While everyone in the higher education field today agrees that there isnÍt a clear definition of
what a MOOC is, CCCS is attempting to build a better sMOOC (smaller massive open online
course) combining the elements of both, a cMOOC and xMOOC. CCCS found a way to
incorporate an emerging educational trend, leverage technology to reach hundreds of people
with the appropriate, quality pedagogy; and meet the needs of their 13 system and 2 nonsystem
institutions.
Adventures in Designing a MOOC with OER--STEMTech Denver, CO Nov. 2014cccschamp
This presentation was part of a session on creating a Technical Math MOOC with open educational resources. In October 2013, Colorado Community College System was awarded a TAACCCT 3 grant for Advanced Manufacturing. Our Advanced Manufacturing Industry partners were actively engaged in helping our faculty tailor their courses and course content to industry needs. Yet, the industry partners still had some complaints: I would like to send my employees to your colleges for courses, certificates and training but you want them to take and pass a technical math course before they can complete a course or certificate; my employees or I can’t afford the time and money to have them pass through the “gate keeping course.” Attendees will hear on how the CCCS system created a viable solution, a free Technical Math MOOC that works for faculty, industry and our students.
Champ Navigator Leadership Update Dec 2014cccschamp
Colorado Community College System's CHAMP Navigator Status Report at the Leadership Committee meeting presentation summary of Year 1 of the TAACCCT CHAMP grant December 5, 2014
This presentation was used in a series of workshops for Prior Learning Assessment Training for the Colorado Community College System under a TAACCCCT3 grant (CHAMP)
CCCS' Digital Badge Possibilitites IMS Global Badging and Credentials Conveni...cccschamp
Colorado Community College System's digital Badge journey CCCC's Digital Badge Possibilitites IMS Global Badging and Credentail Convening Austin TX November 2015
Presentation on the TAACCCT3 grant funded Instructional Design projects/content development of the 4 cohort teams: Electro-Mechanical, Engineering Graphics, Machining, and Welding for the CHAMP Leadership Team quarterly meeting June 5, 2014.
Strategies for securing participant motivation and engagement in a 19 week on...BlackboardEMEA
In this session, we will present the results and experiences from the Teaching for Tomorrow course, a 19 week online course for lecturers designed and delivered by 7 HE institutions in southern Denmark and northern Germany. The course is based on the following learning perspectives:
• Group activities that allow participants to learn from each other and create a learning environment that facilitates both informal and formal learning.
• Activities that encourage participants to reflect on their own learning experiences enabling them to set and pursue personal learning goals relevant to their specific situation. Practical work that lets the participants explore online and blended learning and gain first-hand knowledge of the potentials and challenges.
The course comprises the following 6 modules which each consists of a number of e-tivities.
• The virtual learning environment and e-learning tools
• Introduction to online learning
• Educational design and design of course materials and activities
• Delivery of online courses/The online lecturer
• Web 2.0 and social media
• E –assessment
Each module ends with a badge assignment that participants must submit in order to complete the module.
Teaching and learning activities are both asynchronous and synchronous.
Furthermore, the course started with a face-2-face kickoff event. The main hub of the course is a course site on CourseSites/Blackboard Learn, where discussion forums, blogs and wikis are intensively used. Twitter and Google+ are also used for asynchronous activities. Synchronous activities are carried out via Adobe Connect.
The course ends on 28 February. A questionnaire survey will be conducted in early March to evaluate participants’ experiences. This session will report on the results of the survey. Of particular interest is the degree to which participants have been motivated and engaged through the strategies employed in the course design and delivery:
• E-tivities with clear instructions concerning resources to study, individual contributions, interaction and deadlines.
• Peer feedback and collaboration
• Practical skills training.
• Opportunity to integrate work and learning, participants designing own courses or course elements as part of the course work.
• Mix of asynchronous and synchronous teaching and learning activities
• Module badges
Adventures in Designing a MOOC with OER--STEMTech Denver, CO Nov. 2014cccschamp
This presentation was part of a session on creating a Technical Math MOOC with open educational resources. In October 2013, Colorado Community College System was awarded a TAACCCT 3 grant for Advanced Manufacturing. Our Advanced Manufacturing Industry partners were actively engaged in helping our faculty tailor their courses and course content to industry needs. Yet, the industry partners still had some complaints: I would like to send my employees to your colleges for courses, certificates and training but you want them to take and pass a technical math course before they can complete a course or certificate; my employees or I can’t afford the time and money to have them pass through the “gate keeping course.” Attendees will hear on how the CCCS system created a viable solution, a free Technical Math MOOC that works for faculty, industry and our students.
Champ Navigator Leadership Update Dec 2014cccschamp
Colorado Community College System's CHAMP Navigator Status Report at the Leadership Committee meeting presentation summary of Year 1 of the TAACCCT CHAMP grant December 5, 2014
This presentation was used in a series of workshops for Prior Learning Assessment Training for the Colorado Community College System under a TAACCCCT3 grant (CHAMP)
CCCS' Digital Badge Possibilitites IMS Global Badging and Credentials Conveni...cccschamp
Colorado Community College System's digital Badge journey CCCC's Digital Badge Possibilitites IMS Global Badging and Credentail Convening Austin TX November 2015
Presentation on the TAACCCT3 grant funded Instructional Design projects/content development of the 4 cohort teams: Electro-Mechanical, Engineering Graphics, Machining, and Welding for the CHAMP Leadership Team quarterly meeting June 5, 2014.
Strategies for securing participant motivation and engagement in a 19 week on...BlackboardEMEA
In this session, we will present the results and experiences from the Teaching for Tomorrow course, a 19 week online course for lecturers designed and delivered by 7 HE institutions in southern Denmark and northern Germany. The course is based on the following learning perspectives:
• Group activities that allow participants to learn from each other and create a learning environment that facilitates both informal and formal learning.
• Activities that encourage participants to reflect on their own learning experiences enabling them to set and pursue personal learning goals relevant to their specific situation. Practical work that lets the participants explore online and blended learning and gain first-hand knowledge of the potentials and challenges.
The course comprises the following 6 modules which each consists of a number of e-tivities.
• The virtual learning environment and e-learning tools
• Introduction to online learning
• Educational design and design of course materials and activities
• Delivery of online courses/The online lecturer
• Web 2.0 and social media
• E –assessment
Each module ends with a badge assignment that participants must submit in order to complete the module.
Teaching and learning activities are both asynchronous and synchronous.
Furthermore, the course started with a face-2-face kickoff event. The main hub of the course is a course site on CourseSites/Blackboard Learn, where discussion forums, blogs and wikis are intensively used. Twitter and Google+ are also used for asynchronous activities. Synchronous activities are carried out via Adobe Connect.
The course ends on 28 February. A questionnaire survey will be conducted in early March to evaluate participants’ experiences. This session will report on the results of the survey. Of particular interest is the degree to which participants have been motivated and engaged through the strategies employed in the course design and delivery:
• E-tivities with clear instructions concerning resources to study, individual contributions, interaction and deadlines.
• Peer feedback and collaboration
• Practical skills training.
• Opportunity to integrate work and learning, participants designing own courses or course elements as part of the course work.
• Mix of asynchronous and synchronous teaching and learning activities
• Module badges
Flipped-Hybrid Project Based Advanced Manufacturing Course design by Red Rock...cccschamp
Colorado Community College System's CHAMP Instructional Design meeting presentation from Pam Packer and Joe Martin of Red Rocks Community College discussing "flipped" hybrid project-based course design.
CHAMP Instructional Design Meeting May 1, 2014cccschamp
Presentation to consortium colleges' instructional design team on certificate/course development status, preparing a course for master course status, adding the CC BY license and DOL language to the master courses and new tech tools.
Gates Grant Funded MOOC initiative using all existing open educational resources. Went live in 2013, and is currently available in an unfacilitated format on coursesites.com,
On the Corporate MOOC conference held in Hong Kong, June 1, 2015, Professor T.C. Pong, of HKUST, gave this speech on how analytics contribute to the imporvement of the learning experience.
Plan for MOOCs at NBNCo
A questionnaire for MOOCs Learners.
Getting you
to
think about MOOCsAt Work - Impact Challenges Performance Support
The business end
plan for this initiative with white paper to be released at the UnConference
Research- Profs who have not done MOOCs
oppose it more.
Presentation given at the Online and eLearining Conference organised by Knowledge Resources at the Forum, Bryanston, Johannesburg 28-29 August 2013. Created by Greig Krull, Sheila Drew and Brenda Mallinson.
A presentation on 'MOOCs and Quality Issues' given at a workshop organised by the QA-QE special interest group of the UK Higher Education Academy (HEA) [http://qaqe-sig.net/?page_id=8]
Join Steve Swink, Training Specialist for GP Strategies, during a 20-minute webinar where he will highlight some of the most current thinking around Massive Open Online Courses (MOOCs), a topic receiving much attention in both the academic and corporate worlds. Steve will discuss:
- Different varieties of MOOCs
- Pros and cons of the various flavors of MOOCs
- Ways MOOCs can be leveraged in a corporate environment
- Lessons to be taken from MOOCs as you grow and adapt your learning arsenal
- Questions and thoughts from the audience
Mooc for professional learning - A PresentationJaspal Singh
MOOC is an online course aimed at unlimited participation and open access via the web. In addition to traditional course materials such as videos, readings, and problem sets, MOOCs provide interactive user forums that help build a community for students, professors, and teaching assistants (TAs).
MOOCs for Employee Learning – Practitioners View – Online ForumLearningCafe
Currently there is limited discussion on the use of MOOCs (Massively Open Online Courses) for organisational or employee learning. Given that MOOCs are being dubbed a game changer in the academic world, Learning Café did some thinking and made this call:
MOOCs (Massively Open Online Courses) can be a mainstream employee learning option. It offers cost effective solutions for organisations with the benefits far outweighing the challenges. L&D/HR need to be proactive in exploring and including MOOCs in learning strategies.
To back this call, Learning Café formed a working group – MOOCs@Work comprising of experienced learning practitioners from leading organisations including Suncorp, QBE, IAG, Red Cross Blood Services, Royal Australasian College of Physicians etc. The working group has been hard at work exploring, developing a framework and methodology for effective deployment for employee learning.
This online webinar presents the work done so far and provides direction for Learning/HR who are considering including MOOCs as an employee development. Webinar covers:
A framework to deploy MOOCs for employee learning as part of the learning strategy and design.
How NBNCo plans to incorporate MOOCs in their learning strategy and processes.
The fours scenarios of how using MOOCs for employee learning will play out.
Panel discussion on the opportunities and challenges of using MOOCs for employee learning.
Tim Drinkall - General Manager Enterprise Training at NBN Co LimitedMichelle Ockers Learning CafeJohn Forrest Learning Cafe
Jeevan Joshi Learning Cafe Knowledgeworking
Panelists
Tim Drinkall – General Manager Enterprise Training at NBNCo Limited – Tim has over 18 years leadership experience in Learning & OD for organisations such as Telstra, AGL and Origin.
Michelle Ockers – National Supply Chain Technical Capability Manager at Coca-Cola Amatil – Michelle is an experienced Learning professional, with depth in learning strategy and program development and implementation, project management, stakeholder management and change management.
John Forrest - Director of Extreme Impacts and Allestis. John is a serial entrepreneur recognised for his expertise in scenario planning.
Jeevan Joshi – Founder – Learning Cafe & Director – Client Solutions Director Upside Learning. Jeevan is an experienced Learning and HR practitioner who is passionate about enhancing the capabilities of Learning professions and the digitisation of the Learning function
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
The Art Pastor's Guide to Sabbath | Steve Thomason
Downsizing a MOOC: Targeted Learning Outside Higher Education's Traditional Delivery Models
1. Downsize a MOOC
Brenda M. Perea
Instructional Design Project Manager
Targeted Learning
Outside Higher Ed’s
Traditional Models
2. Session Evaluations Contest
• Open OLC Conferences Mobile App
• Navigate to session to evaluate
• Click on "Rate this Session“
• Complete Session Evaluation*
(As part of our "green" initiatives, OLC is no longer using
paper forms for session evaluations.)
*Contact information required for contest entry but will not be shared with the presenters.
Winners will be contacted post-conference.
Each session evaluation completed (limited to one per session) = one contest entry
Five (5) $25 gift cards will be awarded to five (5) individuals
Must submit evals using the OLC Conferences mobile app
3. Expected Outcomes…..Hopefully
As a result of this session attendees will be
able to:
• Understand the potential benefits for institutions
to incorporate MOOCs into their educational
pathways
• Understand the benefits of higher ed. Institutions
partnering with industry to offer non-traditional
learning
• Discuss the benefits and challenges in building
MOOCs
4. Why Develop a MOOC?
• Learning access and opportunity
• Scale
• Student success
5. Who Takes MOOCs and Who
Succeeds
Image from EduCause Infographic-crash course in MOOCs info graphic
6. Why CCCS Developed 3 MOOCs
• Required in the SOW for the consortium’s TAACCCT3 grant
• Scale - Cost effective for participants (free resources)
• Student success - Flexible access, targeted learning and no
cost to the student
• Introduction to the Colorado Community College System
7. We Selected to build a . . .
sMOOC
smaller Massive Online Open Course
Why. . . .
• Industry request to accelerate the time
frame for their employees to become
certificate and degree completers.
• Specific participation group to identify
• Provided with $0 to build an of the MOOCs
• Learning access and opportunity -
community centered learning with world-
wide access
9. Need to Recognize Challenges
• Launching a MOOC in a traditional community
college semester based system
• Developing “buy-in” from existing math faculty
to “accept” the MOOC vs. traditional semester
course
• Completers passing at a certain level what
does that mean for a participant
• What does this do to faculty FTE
10. Decisions to Make
•Credits, Credentials, and Certificates
• Badging? —Not yet, but estimate ETA SU15 for 1 sMOOC
• Do we want badges for skill attainment? all modules?
• Or identify what skills are high priority, backwards design
those skills to a competency, and award badge for
competency?
• Credentials—How and Why?
• Certificates?
• What is acceptable?
• Completing all modules?
• Completing at 70%, 80%?
11. Design Challenges
• Needed to be designed and launched within 6
months
• MOOC length 4-7 weeks?—settled for a 5 week
course
• Designing micro-learning “chunks” tied to
specific competencies
• Needed non-textbook based course material
• Required Content contextualized for Advanced
Manufacturing
12. sMOOC 1---A MOOC for
Technical Math Skills
Focus on supplementing math skills not on
replacing traditional MAT108 course
• Tool to “refresh” their math skills to test out of
MAT108
• Critically evaluated the “must” cover
• measurements, algebra, geometry,
trigonometry, graphs, and finance.
• Supplemental resource for struggling current
students
13. sMOOC 2- Employability Skills
• Focus on soft skills needed in the work
place whether new hire or current
employee
• Content based on
• Employer and industry advisory board,
Colorado 21st Century Workforce Skills
Report, Colorado Workforce Training
• Demand from business partners for
better prepared employees
14. sMOOC 3-Prior Learning
Assessment
• Change in SB Policy
• Need to build a standard level of
awareness of accessibility
• Effectively deliver professional
development to all Colorado Community
College employees (13 colleges spread
across the state)
20. Content Designed to Create
“Stickiness”
• Easy to “jump in and around” content
• Each topic had a clear “golden nugget”
• Provide relevant content
• Embed the critical ideas throughout the
content
• Provide visuals
• Facilitate connection or relationship to
the content
21. Technical Bumps in the Road
• Lack of OER materials other than Khan Academy
• MOOC host requested us to change title and
refine course description to appeal to a broader
audience.
• Ideas on a “new” name was Career Math
• However, that was in direct conflict with an
existing CCCS courses which might lead
students to confuse the course with a credit
bearing course
25. CC BY License
This Workforce Solution Downsize a MOOC by Brenda M. Perea is
licensed under a Creative Commons Attribution 4.0 International
License. Permissions beyond the scope of this license may be available
at www.cccs.edu.
This workforce solution was funded by a grant awarded by the U.S.
Department of Labor’s Employment and Training Administration. The
solution was created by the grantee and does not necessarily reflect
the official position of the U.S. Department of Labor. The Department
of Labor makes no guarantees, warranties, or assurances of any kind,
express or implied, with respect to such information, including any
information on linked sites, and including, but not limited to accuracy
of the information or its completeness, timeliness, usefulness,
adequacy, continued availability or ownership.
Editor's Notes
Page URL: http://commons.wikimedia.org/wiki/File%3ALogo_MOOC_GdP_d%C3%A9tour%C3%A9.png
File URL: Attribution: By Ofol (Own work) [CC BY-SA 4.0 (http://creativecommons.org/licenses/by-sa/4.0)], via Wikimedia Commons
Expected Outcomes…hopefully
As a result of this session attendees will be able to:
Understand the potential benefits for institutions to incorporate MOOCs into their educational pathways
Understand the benefits of higher ed. Institutions partnering with industry to offer non-traditional learning
Discuss the benefits and challenges in building MOOCs
Why Develop a MOOC?
Learning access and opportunity
Scale
Student success
Average student:
lurks in the first MOOC registered, usually doesn’t complete the MOOC
predominately male
currently employed; in this country
they’re also older than you might expect.
Far more enrollees view them as a diversion than they do as a means to a college degree or a new job
Typically have a 2 or 4 year degree
Only allots 2-3 hours per week in 15 to 20 minute increments
Only completes 1 out of 4 MOOCs registered in
To take advantage of a MOOC
requires sufficient schooling to be able to follow college-level material, consistent access to the Web, reliable internet
Why CCCS Developed 3 sMOOCs
Required in the SOW for the consortium’s TAACCCT3 grant
Learning access and opportunity-- community centered learning with world-wide access
Scale - Cost effective for participants (free resources)
Meeting Industry needs-- rapid prototype development avoids the year long process of traditional new program/course development while avoid 'reinventing the wheel' for time efficiency
Student success -- Flexible access, targeted learning and no cost to the student
Introduction to the Colorado Community College System
We elected to build a …
sMOOC—smaller Massive Online Open Course
Part of our Statement of Work for the Trade Adjustment Assistance Community College and Career Training (TAACCCT grant)
Industry request to accelerate the time frame for their employees to become certificate and degree completers.
Specific participation group to identify
Provided with $0 to build an of the MOOCs
sMOOC Prep 101
Need to recognize Challenges
Launching a MOOC in a traditional community college semester based system
Developing “buy-in” from existing math faculty to “accept” the MOOC vs. traditional semester course
Completers passing at a certain level what does that mean for a participant
What does this do to faculty FTE
Design for a course running 4-7 weeks
Cannot build the MOOC like an online course.
Must be designed for mobile devices
Compact Content with video length less than 3 minutes
Total time on task is 30 minutes including practice drills.
Each learning “chunk” contains
Context-grabbing the students interest as well as provide relevance to material
Challenge- create small packages of learning which can be completed in 15 to 20 minutes
Activity-showing that they understand the content
Feedback-can be personal or automatic.
Decisions to Make
Credits, Credentials, and Certificates
Badging? —Not yet, but estimate ETA SU15 for 1 sMOOC
Do we want badges for skill attainment? all modules?
Or identify what skills are high priority, backwards design those skills to a competency, and award badge for competency?
Credentials—How and Why?
Certificates?
What is acceptable?
Completing all modules?
Completing at 70%, 80%?
Design for a course running 4-7 weeks
Cannot build the MOOC like an online course.
Must be designed for mobile devices
Compact Content with video length less than 3 minutes
Total time on task is 30 minutes including practice drills.
Each learning “chunk” contains
Context-grabbing the students interest as well as provide relevance to material
Challenge- create small packages of learning which can be completed in 15 to 20 minutes
Activity-showing that they understand the content
Feedback-can be personal or automatic.
sMOOC 1—Why a MOOC for Technical Math Skills
Focus on supplementing math skills not on replacing traditional MAT108 course
Tool to “refresh” their math skills to test out of MAT108
Critically evaluated the “must” cover
measurements, algebra, geometry, trigonometry, graphs, and finance.
Supplemental resource for struggling current students
sMOOC 2—Employability Skills
Focus on soft skills needed in the work place whether new hire or current employee
Content based on
Employer and industry advisory board, Colorado 21st Century Workforce Skills Report, Colorado Workforce Training
Demand from business partners for better prepared employees
sMOOC 3—Prior Learning Assessment
Change in SB Policy
Need to build a standard level of awareness of accessibility
Effectively deliver professional development to all Colorado Community College employees (13 colleges spread across the state)
Typical Online look and Feel
Micro Learning
Content Designed to Create “Stickiness”
Each topic had a clear “golden nugget”
Provide relevant content
Embed the critical ideas throughout the content
Provide visuals
Facilitate connection or relationship to the content
Technical Bumps in the Road
Lack of OER materials other than Khan Academy
MOOC host requested us to change title and refine course description to appeal to a broader audience.
Ideas on a “new” name was Career Math
However, that was in direct conflict with an existing CCCS courses which might lead students to confuse the course with a credit bearing course
CC BY License
This Workforce Solution Downsize a MOOC by Brenda M. Perea is licensed under a Creative Commons Attribution 4.0 International License. Permissions beyond the scope of this license may be available at www.cccs.edu.
This workforce solution was funded by a grant awarded by the U.S. Department of Labor’s Employment and Training Administration. The solution was created by the grantee and does not necessarily reflect the official position of the U.S. Department of Labor. The Department of Labor makes no guarantees, warranties, or assurances of any kind, express or implied, with respect to such information, including any information on linked sites, and including, but not limited to accuracy of the information or its completeness, timeliness, usefulness, adequacy, continued availability or ownership.
