USING “MOOCs,” AND OTHER ANCILLARIES, TO ENHANCE GEOSCIENCE COURSES
Stephen MarshakSchool of Earth, Society, & Environment
University of Illinois at Urbana-Champaign
21st Century Ancillaries . . .
• Interactive (narrative) art
• Book-associated learning systems
• Animations
• Google Earth
• On-line open-source explanations (MOOCs)
Evolution of geo-art . . .
C. Lyell (1845)
Starting point . . .• simple sketches.• very few figures.• no photos.
Longwell et al. (1948)
Innovations• sequential blocks• use of textures.• use of landscaped surfaces.
Essentials of Geology, 4th EditionCopyright © 2013, W.W. Norton & CompanyMarshak (2013)
• It’s important to show interrelations.
21st Century Ancillaries . . .
• Interactive (narrative) art
• Book-associated learning systems
• Animations
• Google Earth
• On-line open-source explanations (MOOCs)
Book-related learning systems . . . • Cengage’s “CourseMate”• Norton’s “SmartWork”• Pearson’s “Mastering”• McGraw-Hill “LearnSmart”
MOOCs
- Perception: college course for free.
- Reality: halfway between a for-fee online course, and educational TV.
- Audience: mostly college-grad adults; some audience in developing countries.
- Unverisity’s view: a type of outreach.
What goes into making a MOOC ?
- Multistage process.- Made complex by the need for open-source material.- Immensely labor-intensive. - Can be up to 5 hours of author time per 5 minutes video.- Requires a team of skilled technicians.- A huge variety of formats.- Explanatory video plus active-learning materials.
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