Dr. Donna Harp Ziegenfuss

Dr. Cynthia Furse

Dr. Stacy Bambergdonna.ziegenfuss@utah.edu

http://Teach-Flip.utah.edu

MOOCs in STEM: Exploring New Educational Technologies Conference | SJSU June 6, 2014

Session Agenda• Overview of our approach and the Canvas open

course: Teaching with the Flipped Classroom– Getting MOOC teaching experience first– Then using the MOOC experience to design the TUES

grant project learning experience• Working progress• Lessons learned thus far• Future plans

MOOCs in STEM: Exploring New Educational Technologies Conference | SJSU June 6, 2014

Experience from teaching a Canvas.net MOOCStrengths•Interaction and guidance provided by the instructors •Course content and topic, perceptions they were learning in the course, and the overall course experience •Reported they learned valuable skills that were relevant to them, applied directly to their goals for the courseand/or their jobs

Round #1

Experience of teaching a Canvas.net MOOC (cont.)Weaknesses•More student-to-student interaction (similar to what was done for the instructor-student interaction)•Confusion related to multiple navigation schemes (too many different way to get to content)

Course Design/Re-Design Approach• Engage faculty in rethinking how they design and

implement instruction (Fink, 2003; U of U, 2012)• Connect faculty to the educational literature (how

people learn, pedagogical innovation, not just tech)• Provide flexible opportunities for interacting with

each other, discussion and problem solving, mentoring each other in a learning community (Cox, 2001; Wenger, 2002)

• Develop integration of existing support services with faculty needsMOOCs in STEM: Exploring New Educational Technologies Conference | SJSU June 6, 2014

Our NSF TUES Grant Project (1245904) • Research university & community college

partnership– Increase collaboration in engineering– Create better transitioning for engineering students – Rely on current support structures and services

• Faculty development effort grounded in faculty interests and MOOC expertise

• Focused on STEM but attracting interest from many other areas

MOOCs in STEM: Exploring New Educational Technologies Conference | SJSU June 6, 2014

Traditional?

Flipped?

Blended?

Hybrid?

Open Access?

Technology Assisted?

MOOCs in STEM: Exploring New Educational Technologies Conference | SJSU June 6, 2014

The Course Design• “Backwards Design” Collaborative process –

Quality Course Framework (QCF) • Action research:

– pilot – assess – redesign• Course design components

– pedagogy (read/reflect)– technical implementation (try it)– experiential support and mentoring

(reflect and share)

MOOCs in STEM: Exploring New Educational Technologies Conference | SJSU June 6, 2014

Pedag

ogica

l Pha

ses

Pedag

ogica

l Pha

ses

Technical Phases

Technical Phases

Explicit in connecting pedagogy and technology pieces

Fink, 2003

http://Teach-Flip.utah.edu Round #2Sp 2014 course:•Grounded inliterature•Active learning•Quality course design practices•The assessment cycle•Mentoring and support as they flip their classroom

http://Teach-Flip.utah.edu

Round #3: Flip & Chips Su 2014•Model the flipped environment – 2 F2F sessions•Shorter session and more room for self-directed learning•Provide opportunities for sharing – developing community•Use to engage interest for more comprehensive sessions

Data Collection from Pilot #1

1. Measuring change in concerns about flipping: Concerns-Based Adoption Model (CBAM profile)

Pre-CourseGroup data

Data Collection from Pilot #1 (cont.)

2. Analysis of faculty “threshold concept” challenges using IHMC Cmap Tools

Data Collection from Pilot #1 (cont.)

• Interview and pre-post survey data is under analysis – Pre-course expectations, post-course reflections

analyzed• Evidence-based redesign of mini-flipping course

based on pilot faculty feedback and based on:– Time constraints– Navigation simplicity

Data Collection from Pilot #2: mini-course• Preliminary course data from 1-week flipped

session under analysis– Canvas data, interviews underway– Pre-survey expectations, post-survey reflections

Recording of change in CBAM profiles• Evidence-based redesign of fall 2014 course based

on faculty feedback from 2 different pilots will be used this summer to design the first full run MOOC run this fall 2014

Lessons Learned• Faculty schedules and time make it difficult to

engage regularly in a predefined time frame for faculty development

• The interaction of faculty and learning from other faculty is the most valuable component

• Increased collaboration by campus support units due to this initiative

• Identified a need for more cross-institutional collaboration with partners on the design, etc.

MOOCs in STEM: Exploring New Educational Technologies Conference | SJSU June 6, 2014

Next Steps for Fall 2014 Course: A Canvas.net MOOC or a larger campus trial?Provide options: True flipped hybrid for faculty on our campus and also online MOOC modules for those off campus•Streamlining of content and modules – less time, better completion rate for faculty•Gathering and integrating the real world cases of participants’ experiences flipping •More detailed and refined research plan

Round #4

References• Cox, M. (2003). Proven faculty development tools That foster the SoTL in faculty

learning communities.” To Improve the Academy, 21, 109–142. • Fink, L. D. (2005). Integrated Course Design. Idea Paper #42, KS: The Idea Center

available online at: http://ideaedu.org/sites/default/files/Idea_Paper_42.pdf • Fink, L. D. 2003. Creating significant learning experiences: An integrated approach

to designing college courses. San Francisco: Jossey-Bass.• IHMC CMap Tools Software. (2014). Main website. Available at:

http://cmap.ihmc.us/ • University College London, Department of Electronic and Electrical Engineering,

(1999–2013). Threshold concepts: Undergraduate teaching, postgraduate training and professional development: A short introduction and bibliography Available online at: http://www.ee.ucl.ac.uk/~mflanaga/thresholds.html

• University of Utah (2012). The quality course framework (QCF). Tutorial and information available online at: http://tlt.utah.edu/qcf/

• Wenger, E. (2009). Digital Habitats. Portland: CPsquare. • Images: open access, hybrid car, blender, MOOC, technology tools