7. +
Wikipedia’s historical perspective
from http://en.wikipedia.org/wiki/Massive_open_online_course, retrieved
March 22, 2013.
8. +
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
9. +
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
10. +
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
11. +
What we’re doing
Inside the first MOOC at Tri-C
12. +
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
13. +
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
14. +
Think you have what it takes?
It's 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.
15. +
Tri-C’s MOOC Intro Video
http://youtu.be/kMehDOaVtHo
19. +
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
20. +
New Blackboard Social Tools
Open Study
Academic Student
Interaction
22. +
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.
23. +
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)
24. +
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
25. +
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
26. +
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
27. +
Current Providers
from http://publications.cetis.ac.uk/wp-content/uploads/2013/03/MOOCs-
and-Open-Education.pdf , retrieved March 22, 2013.
28. +
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