Intro to MOOCS at Tri-C
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Transcript of Intro to MOOCS at Tri-C
+
Dev Ed MOOCs
Solving College Remediation Through Innovation
Tri-C’s First
MOOC
+Why MOOCs?
MassiveOpenOnlineCourse
+Historical Perspective… from 2010
+Historical Perspective… from 2010
+Historical Perspective… from 2010
+Historical Perspective… from 2010
+Wikipedia’s historical perspective
from http://en.wikipedia.org/wiki/Massive_open_online_course, retrieved March 22, 2013.
+MOOCs and Education
Evolving Model
First documented course that was massive was in 2008 (2,300 students)
2012 “The Year of the MOOC” saw an explosion in MOOC-related offerings from providers: Coursera EdX Udacity CourseSites
cMOOC Constructivist/Connectivist
xMOOC Traditional (aka
“Broadcast”)
tMOOC Task-Oriented
+Why MOOCs?
Ability to impact many students at one time
Ability to build quality courses with high quality content that can be scaled
Ability to leverage talented instructors
Increases access to higher education while preparing students for completion by setting them up for success
+Why Tri-C?
Currently first community college in Ohio to design, develop, and run a MOOC
Has existing eLearning infrastructure built out (technology, design & development, support)
Already experimenting with new models of Developmental Education Emporium Models Bridge Courses Co-requisites MOOCs
Committed to K-12/Higher Ed alignment through College Pathways
+
What we’re doingInside the first MOOC at Tri-C
+Key Elements
xMOOC: Traditional components of a self-paced, highly structured learning experience
Competency-based Four Levels Students can’t proceed to the next level until they master the
assessment at 80% or above
Game mechanics A wraparound story and low-risk failure environment provide
motivational factors for students to persist throughout the course
Grabbing important metrics Gathering data on student behavior within the course
+Key Elements
All resources and activities in the course are: Open Educational Resources (Creative Commons Licensed) Vetted by Tri-C full-time faculty Include an OER Textbook Khan Academy Videos and Exercises Videos from Teacher Tube
Assessments Custom-created test banks Intermittent check-ins within each level Assessment at the conclusion of each level (80% required to
progress) Students may retake the assessment as often as necessary to
improve to progress
+Think you have what it takes?
It's a long walk through the jungle to base camp. In the quests below, earn fresh water and food to prepare for the Challenge on Real Numbers.
Think you already have what it takes?
If you already have what it takes you can jump to the level one challenge below and give it a shot. If you beat it, you continue on your path to level two.
If not, take the time to explore the videos, conquer the practice exercises, and master the skills.
+Tri-C’s MOOC Intro Video
http://youtu.be/kMehDOaVtHo
+Instructional Videos
+Practice & Assessment
+Progressing to Level 2
+Proof of Learning
Seamlessly integrates virtual badges for every competency level achieved with Mozilla Open Badges Backpack
First pilot – Registration opened 3 days before it started 133 students 77 high school students
from Bedford City School District
+
Academic Student Interaction
New Blackboard Social ToolsOpen Study
+
The Future of MOOCsDisruptive innovation seeking sustainability
+
Disclaimer**The following slides represent possible future implications for MOOCs and MOOC-related models industry-wide. They are not representative of where Tri-C will be going with MOOCs, particularly as we are actively gathering data about student success in this model, and will be for the foreseeable future. Tri-C is in experimentation, research, and evidence-gathering phase.
+Potential Implications of MOOC-Related Learning Models
Trending to exit-based funding instead of entrance-based Students pay for the college credit after they successfully
complete a class Students pay to take a proctored exam at a college or
university which entitles them to some sort of credit (for fee)
Students pay for a low-cost certificate-based proof of their learning (EX: Open Courseware and OpenStudy = $30)
+Potential Implications of MOOC-Related Learning Models
Blended models – MOOCs in conjunction with face-to-face learning, study groups, facilitation, etc.
Hyflex models with blended face-to-face and online experiences with different groups of students for different types of credit
+Potential Implications of MOOC-Related Learning Models Use as an outreach tool to
increase enrollment for institutions
Increased creation & use of adaptive learning models within (and without of MOOCs)
Push the dial on institutions granting credit for non-institution-originating learning experiences (see DIY U)
New, yet-to-be-determined experimental models
+Potential Business Models
Data mining: Sell student information to potential employers or advertisers.
Cross- or up-sell: Course materials (e.g., videos) are freely available, but ancillary services like assignment grading, access to the social networks, and discussions are fee-based.
Advertising model: Courses have named sponsors.
Tuition model: Students pay the originating institution for course credit.
Spin off/licensing model: Sell the course, parts of the course, or customized versions of the course to institutions or businesses for their internal use; license institutional use of the MOOC platform itself.
From What Campus Leaders Need to Know About MOOCs: http://net.educause.edu/ir/library/pdf/PUB4005.pdf
+Current Providers
from http://publications.cetis.ac.uk/wp-content/uploads/2013/03/MOOCs-and-Open-Education.pdf , retrieved March 22, 2013.
+In the news… March 14, 2013
“The bill. . . would force all the state’s colleges – from community colleges to the University of
California at Berkeley – to reduce overcrowding by allowing students to enroll in dozens of outsourced
classes. The idea immediately captured attention not just among educators, but among pundits and
politicians -- and not just in California”
from Inside Higher Ed re: Californias SB 520
http://www.insidehighered.com/news/2013/03/14/california-educational-factions-eye-plan-offer-mooc-credit-public-colleges#ixzz2OD2DtDZx
+MOOC Resources
Tri-C’s MOOC: www.tri-c.edu/MOOC
Educause’s collection of MOOC-related resources: http://www.educause.edu/library/massive-open-online-course-mooc
Sasha’s collection of eLearning 2.0 resources: http://tinyurl.com/eLearnMOOC
California’s SB 520 Fact Sheet https://www.documentcloud.org/documents/618025-california-sb-520-fact-sheet.html
eLi’s blog: www.eLearningandinnovation.com
+
Dev Ed MOOCs
Solving College Remediation Through Innovation
Tri-C’s First
MOOC