Roger: Before we show you the class, we’d like to share a little information with you.Mention the “perfect storm” of Workload Reduction, cutting Basic skills classes, focus on transfer degrees, need to move people more quickly to college level work and brush up may have been the missing piece.Connected with Coursera to discuss previously not offered low level courses for beginning online and beginning college studentsGates Grant 50KInspired quality teachers, Ted, Larry, LorrieTed “It was a life changing experience”Lorrie, “I have a MOOC addiction”Larry, “I am changing my retirement plans and sticking around!”We have offered the course twice: May and October The second one just completed we know that we had 207 of our own students in the course, but are still analyzing data.
Pat: This was the development team (introduce them)
we came home from a meeting with the chancellor’s office and the governors officemeeting with an idea that we called “The Perfect Storm.”We were experiencing a state-wide economic crisis that left students waiting at the registration door without enough classes to go around. Cuts were being made at every college. At ours, the entry level courses that meet the needs of students needing to remediate into college level courses were cut in favor of the transfer level courses. Our big concern was what do people who don’t assess into college level classes do now?we sat down with two of our English faculty members and we decided to try to put together an open course designed to help students assess into freshman composition or at least, into the next level down instead of three levels below the transfer level comp course!we was put in touch with Daphne Koller at Coursera through the people at our state chancellor’s office and had a series of conversations with her about “educating the world” and serving students such as ours in the process. She agreed to have Coursera host our course, if we could build it. We started planning.Within weeks, there was a request for proposals from the Bill & Melinda Gates Foundation that addressed just what we were trying to do, build entry level classes. We applied and were funded for $50,000 to develop and implement a basic writing MOOC in partnership with Coursera.
Pat Say a little about each.
But our marketing was poor or non existant!
Cant say that these were students, except in this class. Life long learning? Session one had 60% not students elsewhere.
This is still not the actual question, but for the goals we had this came the closest.
In discussions students from 11-75
MOOC Crafting an Effective Writer Overview
BASIC SKILLS WRITING MOOC
“CRAFTING AN EFFECTIVE
Mt. San Jacinto College http://msjc.edu
Crafting an Effective Writer: http://coursera.org/course/basicwriting
How did this happen to us?
There’s always a story…..
Don’t try this at home!
Translation: Don’t try this alone!
Great partners! Coursera and Gates
Development time: 8 QUICK months!
Cost: $65,000! $50k from Gates, $15k in-kind
Additional help: 7 peer writing tutors
Total: 14 people in the discussions! (session 1)
Session 2: 5 faculty/staff, 2 peer writing tutors,
10 Community TA’s
Some quick figures…
45, 089 enrolled
29, 195 actively participated
11,147 students completed the surveys
10,214 attempted the first quiz
8,091 accessed final week of content
3,774 attempted the final quiz
2,749 earned a certificate of completion
These numbers were from the first class offered May 2013,
numbers are almost identical for 2nd session offered October 2013
Why would you take this class?
As a pre-Assessment activity
As a petition for English placement
As a brush-up for students while in writing
As a brush-up for students who don’t/can’t
enroll in an English class
As a resource for flipped/blended classrooms
To become a better writer
Who was our intended
College bound, underprepared students: The course
provides fundamental writing skills for college bound
students prior to taking placement tests, saving them
from spending unwarranted time and money for
remediation should they be placed below transfer
level. Successful completion of the course may be
accepted as an alternative to a placement test.
Current high school and college students in regular
classes: This course provides writing support for any
student taking any course at any time.
Global Community Members: This course will assist
people in improving their writing skills to satisfy their
need to be productive citizens in a global society.
What Motivated you to enroll in this
course? 50% to Increase success.
Get a jumpstart on college
while I’m still in high school.
Reason for Enrolling
Prepare to take the community
college assessment test (you
have not taken it yet).
Improve my score on the
community college assessment
test (you took it and want to
improve your score).
Get support for a college class I
am currently taking.
Increase success in my
academic field of study.
Increase success in my
profession or career.
70% not enrolled in any other
Entry Survey Participants by Ed Status
Not a student--goal:
to learn and personal
Not a student-goal:
Student in BA or
Below high school
Who was our intended
College bound, underprepared students: The course provides
fundamental writing skills for college bound students prior to
taking placement tests, saving them from spending
unwarranted time and money for remediation should they be
placed below transfer level. Successful completion of the
course may be accepted as an alternative to a placement
Current high school and college students in regular classes:
This course provides writing support for any student taking
any course at any time.
Global Community Members: This
course will assist people in improving
their writing skills to satisfy their need to
Type it in
be productive citizens in a globalthesociety.
window, preface it with
???, and raise your hand.
Some Quick Demographics
166 Countries Represented
70% Students from outside U.S.
33% had never taken an online class, 51% had
taken 1-3 online classes
Female 65% Male 32% (some chose not to
Among Californians (927 respondents), the
participation rate of community college
students was much higher than among the
general population of survey respondents (25%
in California compared to 5% overall).
Age and Gender
30% between 25 and 34 years old
20% between 18 and 24 years old
18% between 35 and 44 years old
11% were 50 or older
5% were 18 or younger
“Learning knows no
Review some videos on your
End of week 1 “pop” video:
Week 2 lecture Video:
Our farewell video:
Approved by Quality Matters (score:
Link to the Course
To enroll in the course, please visit
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