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Elearning MOOCsElearning, MOOCs and business modelsand business models
Claudia Bremer, U i ität F kf t/M
Claudia Bremer1 Arnoldshain Seminar XII
Universität Frankfurt/M.
ScenariosScenarios
Enrichment Integration Virtualisation
increasing online support
Support &
increasing online support
Blended Onlineenrich
f2f-teachingLearning Learning
Claudia Bremer2 Arnoldshain Seminar XII
EnrichmentEnrichment
f2f f2f f2f f2f f2ff2f
Online Support
f2f f2f f2f f2f
pp
Claudia Bremer3 Arnoldshain Seminar XII
Blended Learning (Integration concept)Blended Learning (Integration concept)
f2f Online f2f Online f2f Online f2f Online f2ff2f Phase f2f Phase f2f Phase f2f Phase f2f
Learningunit
Claudia Bremer4 Arnoldshain Seminar XII
Blended Learning (Integration concept)Blended Learning (Integration concept)
f2f Online Phase f2f
Online Phase
Online Phase
LecturingA li tiApplication
Feedback
Claudia Bremer5 Arnoldshain Seminar XII
Blended Learning: Flipped or inverted classroomBlended Learning: Flipped or inverted classroom
f2f Online Phase f2f
Online Phase
Online Phase
PreparationApplicationApplicationFeedback
Claudia Bremer6 Arnoldshain Seminar XII
ScenariosScenariosMOOC
Enrichment Integration VirtualisationLearning on
increasing online support
gdemand
Support &
increasing online support
Blended Onlineenrich
f2f-teachingLearning Learning
Claudia Bremer7 Arnoldshain Seminar XII
Surplus of elearningp g
Direct cost reducationE il
Enabling Technology
Easilyapplicable
catio
n Market entryopportunities
uantific
Improving the quality of teaching and learning
Fl ibilit
Qu
Image (Marketing)
Flexibility
Nearly not
Surplus on different levelsU i it
Nearly not applicable
Students Teaching staff
Institutes /Departments
University as an institution
Bremer, Krömker, Voß (2009)
Massive Open Online Courses (MOOC)
Massive Number of participantsass e p p
Content
Number of tools
Claudia Bremer9 Arnoldshain Seminar XII 9
Massive Open Online Courses (MOOC)
Massiveass e
Open Open Admission
pOpen Content
Claudia Bremer10 Arnoldshain Seminar XII 10
Massive Open Online Courses (MOOC)
Massiveass e
Open p
Online
Claudia Bremer11 Arnoldshain Seminar XII 11
Massive Open Online Courses (MOOC)
Massiveass e
Open p
Online „Blended MOOC“
Claudia Bremer12 Arnoldshain Seminar XII 12
Massive Open Online Courses (MOOC)
OOCxMOOCsStanford MOOCs
cMOOCs Connectivistic
MOOCs
Claudia Bremer13 Arnoldshain Seminar XII 13
Business models around MOOCs
Content CertificationTutoring Ce t cat outo g
Infrastructure
Claudia Bremer14 Arnoldshain Seminar XII
Business models around MOOCs
Content CertificationTutoring Ce t cat outo g
Infrastructure
Claudia Bremer15 Arnoldshain Seminar XII
Surplus of elearningp g
Direct cost reducationE il
Enabling Technology
Easilyapplicable
catio
n Market entryopportunities
uantific
Improving the quality of teaching and learning
Fl ibilit
Qu
Image (Marketing)
Flexibility
Nearly not
Surplus on different levelsU i it
Nearly not applicable
Students Teaching staff
Institutes /Departments
University as an institution
Bremer, Krömker, Voß (2009)
Components of a Business ModelComponents of a Business ModelPartners Activities Value
P itiCustomer R l ti
Customer S t
Who are themost importantpartners for
Which activitiesfor valuecreation are
PropositionWhat value isprovided?
Relation-shipsWhat is therelationship with
Segments
For whom isvalue created?
value creation?
Which activitiesare provided?
required? What problemis solved?
h h d
peach customersegment?
Resources Distribution Ch lare provided?
Whichresources are
id d?
Which needsare satisfied?
Which goods or
Whichresources forvalue creation
ChannelsWhich are themaindistribution
provided? Which goods orservices areoffered?
are required? channels?
Cost Structure Revenue Streams
Which are the most important costs?
Which activities/resources create the
Which values are being paid for?How are payments made?What are the relative shares of ofWhich activities/resources create the
highest costs?What are the relative shares of ofindividual revenue streams?
Osterwalder & Pigneur: Business Model Generation (2010)
Question IIQuestion II
• Allocation of costs and revenues• Allocation of costs and revenues
Federal budget State
budget
Tax income
University
MOOC(education)and OER!
State Nation World
Claudia Bremer19 Arnoldshain Seminar XII
(Gaus, Bremer, Bershadskyy, 2014)
Business models around MOOCs
Content CertificationTutoring Ce t cat outo g
Claudia Bremer20 Arnoldshain Seminar XII
(Gaus, Bremer, Bershadskyy, 2014)
Business models around MOOCs
Content CertificationTutoring Ce t cat outo g
Infrastructure
Add on services: Advertisement, jobs, contacts
Claudia Bremer21 Arnoldshain Seminar XII
Publications
Bershadskyy, Dmitri; Bremer, Claudia; Gaus, Olaf (2013): Bildungsfreiheit als Geschäftsmodell: MOOCs fordern die Hochschulen heraus. In: Claudia Bremer, ,Detlef Krömker: E-Learning zwischen Vision und Alltag. Waxmann Verlag, p. 33-44.
Bremer, Claudia; Krömker, Detlef; Voß, Sarah (2009): Wirtschaftlichkeits- und Wirksamkeitsanalysen sowie Vorgehensmodelle zur Einführung und Um-setzung von E-Learning an Hochschulen In: Roland Holten, Dieter Nittel (Hrsg.): eLearning in der Hochschule und Weiterbildung. Einsatzchancen und Erfahrungen. Bielefeld: Bertelsmann, p. 61 - 80
Gaus, Olaf; Bremer, Claudia; Bershadskyy, Dmitri (2014): MOOCs als U t h t t i fü i l b l Bild kt I Di tUnternehmensstrategie für einen globalen Bildungsmarkt. In: Dieter Lenzen & Holger Fischer (Hrsg.): Change: Hochschule der Zukunft. Tagungsband der Campus Innovation 2013, Jahrestagung Universitätskolleg. Universitätskolleg Schriften Band 3 Universität Hamburg Hamburg p 103 108
Claudia Bremer22 Arnoldshain Seminar XII
Universitätskolleg-Schriften Band 3, Universität Hamburg, Hamburg, p. 103-108.
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