+ Wikipedia’s historical perspective from http://en.wikipedia.org/wiki/Massive_open_online_course, retrieved March 22, 2013.
+ MOOCs and Education Evolving Model cMOOC Constructivist/Connectivist First documented course that was massive was in 2008 (2,300 students) xMOOC Traditional (aka “Broadcast”) 2012 “The Year of the MOOC” saw an explosion in MOOC- tMOOC related offerings from providers: Task-Oriented Coursera EdX Udacity CourseSites
+ 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 doing Inside 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? Its 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
+ 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
+ New Blackboard Social Tools Open Study Academic Student Interaction
+ 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