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Teach a MOOC ... what are you, crazy?

Teach a MOOC ... what are you, crazy?






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    Teach a MOOC ... what are you, crazy? Teach a MOOC ... what are you, crazy? Presentation Transcript

    • Teach a MOOC …what are you, crazy?Maria H. Andersen, Ph.D.Director of Learning & Research
    • Me: “You couldn’t pay me to teach Calculus to 500 students online.”
    • Josh (CEO at Instructure): “Well, technically, I think I could.”
    • Many of us already haveexperience with SPOCs. Small Private Online Courses
    • And of course, you’ve allheard the term: MOOC Massive Open Online Courses
    • Pre-MOOC Thinking: Take all the student problems andgrading in a SPOC and multiply them by 100 or 1000. No thanks!
    • Post-MOOC Thinking:Please don’t make me go back to teaching SPOCs.
    • Teaching a MOOC has beenthe purest and most fun form of teaching (and learning) that I’ve ever done.
    • [but it is also hard work]
    • I hear this a lot: “I’ve alreadygot an online course for this.I can make it a MOOC in notime.”
    • It’s not quite that easy.
    • Paradigm shift? No.
    • Paradigm shift? No. Paradigm shifts.
    • SPOC vs. MOOCStudents Students Level of Education Location Primary Language Reason for Learning Time Commitment Access to Resources
    • Level ofEducation
    • PrimaryLanguage Location
    • Reasons for Learning
    • TimeCommitment
    • Access to Resources
    • SPOC vs. MOOCLearning Learning Assessments Resources provided Required Materials Length of Course Discussions Activities
    • For the record,I volunteered.[but not to teach Calculus]
    • Canvas Network Social Media
    • Social Media SPOC for-credit course Small class web-enhanced team taught access to library
    • Social Media MOOC not-for-credit course large course online one teacher all open resources
    • Social Media MOOClearn.canvas.net/courses/1
    • Resources ProvidedWherever possible, provide resources that arefreely accessible in most of the world.Consider your role to be the curator of themillions of resources on the Internet.
    • AssessmentsThe assessments should provide anotheropportunity to learn and be low stakes.
    • Example: In-Depth Facebook
    • ActivitiesThe activities should provide a chance to applywhat you’re learning in the real world.Activities should provide a way for students toshare and delight in what they are learning.
    • Example: First 50 Followers
    • DiscussionsDiscussions provide a place to truly leveragethe diversity and life experiences of yourparticipants.Discussions don’t have to be required unlessthe purpose of participating will be valuable toevery student individually.
    • Example: SoMe Goals and Objectives
    • Example: SoMe Outside the U.S.
    • Example: SoMe Lessons Learned
    • Length of CourseMOOC students want to spend fewer hours perweek and commit to less weeks.This doesn’t mean you teach a less rigorousversion of the same course. It means you teacha different course. It might mean you teachthree courses instead of one.
    • What’sit reallylike toteach aMOOC?
    • While teaching aMOOC isn’t easy,it’s not as crazyas it might firstseem.
    • MOOCs onCanvas Network comein all shapes and sizes.
    • Questions?maria@instructure.com@busynessgirl