Preparing for the MOOCacolypse

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Part One of the MOOC panel at 2013 Computers and Writing (@cwcon). Summarizes current Composition MOOCs and identifies differences with traditional composition courses. Designed and created by Jason Tham (www.jasontham.com).

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Preparing for the MOOCacolypse

  1. 1. MOOCOCALYPSE PREPARING FOR THE BEFORE TWILIGHT: A SURVEY OF COMPOSITION MOOCS JASON THAM ST. CLOUD STATE UNIVERSITY, MN COMPUTERS & WRITING 2013
  2. 2. BY THE NUMBERS Average Enrolment 50,000 Completion Rate 10% Hours for Developing a MOOC 100 Hours Teaching a Weekly MOOC 8-10
  3. 3. DUKE UNIVERSITY “English Composition I: Achieving Expertise” by Denise Cormer 12 weeks, 6-8 hours/week March 18, 2013
  4. 4. THE OHIO STATE UNIVERSITY “Writing II: Rhetorical Composing” by Susan Delangrange, Scott Lloyd DeWitt, Kay Halasek, Ben McCorkle, Cynthia Selfe 10 weeks, 6-10 hours/week April 22, 2013
  5. 5. MT. SAN JACINTO COLLEGE “Crafting an Effective Writer: Tools of the Trade” by Larry Barkley, Ted Blake, Lorrie Ross 5 weeks, 4-5 hours/week May 13, 2013
  6. 6. GEORGIA INSTITUTE OF TECHNOLOGY “First-Year Composition 2.0” by Karen Head 8 weeks, 5-7 hours/week May 28, 2013
  7. 7. DUKE UNIVERSITY THE OHIO STATE UNIVERSITY MT. SAN JACINTO COLLEGE GEORGIA INSTITUTE OF TECHNOLOGY “English Composition I: Achieving Expertise” by Denise Cormer 12 weeks, 6-8 hours/week March 18, 2013 “Writing II: Rhetorical Composing” by Susan Delangrange, Scott Lloyd DeWitt, Kay Halasek, Ben McCorkle, Cynthia Selfe 10 weeks, 6-10 hours/week April 22, 2013 “Crafting an Effective Writer: Tools of the Trade” by Larry Barkley, Ted Blake, Lorrie Ross 5 weeks, 4-5 hours/week May 13, 2013 “First-Year Composition 2.0” by Karen Head 8 weeks, 5-7 hours/week May 28, 2013
  8. 8. DUKE OHIO STATE MSJC GA TECH Students should have basic English proficiency and exposure to secondary-level English or composition. Students interested in improving their writing. Emphasizes on developing understanding of ways that digital media shape and are shaped by reading, writing and research purposes. Three main types of learners: • College-bound, underprepared students • Current high school and college students in regular classes • Global community members Fluent English language literacy as well as grammatical and mechanical knowledge is required. Familiarity with basic word-processing, image, and audio recording software. RECOMMENDED BACKGROUND
  9. 9. DUKE OHIO STATE MSJC GA TECH Students will gain a foundation for college-level writing valuable for nearly any field. • Summarize, analyze, question, and evaluate written and visual texts • Argue and support a position • Recognize audience and disciplinary expectations • Effective sentence and paragraph- level prose Dividing rhetorical composing into six units: • Thinking rhet.ly • Responding rhet.ly • Arguing rhet.ly • Seeing rhet.ly • Researching rhet.ly • Reflecting rhet.ly Become an effective builder of sentence using the basic tools of grammar, punctuation, and writing: • Identify and correct sentence level grammatical and punctuation errors • Develop 4 sentence types • Combine sentences • Develop a clear topic sentence • Write a well- organized paragraph Gain confidence in using written, visual, and oral communication to critique and create document. Practice and improve competence in: • Critical thinking • Rhetoric • Process • Digital Media STATEMENTS OF PURPOSE / FOCUS
  10. 10. DUKE OHIO STATE MSJC GA TECH Writing Commons The Everyday Writer by Andrea Lundsford (Free access to selected chapters online) Writing Commons N/A Writing Commons READINGS / TEXTS
  11. 11. DUKE OHIO STATE MSJC GA TECH About 40 interactive instructional videos. Four major projects in sequenced stages: • A critical response to an argument about expertise • An explication of a visual image • A case study of an expert • An Op-Ed about expertise Smaller assignments enable students to build up to these projects. Compose, edit, and assess projects in WEx, The Writer’s Exchange. Online training, then participate in a peer review process to create substantive feedback about other’s writing using defined criteria. • Getting to Know You • Getting to Know One Another • Making a Visual Argument • Composing a Researched Argument • … Video teaching sessions by the professors, writing exercises and activities, discussions with faculty and tutor team members, and opportunities for meet- up sessions using Blackboard Collaborate/Google Hangouts • Video lecture • In-video quiz • Reading • Journal writing • Discussion forums • Peer reviews • Weekly quiz Two introductory videos. Twenty four 10-min videos, eight 20-30-min hangouts • Personal Benchmark Statement • Personal Philosophy Essay • Personal Philosophy Visual • Personal Philosophy Oral Presentation ASSIGNMENTS / COURSE REQUIREMENTS
  12. 12. DUKE OHIO STATE MSJC GA TECH Project Drafts – 20% Peer Feedback – 20% Project 1 Final – 10% Project 2 Final – 10% Project 3 Final – 15% Project 4 Final – 10% Self-reflection – 15% Incompletion of peer feedback (-20%) Requirement for Statement of Accomplishment (SOA) not mentioned. SOA: • Complete at least three small activities • Complete all three major papers with required number of peer reviews SOA with Distinction: • Complete at least five small activities • Complete all three major papers with required number of peer reviews (PRs) • Meet at least one of these criteria: a. Achieve an average of 3 out of 5 in MPs b. Achieve an average of 3 out of 5 in PRs Quizzes (in-video & weekly) – 60% Peer reviewed writing assignments – 20% Final paragraph – 20% Requirement for Statement of Accomplishment (SOA) not mentioned. Personal Benchmark Statement (initial) – 10% Personal Phil. (PP) Essay (draft) – 10% PP Essay (final) – 15% PP Visual (draft) – 10% PP Visual (final) – 15% PP Oral (draft) – 10% PP Oral (final) – 15%) Personal Benchmark Statement (final) – 15% Requirement for Statement of Accomplishment (SOA) not mentioned. GRADING
  13. 13. COMPARED TO A TRADITIONAL COMPOSITION COURSE HIGH LEVEL PARTICIPATORY LEARNING • Group-based learning • Networked connections • Working with strangers
  14. 14. COMPARED TO A TRADITIONAL COMPOSITION COURSE INTERACTIVITY • Collaborations • Peer assessments
  15. 15. COMPARED TO A TRADITIONAL COMPOSITION COURSE VOLUNTARY / ACTIVE LEARNING • Learning by choice • Little to no consequence for withdrawal
  16. 16. COMPARED TO A TRADITIONAL COMPOSITION COURSE DIVERSITY • Culturally rich • Diverse understanding on the materials
  17. 17. COMPARED TO A TRADITIONAL COMPOSITION COURSE LOADS OF INFORMATION • Navigation • Presentation of content • Information overload
  18. 18. Yes… they are coming…
  19. 19. WORKS CITED • http://www.katyjordan.com/MOOCproject.html • https://chronicle.com/article/The-Professors-Behind-the-MOOC/137905/#id=overview IMAGES • http://nealizham.com/wp-content/uploads/2013/03/23-warm-bodies.jpg • http://jacketupload.macmillanusa.com/jackets/high_res/jpgs/9781457600043.jpg • http://3.bp.blogspot.com/- XaxCN5Q0GkA/T91ugOBFi1I/AAAAAAAABOE/a00291AgJos/s1600/BONK+MOOC+Hands.JPG

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