 So you have been, I guess, sitting off and listening to some very fascinating presentations, I think we deliberately have a little bit of contrast and a bit of conflict built into what you've seen because obviously the European perspective, you and me right at the outset of the day, not potentially going to send the phrases of the day, as you need to think, quite the opposite, quite the big problem actually about it, and Darko, Indusai, Kālera, is a different philosophy here driving some of the activities that are taking place in Europe. I say some of the activities because I think the generalisation of the dangerous. So what we've got to finish off the morning is an opportunity to have a little bit more interaction and a little bit more in my heart engagement on some of the issues. So I'm in particular the drivers. What we're going to do is address a particular moot. Before I do that, just a week or so ago I came across this quote and I thought it was a nice one just for seeing this debate. Moots are a bit like health clubs more than hospitals. We haven't seen this as quite a nice metaphor. Providing free access to a gym or encourage lots of healthy motor related people, so on and so forth. It'll be a good thing, healthier people, avoid costly visits to the hospital. We're going to look longer and so forth. And the quote goes on then, say of course at the same time though doctors do not expect that access to the gym is going to automatically improve health. I'm sure we've all been in the situation where you have a new year or a new summer coming up. We joined the gym, but that doesn't mean we go to the gym, does it? So it's a nice little metaphor. Sorry, we're running tight on time so I won't take up much more. Firstly, this is the emotional moot that we are going to be debating and we have two teams here. Unfortunately, one of the problems we had putting this program together, which I will just explicitly address, is we haven't done very well on gene balance and for the debate. That's the thing, you know, it's quite a challenge. If you're not from Lydia, the whole full day of the late day. Maybe I could have applied someone from the floor if I wanted to replace someone from the floor. There was a little bit of mention there. There was a little bit of mention to the side of your face as a Mike. Let's move on. We have, of course, Mike, who's going to lead the team speaking in favour of the motion. We had to take two bikes in the cherry mic since you've come this far to talk to us. I'll probably be quite happy at the end of the debate, I suspect, if they happen to lose. Many of you will know Brian, but he's been, I saw on your LinkedIn, so I hacked Sligo for many more years than I realised. So just a little anniversary he popped up the other day. And someone's file. And we also had Michael Hallisley, who's going to be talking in the program later on in the afternoon. Or actually straight after lunch almost. And Mike will be doing some interesting work and background work around moves. On the team speaking against the motion, we have Barco, who I guess you've got a sense of this perspective already. Many of you will know Paul Galway, isn't he? Is it President or is it what's the precise term for the Learning Technology Association roles? I'm not sure. We've got Trinidad, Tim, we've got Tim Paul. I mean, that sets that team up now. And then we have Edwin Dolan, who's from Madagay Institute of Education, which is one of the DCU's linked colleges. So, probably you've heard enough from me. A little bit of the format. We will keep it really tight. So I'm going to be very efficient with speakers. You will get the colours. You can see the motions. You need to see it again. If we're going to see the motion, I may have it there. Let's just bring that up. There it is there at the bottom. So, we'll just have a little quick show of hands. Those in favour of the motion. Show of hands. Those against the motion. Probably about 50. Undecided. So we've briefly polarised. So interesting. We've just had that little vote. And at the end, we will use the audience, crowdsourcing here, to decide who gets a lunch and who doesn't. So, that's probably all you need to hear from me. Apart from one little qualifier mentioned about the danger of generalisation, we'll take it across at the moment. All generalisations are dangerous, including this one. But I guess the thing, as an audience, you're the ones that these two teams are trying to win over. So, you need to have your decisions well and truly in tune for anything. And I encourage a little bit of audience participation if you see any of this going on. So, I think in the tradition of the debate, we usually invite the positive, the team, the affirmative team to begin the debate. I don't know if you've decided who is going to be going to start. And basically the floor is yours and they have three minutes each. OK. Well, there's no doubt that the internet has opened up learning. I think the last time I went and fixed my washing machine, I went to watch a video on the internet and that saved me some money there. My son gets his guitar playing and soccer skills from the internet and he's far better than I was at his age. I've been doing a course on stoicism on the internet to prepare me for today as well. So, which brings me to the first point of why MOOCs have improved on open learning because in a way open learning wasn't catching on. I think it's Don Rumsfeld who's meant to have said that the known-knowns are not a problem. The known-unknowns are not a problem. But the unknown-unknowns are a problem. In other words, people want to learn, but they don't know what it is they have to learn. So MOOCs have provided structure to help them to learn and people were looking for that structure and they got very excited about MOOCs. The trouble with that is that's raised expectations very high about excitement and if you look at it in terms of expectations oh it was just going to wipe away existing higher education obviously it hasn't performed that quickly but signs are there that it is bringing. In terms of structure, the next stage are programmes and what Arizona State is doing or what's probably more important is that the tech is done with the masters in computing. That's very significant because it's a MOOC model that they're using and it's not so much how successful that masters will be that may be an indicator is what is it going to do to the other masters in computing around the United States and it's going to be very interesting to watch. So it's prizing things open and that's a significant improvement. Another point I'd like to make is that Apple didn't invent the MP3 player or it didn't invent a mouse but it made them sexy and MOOCs are doing that. People have had to hear about online there until MOOCs came. So that's good for us and it's beginning to make people think that things can be different. Possibly more attention and open learning existed before with the University of the People, Alison it was there before and MOOCs have suddenly brought attention to this. Possibly more importantly controversial is it's drawn attention to costs in higher education. Does higher education have to be so expensive and this is a thing that higher education is shying away a lot from. They don't want to talk about it but it's a very important thing to open up for discussion. They raise their hands and say, ah, it's not about costs it's about quality is if all teaching in higher education was high quality. I have a daughter in first year in college half her lectures she believes are subpar. Even the X MOOCs are better than most lectures in college for all the complaints about them. So it's drawing attention to costs and quality in higher education. It's also drawing attention to alternatives between open badges, professional qualifications that are other options other than college. So this may actually pies open the card out of higher education. Thank you, Brian. Round of applause. For a strong start-up for the Affiliate of Tain and I now invite Paul to remember his comments. Okay, sisters. We know the key words here are disco, second life, wikis, Twitter, disco again and hiding them all. MOOCs are unwanted and dangerous distraction from a very important quest I believe which is to empower and encourage educators to creatively employ additional tools and practices in their everyday practice. And, by extension, enhance the student experience. Unfortunately we seem intent on smashing defeat from the jaws of victory on so many occasions in that quest. In terms of entry, participation, continuation, embeddedness, that kind of thing. I offer you three exhibits as evidence of this. Second life. Hopefully some of you don't remember a second life. You know, it may kind of keep at least some of you to like it. So my life as an educator in my experience of a second life is to do control and you to put up your hand but I don't even know for me to find out if I did that. I went off. And you went down. Wiki's a great tool. You brand it as a wiki. It's a barrier. It's an inherent barrier you already have to explain and roll back and apologise for calling it a wiki. It's a great tool but it's another barrier that's there. Twitter. Hi, I'm at a conference. Here's my coffee. I'm going to retweet this. It's not an educational tool. It's a communication tool and in some borders it's a narcissistic vehicle for exhibitions. So getting down to this particular area of mooks or spooks or zoops or jukes or whatever you want to call them in these days. They have brought barriers into this discussion and they are again a distraction. The cause of celebrity. It's not inclusive for all educators. The myth of student access and success for all. It is simply not true. Economies of scale, for content. Yes, for learning. No. I would like to leave you with a very powerful metaphor that returns to the words disco and Kylie Minogue. In 1992 Kylie's first best of disco record I do not like disco was launched. She was on her way out. In 1995 Nick Cave Uber, Troubadour and Credibility Merchant did a duet with Kylie Minogue. Suddenly she was propelled into credibility status. The consequence of all this is in 2014 Kylie has released her 12th studio disco album. Disco is still alive and I'm not very happy. So to conclude mooks is one distraction following a well worn pathway to the trend of unhealthful fans. My please do not be distracted by mooks. It's raining don't follow the others like what would have happened. So, it clearly is in the title. Massive, open, online courses. When you sign up for a mook you're not asked to get a level certificate or you're leaving certificate you're not interviewed by an admissions tutor you don't even have to open your wallet and in future loan you don't even have to invent a username. You've typed in your email address you've pressed a button and off you go. Learning alongside 10,000 or 100,000 other people around the world. So mooks in the early days were verified for lowering standards for letting anyone join the exclusive power education club. Instead mook courses have improved the quality of online material. The opening university was pretty smug and we had the best online courses in the world. No longer. We're competing against all the other mook providers who are producing superb courses from world-leading experts. Cambridge are the third from a team who discovered his remains. The Higgs boson from Professor Higgs. So great courses on history from Dr. Lurie from Yorkside University on the history of Korea and China. These are great courses from great people and great universities. Mooks are the next step in a path towards truly open education. The only took the first step a major step in the 1960s in opening access to higher educations of anyone. Anyone that is who could afford to pay the fees. Now mooks are removing that cost barrier. They're still a really long way to go. You have to have an internet connection and they're only short courses that that's changing as more and more people around the world can access to the internet not just through desktop machines but from their mobile devices from their mobile phones and all the future loan courses you can access them on your mobile phone. And of course only 20 million people so far have registered for mook courses around the world. That's how to 4 billion adults in the world. One minute. But it's a pretty good start in 3 years. So mooks have opened up education have they opened it up significantly? Well ask 93 year old Norman who is an avid future loan learner ask 23 year old Ray Bakar a Serbian refugee who's taken a future loan course on preparing the university and is now applied to an UK university course. These are people who have their lives significantly affected by mooks. So mooks are open and they're making a significant difference in people's lives. So ladies of the jury so let's look at the phrase have significantly helped to open education perhaps in the future but now you know why let's look at the facts most of the participants as i born in 80% are well educated live in western countries et cetera opening up for the existing people already having a master degree no not significantly 80% already has an all issue opening up education is about removing barriers this is for free oh it's cost no i can study in Germany for free for example perhaps in the UK the significantly helped all the people in Europe higher education is for free now cost is very open door policy we already had that 40 years now is that new in mooks significantly helped open door policy to the existing people already having a master degree and open door policy for people already having the digital skills for mooks people have difficulties with the English language with the case studies that are dominated by the western countries with the languages of our English and digital skills you need no it's not open education it's closed it's even further away only the people who are well educated living in western countries that have access to needle education is highest in Asia etc they calculated that we need to have opened one university every week with 30,000 students you cannot have the teachers you cannot have the means you have to have open and open education mooks doesn't go to those people and don't let you and it goes to one people that perhaps one people didn't know it's used markedly, markedly, markedly so no evidence that it significantly helped it will tends to be again with no evidence now ok, far enough ok, so I was struck in the title it says helping to open up education and it struck me that there's a video on YouTube called learning to change from closing and at the end of that video wherever I'm watching this Stephen Heffield says that this age that we live in is the dawn of learning and the death of education and I think what mooks are doing and I agree that they are the first step along the line let's not forget that 2012 was the year of mook this is 2015 so we're early days he's opening up learning opportunities for stories I'm going to tell you some stories of my own opening up opportunities for learning we're based here in Ireland for an island nation I'm currently taking a loop from the University of Melbourne assessment and teaching of 21st century learning from two of the gurus in the space Pester Care Patrick Riff the book alone cost 90 euros and I was too unbiased by logging onto the course and I get access to all of the materials it's laid out in structure I can follow it very easily it's an opportunity it's opening up learning to me I would like that it's opening up education and I know many more there are thousands on that movement so that's my first point secondly I was talking to some colleagues recently professional learning opportunities in the area of technology and education they are accessing books constantly around the world keeping up to date with names that we can only read in journals so that's another advance post for parents last week I was speaking in the local library about these technologies and how it impacts on our children's lives some of the adults that were there at the talk wanted to know more about scratch you may be aware that two started this week in the area of scratch by just telling parents they were able to go on and they were able to follow MOOCs are giving us access to these learning opportunities to the structure to engage with other people to ask those questions that I couldn't ask if I'm over in Nates on a Wednesday evening one minute other areas that are exploring that are coming up it's kind of happening I don't know how many of your children are aware of this teachers are aware of it learners at home, parents, their children they can access material on Cat Academy and such like to finish yes there are some barriers we need a computer and we need access to the agent but I think if we have an open mind and we're willing to interact we can only interact in very different ways at MOOCs but it's certainly a lot better than what it was before and I'll last later a few quick thoughts on on the debate motion I was struck pretty much about the issue of openness in relation to this so to me questions of openness and ownership have to go hand in hand and ownership when it comes to this is very very interesting we heard when Martin Lennon was with the set of what I call he goes a very interesting story of one particular university that had made content for a MOOC provider MOOC provider then in turn vetoed the university from using that content for a MOOC that's a very strange idea of openness Mike told us when you sign up for a MOOC you're not asked for and he gave a couple of different things here's one of the things you are asked for when you sign up for a MOOC this is from one of the terms of service from a MOOC and I looked at four and this is not just one they're very much the same from a student perspective you hear by grant to MOOC provider a worldwide non-exclusive, transferable assignable, sub-licensable fully made of royalty free perpetual irrevocable rights and license and are finished to host transfer, display perform, reproduce modify, distribute redistribute, re-license and otherwise use make available and exploit transferable things in whole or in parts in any form and in any media formats and through any media channels this is my favourite piece now known or hereafter developed that's not future learning alright, my first definition or redefinition for the turret MOOC model of opinions of ownership of copyright perhaps mischievously obtaining others content second point when it comes to MOOCs we heard some very good work this morning about the pedagogy and the issue of pedagogy around MOOCs but we do know, and this was acknowledged this morning that a lot of the pedagogy behind existing MOOCs is very, very bad pedagogy there's a very good study by Pagarian and Allen from last year 76 MOOCs, look that's okay executive summary, content good, organisation good instructional design bad this is something we need to be very, very careful about when it comes to MOOCs we are actually calling old methods into these MOOCs okay, they are largely underpenned by linear patterns transmission focus and almost behaviourist methods of learning and assessment neutral to this one maybe open to my outdated concepts or so maybe we can call the old talk board, move on to other communications and missed opportunities for online creativity I have others but I know myself thank you skip the questions and let you engage with the panel members over lunch, I'm conscious we're between lunch but let's have a little bit of a sense of how successful our panelists were in engaging and I think it was a recently lighthearted but also a serious way with the questions, so we had the original show of hands, can we now have a show of hands in the final guide, those in favour of the motion and those against the motion do you think we would say well let's call it a time