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Leveraging MOOCs at HowardCC

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David Buck

on 28 January 2013

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Transcript of Leveraging MOOCs at HowardCC

Leveraging MOOCs at HowardCC: Ongoing Research Identify the factors giving rise to MOOCs' development and highlight outcomes associated with their emergence on the pedagogical scene, an effort intended to shed light on MOOCs’ possibilities and perhaps uncover plausible models for leveraging MOOCs at HowardCC. 1998 2011 2004 2002 First open
content license -- David Wiley 50 courses offered
using OpenCourseWare Sal Khan begins creating Youtube videos to tutor his niece and relatives 2008 Siemens and Downes offer CCK08, the first MOOC 2012 cMOOC xMOOC August: Thrun offers Stanford course to 160,000 Feb. -- Udacity launches
April -- edX launches
April -- Coursera launches December: MITx annouced MobiMOOC
April-May 2011
563 participants "MOOCs create new revenue opportunities, increase brand recognition, and provide improved operating efficiencies. The availability of open platforms enables a university to post content without incurring the cost of developing and maintaining the infrastructure."

According to Moody's, MOOCs and related technology have the potential to transform a university's operations, academic and social programming, and pedagogical approach.

"Most universities will likely gravitate to a 'mixed' model that combines residential learning with the new technology, some will increasingly feature online course delivery, and some colleges may choose to create a niche by remaining focused solely on the traditional residential-classroom experience."

The residential college model will remain viable, says Moody's, but less-selective, smaller colleges that are unable to join emerging networks or carve out an independent niche will likely experience credit stress driven by declining student demand.

New York, September 12, 2012 Moody's report Potential Models MOOC Timeline Model #1: Blending MOOC content into existing online courses; using the MOOC as Open Educational Resources, or the “textbook” of our online courses. Precedent -- Campus Technology: “Community Colleges Try MOOCs in Blended Courses” (http://campustechnology.com/articles/2012/12/03/community-colleges-try-moocs-in-blended-courses.aspx?=CTNU) Model #2: Award credit for successful completion of a MOOC through our own assessment strategies (e.g., CLEP-type exams, ePortfolios, competency-based projects); add the filter at the back of the course instead of at the front. Precedent -- Council for Higher Education Accreditation: “MOOCs and Accreditation: Focus on the Quality of ‘Direct-to-Students’ Education” (http://www.chea.org/ia/IA_2012.10.31.html)
Online Courses: “Excelsior College and Three California Community Colleges Offer Credit for Professor-less MOOC” (http://www.onlinecollegecourses.com/2012/11/16/excelsior-college-and-three-california-community-colleges-offer-credit-for-professor-less-mooc/)
Forbes: “Taking the Next Step in Online Education with Credit Equivalency” (http://www.forbes.com/sites/coursera/2012/11/16/taking-the-next-step-in-online-education-with-credit-equivalency/ Model #3: Use the Canvas Network courses that exist already in Canvas and are built by Canvas clients/partners; this is advantageous since our students are familiar with the Canvas system and will not experience a learning curve with the user interface. Canvas Network (http://www.canvas.net) Model #4: Use MOOCs for developmental learners who may need extra time in the discipline a period before they take the traditional college course. Model #5: Use MOOCs for readiness assessment of online learners, placing them in a MOOC to see if online learning is right for them. Concerns: Quality
Academic Integrity
Credit transference
Retention Source: Alyssa Martin *adapted from Alyssa Martin "[B]eyond Udacity and edX, startups like the open LMS platform, , and online degree program specialist, 2U, have made legitimate strides into the MOOC space, offering a blend of free, MOOC-style and for-credit courses. Both have partnered with top-tier universities, offer quality content and tech and have succeeded in setting the table for supplementary revenue streams."

Rip Empson, in TechCrunch (8 January 2013) Udacity and San Jose State University
Instructure will jointly develop developmental and introductory MOOCs and offer them for
http://gettingsmart.com/cms/edreformer/hype-vs-hope-san-jose-state-udacity-vs-linn-state-technical-college/ "Hype vs. Hope: San Jose Stae + Udacity vs. Linn State Technical College" credit to an initial cohort of 300 students for $150 each.
adapted from: Alyssa Martin adapted from: Alyssa Martin David Buck
Director of eLearning
HowardCC *Based on responses from over 2,800 academic leaders Babson Survey Research Group and the College Board http://sloanconsortium.org/publications/survey/changing_course_2012.
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