+

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