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.

1. Adventures in
Designing a MOOC
Brenda M. Perea, Colorado Community College System
Instructional Design Project Manager

2. EXPECTED OUTCOMES…..HOPEFULLY
As a result of this session attendees will be able
to:
• Understand the pedagogy of a MOOC
• Create a plan for designing a MOOC
• Locate resources to be used in a MOOC
• Brainstorm a plan for implementing a MOOC
• Understand the fluid nature of MOOC
participants and the MOOC itself

3. Typical MOOCs are ...
• cMOOC—connectivism Massive Open Online
Course
• Facilitate learning through participant interactions with a
network of individuals, encouraging participants to
create, share, and build upon each other’s work
• xMOOC—exponential Massive Open Online
Course
• Facilitated learning through instructor lead
• aMOOC—adaptive Massive Open Online Course
• Facilitated learning derived by pre-content diagnostic,
content derived by diagnostic

5. NEW Versions of MOOCs
• aMOOC
• MOOC-Ed
• SPOC
• “Wrapped” MOOC
• “White label” MOOC
• Mini-MOOC
• DOCC:
• Participatory meta-MOOC
• SMOC
• POOC

6. Who Takes MOOCs and Who
Succeeds
Image from EduCause Infographic-crash course in MOOCs info graphic

7. We Selected to build a . . .
• sMOOC—smaller-Massive Online Open Course
Why. . . .
• Part of our Statement of Work for the Trade Adjustment
Assistance Community College and Career Training (TAACCCT
grant) we wanted to improve access to education while
increasing certificate and degree completers.
• Industry request to accelerate the time frame for their
employees to become certificate and degree completers.
• Provided with $0 to build the MOOC

8. MOOC Prep 101
What, why, when, who, how

9. Recognized the Challenges
• Launching a MOOC in a traditional
community college semester based system
• Design for a window of learning of 5 weeks
• Developing “buy-in” from existing math
faculty to “accept” the MOOC vs.
traditional semester course
• Completers passing at a certain level would
be encouraged to “challenge test” out of
MAT108-Technical Math

10. Tried to anticipate the
Challenges in MOOC Design
• Design for a window of learning of 4-7
weeks—settled for a 5 week course
• Developing mapped micro-learning
“chunks” in math
• Needed non-textbook based course
material
• Designed and launched within 6 months
• Content was required to be contextualized
for Advanced Manufacturing

11. Critical Evaluation of WHY a
MOOC for Technical Math Skills
Focus of this MOOC is not on teaching MAT108 competencies
but:
• Critically evaluated the “must” cover
• Covers material designed for technical studies students who need
to specific mathematical skills: measurements, algebra, geometry,
trigonometry, graphs, and finance.
• Use as a tool to enable a student to “refresh” their
knowledge of concepts to test out of MAT108
• Can be used as a supplemental resource to refer a
struggling student to brush up on needed math skills
• Think of content as “just in time” –what is the essential
skill/knowledge does the Advance Machining student need
in regards to the 17 competencies?

13. Development Cycle

14. Content
Contextualized
• :
• Electro-Mechanical
• Engineering Graphics
• EGT, ELT, MAC
• CAD, MTE
• AED, AAA, CIS, CHE, EIC, ENY, GEY, HIS, MAN, MAT,
PHY, PRO, WEL, WTG
• Machining
• Welding

15. Technical bumps in the road
Finding a MOOC platform host willing to work with a
college system that was already under contract with an
LMS
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

16. Typical MOOC Module design
•Module Flow:
• Engagement–hooking the student into the content
• Exploration–content delivery and student working to
understand the content
• Explanation–activities where the student should
demonstrate an understanding of the content
• Elaboration–activities where the student takes the
content learning and expands and applies the
information
• Evaluation–formative and summative assessments

17. 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

18. Typical Online Look and Feel

19. Typical Micro Learning Lesson

20. Contextualized Content

21. Majority of Math Content

22. Why NROC
When we reviewed the content within
the 5E model
• Application points
• Show and tell and do
• Association with stories
• Recursive/repetition
• Holistic
Essential vs. secondary and supporting
content
Less is more

23. Finding Open
Resources

24. Finding Open Resources
CHAMP URL dashboard
http://www.symbaloo.com/shared/AAAACMSNVS0AA42Agd4JvQ==
http://open4us.org/find-oer/
http://search.creativecommons.org/
http://www.oercommons.org/
Videos: YouTube, Vimeo or the Internet Archive
Audio/Podcasts: Soundcloud or the Internet Archive
Presentations: Slideshare
OER course publishing
• www.merlot.org
• www.cnx.org

25. OER go-to’s
• http://www.merlot.org/
• https://www.skillscommons.org
• http://open.umn.edu/opentextbooks/
• http://dp.la/
• https://www.cteonline.org/
• https://www.khanacademy.org
• http://www.saylor.org/
• YouTube

26. Completion Certificate
•Yes!
•What is acceptable?
•Completing all modules?
•Completing at 70%,
80%?

27. Beta MOOC
Passive
Participant
Active
Participant
Learn about
interesting topics New Career or
skills for work
2-4
hours

28. Location of participants
S. Asia
America
Western
Europe
N.
America
Highest Level of Education
Age Group
45-54

29. What’s Next?
Badges
Badges for skill attainment?
• Do we want badges for all modules?
• Or identify what skills are high priority, backwards
design those skills to a competency, and award badge
for competency?

30. Resources
• https://drive.google.com/folderview?id=0B08f8ldKmmAGc3hPbWxQaTRjQjQ&usp=sharing
Webinars and Videos explaining TAACCCT Requirement for CC BY
• http://vimeo.com/43142376
Links to Creative Commons Resources:
• http://open4us.org/faq/
• http://creativecommons.org/licenses/by/3.0/
• http://open4us.org/resources/cc-by-license-implementation-deep-dive-resources/
CHAMP URL dashboard
• http://www.symbaloo.com/shared/AAAACMSNVS0AA42Agd4JvQ==
License Chooser tool:
• http://creativecommons.org/choose/
Other URLs:
If anything is uploaded to the sites in the following web link, the are automatically attributed
with a CC license: http://wiki.creativecommons.org/Publish
For the http://ampednh.com/ website http://wiki.creativecommons.org/Marking/Creators

31. CC BY License
•
This Workforce Solution CHAMP MOOC Development 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.
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