Worthy Cause, But At What Cost?

Yes, research is an intellectual good, and yes, we shouldn't reduce our measures to bean counting. But we can no (salaries, sabbaticals, grants longer ignore the costs of supporting research financial costs (salaries sabbaticals grants, travel; the cost to researchfinancial libraries to buy and store material, to scholarly presses to evaluate, produce, and market it; and to peers to review it), opportunity costs (not mentoring undergraduates, not pushing foreign languages in general education requirements, etc.), and human costs (asking smart, conscientious people to labor their lives away on unappreciated things). Mark Bauerlein Professor of English, Emory University
Source: Mark Bauerlein, Literary Research: Costs and Impact, Center for College Affordability and Productivity, Nov 2011; The Research Bust, The Chronicle Review, Dec 4, 2011.
76
Notes:
77
Will Research Dollars Migrate to the Private Sector? g

Venture Philanthropists Playing Increasingly Central Role in R&D
Paul Allen
Leaving the Academy

[U]niversity and government financed labs l b cannot afford th personnel and t ff d the l d equipment to perform the multidisciplinary work that Mr. Allen wishes to encourage
$500M investment Attracting top faculty from elite institutions Doubling size to 360 staff Marketing accountability, speed, and publicly accessible results to funders
Ricardo Dolmetsch Ri d D l t h (Former) Professor of Neurobiology Stanford University
Source: Peter Monaghan, Microsoft Co Founders Brain Institute Attracts Top Academic Researchers, The Chronicle of Higher Education, April 1, 2012.
78
Notes:
79
Competing in the Age of Venture Philanthropy p g g py

CDOs Hear Major Donors Critique Higher Education as Destination for Big Gifts
Stewardship p
Cant Quantify Impact Big donors are now demanding business plans we ll planswell sustain funding after the initial gift is used up and report on progress against goals on a quarterly basis. Less Attractive the Closer We Look We did a survey of trustees trying to find out what drove their giving behavior. We were discouraged to learn that several were less inclined to give after becoming a trustee, because they saw up close the vision and efficiency challenges. challenges.
CDO, Tuition Dependent Private University
CDO, Selective Private University
Academic Vision
Funding Transformations, Not Operations You wont get an eight figure gift for financial aid or deferred maintenance. Venture philanthropists want to seed transformational ideas. Organized around Disciplines, Not Problems Social entrepreneurs want to solve big problems that are inherently interdisciplinary, like public health or sustainable energy. Its a struggle to get all our disciplines synchronized, and were starting to lose out to NGOs who have more integrated marketing pitches.
CDO, Flagship Public University
CDO, Private Research University

80
Notes:
81
Restructuring the Research Enterprise g p

Overcoming the Limits of Departmental Autonomy
Energy Initiative Thematic Divisions
Established in 2006 to transform global energy system More than 50 industry partners provide financial support and tech transfer relationships Connects more than 50 departments, laboratories, centers, and programs involved in energy related research on campus
More than a dozen new interdisciplinary schools (i.e., Human Evolution and Social Change, Earth and Space Exploration) S E l ti ) Large scale research initiatives (Sustainability, Biodesign) Eliminated many traditional departments (Biology, Sociology, Anthropology Sociology Anthropology, Geology)
Innovation Collaborative
Key Themes Initiative
Baylor Research and Innovation Collaborative (BRIC) will provide faculty, industry, and start ups with p y y p 330,000 square feet of space International partnerships, interdisciplinarity, commercialization, and workforce development are central themes
University will focus on one major global challenge every two y y years (starting this year) g y First theme, Water in Our World, will address global water crisis from all angles Builds on existing institutional strengths and focuses energies of nearly every academic unit
82
Notes:
83

84
Notes:
85
You Cant Go Home Again

External Pressures Forcing Schools to Reassess Ability to Make Strategic Investments
Major Revenue Sources Under Attack. While Costs of Big Bets Increasing
Flat Or Declining
Net Tuition: Net tuition growth will be much lower than past 10 years. (Moodys) State Funding: 7.6% decline in FY 11 12 is largest in at least 50 years. (Grapevine) Online Degree Programs $5M t h l technology $1M marketing Global Campus Development $75M infrastructure $5M faculty and staff Center for Sustainability y $8M infrastructure $1M increased operating Multidisciplinary Research* Research $10M infrastructure $3M special equipment
Winner Take All

Philanthropy: Top 25% of schools received 84% of 2011 $. (Commonfund) Research Funding: Future growth will Future slow dramatically top programs will be best positioned. (Moodys)
*While support for personnel, facilities, and equipment can vary widely by research area, a typical threshold level for a multidisciplinary center is approximately 10M one time costs and $1 3M in continuing funds. 2012 The Advisory Board Company www.educationadvisoryboard.com 24056A Source: Education Advisory Board interviews and analysis
86
A More Activist Central Role, of Necessity Role

There are clear differences of opinion among our board about how much we need centrallybut I would argue that our most important initiatives are inherently interdisciplinary y g p y p y and require coordination and investments above and beyond what a unit can provide.
Vice Chancellor, Administration Large Research University
Source: Education Advisory Board interviews and analysis
Strategic Plans Unhelpful For Resource Allocation
87
All Things to All People

Strategic Plans a Declaration of Values, Not a Roadmap Toward Differentiation
Percentage of Strategic Plans That Include Indicated Strategic Goal
Based off Education Advisory Board Audit
(n=32 strategic plans; ACC=9; Ohio=11; SLA=12)*
All = 97%
100%
94%
94%
88%
78%
59%
56%
50%
0%
Academic Excellence
Student Success
Secure Finances
Student Satisfaction SLA ACC
Community Ties Increase Research
Organizational Processes
ALL
*Audit participants include a selection of schools from the Atlantic Coast Conference, the University System of Ohio, and several small liberal arts conferences. 2012 The Advisory Board Company www.educationadvisoryboard.com 24056A
Ohio
88
Over Investment in Priority Accumulation Means Plans Become Expansive Wish Lists
Number of Total Initiatives
(Per Plan)
Number of Individual initiatives

(Per Plan by Category)
2.6 2.4
34% 28% 25%
2.2 1.8 1.6 1.4 1.4 1.3 1.1 1.0
13%
<10
10 to 19
20 to 29
>40
Experts recommend that plans identify g no more than seven strategic initiatives per planning cycle.
89
While An Opportunity to Assess Stakeholder Needs, hl k h ld d Strategic Plans Not Designed to Enable a Differentiated Strategy
Strategic Plans Serve Multiple Constituencies
Accreditors: Pl A dit Plans need to comply dt l with accreditation requirements 1.
And Have Many Productive Uses

Maximize Fundraising Dollars: A broadly written g y strategic plan allows for flexibility in matching donor interests with goals. Promote Inclusivity: The consensus based nature y of higher education strategic planning enables multiple stakeholders to voice their opinion on the direction of the university. Inspire Big Thinking Among Star Faculty: Strategic plans encourage faculty to think expansively about the schools value proposition Boost Morale: In a time of seemingly unending cuts, aspirational plans help energize the community
State Legislatures: Many states require funding requests to be in line with the strategic plan Fundraisers: B dl written plans F d i Broadly itt l allow for flexibility in matching donor interests to goals Incoming Presidents: Many new presidents use the planning process to conduct stakeholder analyses
2.
3.
4.
90
Notes:
CBO As Agent of Change
91
Needing a Push from the CBO

As Outcomes of Planning Gain Importance, Attention Shifts to Implementation and Execution
Higher Education Strategic Planning Cycle at Average University
Traditional Focus T diti lF

Define Strategy Most planning efforts stop at the definition stage, leaving units to complete remaining steps. 1 Communicate Results Quantify Requirements CBOs Role
Emerging Model
Increased demands and bigger bets will push leading institutions to focus additional energies on the execution stages of the planning cycle. f h l l
3 Measure Performance
2 Align Unit Strategy
Source: Reuss, Successful Strategic Planning: A Guide for Nonprofit Agencies and Organizations (1993); Education Advisory Board interviews and analysis
92
Notes:
93
Operationalizing Strategic Initiatives

Translating Institutional Priorities into Resource Requirements and Budget Allocations
Defining Actionable Initiatives Enhancing Transparency and Accountability
I
Quantifying Resource Requirements 1. Cost Revenue Feasibility Planning Strategic Plan Implementation Teams T
II
Aligning Unit Led Strategy Development 3. Defined Initiative Parameters Business Case Support Services Gain Sharing Guardrails Budget Reduction Scenario Plans
III
Measuring Implementation and Impact 7. Outcome Progress Reviews Probationary Approval Periods Strategic Goal Owners
IV
Cultivating Institutional Perspectives Among Faculty 10. Chief Business Officer Simulator 11. Outside Expert Review 12. Faculty Communication l Toolkit 13. Anonymous Prioritization Voting 14. Paperless Budget Requests
2.
4.
8.
5.
9.
6.
94
Notes:
95

96
Notes:
97
Many Hands Make Light Work y g

Users Gain Accessibility While Institutions Offload Maintenance & Ownership
Cloud System External Owner of at Least One Major Component Group Application or Software as a Service (SaaS)
Collaboration
Monitoring
Content
Platform as a Service (PaaS)
Identity
File Storage
Database
Any Internet browser
Infrastructure as a Service (IaaS)
Network
Block Storage
Compute Any d i A device with ith internet connectivity
Source: CIO Research Center, Making Cloud Less Cloudy: http://cioresearchcenter.com/2010/12/107/ (accessed 12 April 2012); Education Advisory Board Interviews and analysis.
98
Ramifications of a Cloud Based Infrastructure
Accessible from any device with Internet connection System is flexible and can easily add users or capacity If hardware and software is owned by external party, payment can be based on actual consumption
99
A Conductor Rather than a One Man Band

IT Staff are Better Able to Coordinate Delivery of Wide Array of Services than to Provide them Directly
Enterprise Systems Applications Development Security
Infrastructure Maintenance
Desktop Support and User Services
Business Intelligence
IT Staff Coordinate Service Delivery by Cloud Providers Web Services and W bS i d Development Data Center D t C t Management
Network Services
Academic Technology
100
Notes:
101
Deduplication p
Paying only for IT Services Consumed Could Save Considerable Amounts by Eliminating Duplicative Spend
Total University IT Spend l d
$300 Million Total
Distributed IT Spend b d d
$195 Million
Central IT Spend Spend* $100 M
35%
65%
Distributed IT Spend
Duplicates centrally provided services
85%
15%
Dept specific IT spend
$165M in duplicative spend
*NB: All benchmarking surveys of IT spend identified in the research process reported only central spending or was not specific about the total amount . These figures represent the approximate average of several IT benchmarking reports done by onsite consultants for several large research institutions. 2012 The Advisory Board Company www.educationadvisoryboard.com 24056A Source: Education Advisory Board Interviews and analysis.
102
Notes:
Cloud Roadmap For Higher Education
103
Higher Education Cloud Roadmap g p

1: Ready to Go Commodity technologies Proven success in higher education Likely to get cheaper over time 2: On the Cutting Edge Commodities proven in industry but less so in higher education Solutions currently being developed specifically for higher education
Unit Driven Experimentation
3: In the Waiting Room Major providers not yet offering higher education solutions Higher Education solutions offered by niche vendors
Road Tested
A Year or So Away
Calendar C l d & E M il Mail Productivity Apps Data Storage D S Data Backup Self Service Portal
Data Center/IaaS Wireless Management

Under Construction
Enrollment Management Student Information System Enterprise Resource Planning (ERP): Finance eProcurement P
Research & High Powered Computing Research Administration HRIS/Payroll CRM
104
Notes:
105
Preparing for the Storm Cloud p g

Key Organizational Capabilities for Effective Cloud Adoption Across Campus
I
Effective Contracting and Security
Calendar and Email Data Backup
II
Legacy Systems Retirement
Data Center
III
IT Staff Change Management
HRIS Research Computing
IV
Preventing Shadow Systems
CRM/Enrollment Management
Ready to Go
On the Cutting Edge
In the Waiting Room
106
Notes:
University Business Executive Roundtable
Education Advisory Board
2445 M Street, NW Washington, DC 20037 Telephone: 202 266 6400 Facsimile: 202 266 5700 www.educationadvisoryboard.com

Is This Time Different? Questions For MOOCs and Online Learning Beyond 2012

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Is

This Time Different?

Shared with CIC Provosts by special permission of Education Advisory Board.

2) Discussion Questions for Campus Leaders

4) State of the Union

State of the Union Higher Education

2012 The Advisory Board Company Washington, DC

Road Map for Discussion p

A Tipping Point: New Teaching Methods Gain Legitimacy

The Incumbents Innovations Incumbent s

Overview of Additional Presentations

2012 The Advisory Board Company www.educationadvisoryboard.com 24056A

2012 The Advisory Board Company www.educationadvisoryboard.com 24056A

2012 The Advisory Board Company www.educationadvisoryboard.com 24056A

Premium Position Captivity

The Incumbents Dilemma

Im Certainly Not Going First I C t i l N t G i Fi t

2012 The Advisory Board Company www.educationadvisoryboard.com 24056A

Source: Education Advisory Board interviews and analysis.

Premium Position Captivity

Featured Models of Efficiency Impossible to Emulate y p

2012 The Advisory Board Company www.educationadvisoryboard.com 24056A

Not In Our League g

2012 The Advisory Board Company www.educationadvisoryboard.com 24056A

The Song Remains the Same g

Musicians Cant be More Productive, Costs Rise with Wages

Cost is Proxy for Quality

Faculty / Student Ratio

Spending per Student

Replace with Androids

Alumni Giving Rate

2012 The Advisory Board Company www.educationadvisoryboard.com 24056A

2012 The Advisory Board Company www.educationadvisoryboard.com 24056A

A Genuinely Disruptive Moment

Opening the Floodgates p g g

Celebrity Faculty 160,000 Topics Covered

Inference Machine Learning

From Announcement to Launch: 2 months 190

Cutting Edge Corporation

Planning and Game Playing Information Retrieval Computer Vision Robotics

Enrolled Countries Students

2012 The Advisory Board Company www.educationadvisoryboard.com 24056A

Infrastructure for a Massive Open Online Course

Still Rare Automated Assessment

Students post and answer thousands of questions on various message boards

Students homework, q , quizzes, and exams graded by computer

2012 The Advisory Board Company www.educationadvisoryboard.com 24056A

Parting Ways Over Assessment g y

160,000 160 000

World Class Talent

248 (None from Stanford students)

2012 The Advisory Board Company www.educationadvisoryboard.com 24056A

2012 The Advisory Board Company www.educationadvisoryboard.com 24056A

A Venture Capital Backed Startup p p

An Inverted Revenue Model

Imagining a Multi Million Dollar Human Capital Search Opportunity

2012 The Advisory Board Company www.educationadvisoryboard.com 24056A

The Burning Platform g

The Threat Youve Feared: Regulation

The Real Threat: Irrelevance

2012 The Advisory Board Company www.educationadvisoryboard.com 24056A

The Incumbent Response p

A Venue for Star Faculty