The NY Times declared 2012 the year of the MOOC as the number of institutions jumping on the MOOC bandwagon grew almost weekly. Many MOOC programming and computer science classes have soaring enrollments but completion rates are low. Lacking effective feedback and course structure, a large percentage of students lose interest or become discouraged.
New models for creating open, online learning communities are being explored to support students in MOOCs and traditional courses. These learning communities promote problem solving, teamwork, and peer mentoring – all of which contribute to a student’s ICT job readiness skills. Find out how open courseware and online learning communities can enhance learning outcomes and employability for students in your ICT programs.
Presenters: Una Daly, Community College Outreach director OCW Consortium
Dr. Preetha Ram, OpenStudy, Emory University
prashanth updated resume 2024 for Teaching Profession
To Mooc or Not: Leveraging New Interaction Models in ICT Programs
1. To MOOC or NOT:
How College ICT Programs Can
Leverage New Interaction Models
Una Daly, OpenCourseWare Consortium
Dr. Preetha Ram, OpenStudy
Mid-Pacific ICT 2013 Conference 1
3. Agenda
9:30-10:20 am
• Introductions
• Community College Consortium
• MOOC Overview
• Community College MOOC Vortex
• Open Study
• Questions & Answers
4. OpenCourseWare Consortium
(founded MIT in 2001)
“Advance formal and informal learning through the
worldwide sharing and use of free, open, high-
quality education materials organized as courses.”
Nearly 300 institutions in 46 Countries
6. CCCOER Mission
• Promote adoption of OER to enhance
teaching and learning
– Expand access to education
– Support professional development
– Advance community college mission
Funded by the William & Flora
Hewlett Foundation
8. What are MOOCs?
• Massive (1000’s of students)
• Online (registration, videos, quizzes,
social networking)
• Open (enrollment, content?)
• Course (expert facilitators, credit?)
2008
Pioneered by George Siemens
9. MOOC Providers Grow
Source: Justin Reich, Ed Tech Researcher Blog, May 7 2012
10. Four Barriers to Overcome
• Revenue Models
• Credentials for Students
• Course completion rates
• Student authentication
Phil Hill, Educational Technology Consultant, July 2012, http://mfeldstein.com/four-barriers-that-moocs-must-
overcome-to-become-sustainable-model/
12. Duke’s MOOC Report Card
Biomedical Engineering Fall 2012
• 12,461 students registered
• 7593 watched at least one video.
• 1,267 answered one question correctly week 1.
• 358 earned one point or more on final exam.
• 313 earned certificates, 260 with distinction.
First report card on a Duke MOOC, December 5, 2012 http://dukecheck.com/?p=9053
14. Completion & Costs
• Research MOOC practices in classroom
– Impact
– Access
• Developmental Math
– Cuyahoga, Wake Tech Community Colleges
• Developmental English
– Mount San Jacinto Community College
• EdX Partnership
– Mass Bay and Bunker Hill Community Colleges
35. Thank you for coming!!
• Questions?
• Contact Info:
Una Daly, unatdaly@ocwconsortium.org
Dr. Preetha Ram, preetha.ram@openstudy.com
36. Description
• The NY Times declared 2012 the year of the MOOC as the
number of institutions jumping on the MOOC bandwagon
grew almost weekly. Many MOOC programming and
computer science classes have soaring enrollments but
completion rates are low. Lacking effective feedback and
course structure, a large percentage of students lose
interest or become discouraged.
• New models for creating open, online learning communities
are being explored to support students in MOOCs and
traditional courses. These learning communities promote
problem solving, teamwork, and peer mentoring – all of
which contribute to a student’s ICT job readiness skills.
Find out how open courseware and online learning
communities can enhance learning outcomes and
employability for students in your ICT programs.
Notes de l'éditeur
2012 was declared the year of the MOOC while this time last year, MOOC was still a largely unknown term. So what happened?
Actually MOOCs started in 2003 at Athabasca University in Canada. They were an experiment in online learning using social media lead by George Siemens (father of connectivism) and other colleagues.
No Instructor – entirely built out of open web building blocks that empowers learners to leverage the tools they need. Learning community with minimal facilitation from P2PU automated course facilitation messages. Leaners may pace themselves throughout the course and stop or restart at anytime.
Gates Foundation has been researching retention and completion rates at community colleges to identify effective practices and has now turned to MOOCs to measure impact of MOOC practices in traditional courses and what if any might increase college retention and completion.
Peer to Peer helpOpen. Global. 24/785,000 users, 160
Our approach is based on four important theories of learning and cognition. All of these are well established through research both our own and that of researchers in the learning sciences. “blended learning” where online learning is enhanced with human interactions, is more effective than traditional face-to-face learning alone, Overall, in a seminal study by Twigg et a National Center of Academic Transformation, in blended models, they observed better student attitudes toward the subject matter, increased student satisfaction with the mode of instruction, and reduced costs by about 40 percent on average in the thirty institutions that were studied. Scholars note that learning communities of peers affect the flow of ideas and knowledge across people and allow for highly creative group and collaborative work, and can result in meaningful learning outcomes. Additional support for positive outcomes in peer learning communities also comes from the work on peer-assisted tutoring (Fuchs, 1997), which shows peer-tutors benefit as much from tutoring as their tutees because the tutors structure their own knowledge during tutoring. Cognitive anthropologists Jean Lave and Etienne Wenger coined the term Community of Practice to describe a group of “people who share a concern or a passion for something they do and learn how to do it better as they interact regularly” Social learning is the acquisition of knowledge that happens within a social group—the process by which individuals observe the behavior of others and modify their own behavior according. It is noted that individuals learn best by observing others, and are tremendously influenced by the role models they observe. Communities succeed through social learning because they provide opportunities for its members to observe others, to pay attention to role models, and to be motivated by the group to succeed. This, then, is the theory of change that informs our project: learners in a community of practice are more likely to have improved engagement and learning outcomes than solitary learners.