Confessioans of a MOOC Dilettante – Alan Crosswell, Columbia
Has traken a few MOOCs, including AI-Class.com from Stanford, MITx 6.002x Circuits from MIT, NLP from Columbia, Big data class from U Washington.
Attributes – not classroom lecture capture. Not 48 minutes of straight video. It’s time-shifted yet time-bound (not a set lecture time but assignments due each week); Community participations (replaces in-class experience); Massive and open.
Only some courses feature talking head video – does that add value?
Progress indications in some MOOC platforms are very useful.
Downloads of marked up lecture slides are good.
Not all the features (like discussion forum) are good in all platforms.
Recitations, worked problem sets and supplementary tutorials in MIT’s circuit class are good.
Immediate exam feedback (per-question vs. entire quiz) is good.
Instructors and TAs don’t sleep during the course because they have to constantly monitor the content and performance of the course. How many of the MOOC courses have run a second section?
Georgetown U and the Initiative for Technology-Enhanced Learning (ITEL) – Kelly Doney
What is the ITEL initiative – designed to address the broad spectrum of technology enhanced learning. Allows them to very quickly redesign elements and look at effects, to experiment with different approaches. Made an $8 million investment over 3 years. Money goes to fund instructional designers, faculty grants, and infrastructure.
Why do ITEL? Responding to disruptors in higher education. Initiative led by Provost, who previously was Obama’s head of the Census Bureau. Extremely data-driven. “Believe that the undergraduate experience cannot be replaced by MOOCs, but we need the data to prove it.”
MOOC platform selection process – Analyzed options and developed a funding strategy (including faculty grants). MOOC Partner decision matrix – felt EdX shared the concern for the Georgetown brand; platform allowed reuse of materials outside the MOOC; lots of data and analytics; interested in being able to shape direction. Selected edX.
Released initial call for conceptual proposals in February2013 – received 55 proposals, then received 43 full proposals, and gave 5 Level 3 grants on May 1. Demonstration grants – 1-2 semesters to transform existing materials. Level 2 grants – Level 3 – Design and implementation grants – take 2-4 semesters, design new or significantly changed experiences. Transformation grants – up to three years to completely bring a course online or develop a MOOC. Adding 2 MOOCs for Fall 2013 – Bioethics, Glboalization: Winners and Losers.
Trying to drive online learning architecture – IT has a seat at the table overall.
Current architecture: “pastel spaghetti” – trying to simplify, with the LMS at the center. Working directly with business units, and driving common requirements, forcing vendors to do business to work within their technology stack. Business school wanted a platform with richer UI than Blackboard could provide, but they (IT) are working with Blackboard to enrich the UI, even as they launch the program with another product.
Architecture – develop architectural strategy driven by smart IT. ITEL, MOOCs, and distance Learning – leadership from President and Provost essential; Transparent processes and involvement of key non-faculty stakeholders are important.
MOOC Landscape at Penn State – Cole Camplese
96k students, 23k World Campus enrollments, 24k full and part-time faculty.
Decided to go with Coursera.
Why participate? PSU has established revenue from World Campus, most of which is returned to the programs that give the courses.
World Campus – more than 90 existing programs with 50k annual tuition paying enrollments. Goal is to get to 45k full time students. Investing $20 million to do that.
40% of residential students take at least one web course per semester.
Started MOOC discussions in 11/12 to first PSU MOOC delivery in 5/13 – extremely fast motion for campus.
Invested in a Center for Online Innovation in Learning – awarding research innovation grants – like one to look at whether talking head vieeo in MOOCs is useful.
Built a fovernance model – Subcommittee of PSU Online Steering Committee (administrative); MOOC strategy group – trends, design, assessment; MOOC reporting group to report to the provost.
Multi-tiered strategy – PSUE Coursera courses for total external MOOC audiences; MOOCs coupled with existing PSU world campus course; Large scale internal courses (e.g. English 15 which enrolls 15k students annually); PSU MOOCs designed under Penn State brand.
First five courses: Intro to Art (~47k enrolled), Maps and the Geospatial Revolution (~15k); Creativity, Innovation and Change, Energy the environment and our future, Epdiemics, the Dynamics of Infectious Diseases. Two are from faculty who have never taught online, which presents challenge.
Sociology 119 – making a television program that will be distributed by PBS, along with an app, and a MOOC. The program is called “You Can’t Say That”. National TV and web audience combined with a mobile experience. Mobile app posts to twitter, which then get interested in the MOOC, and curated into the course.
All courses except Art are taught by teams of faculty. For Art hiring undergrads to monitor discussion boards.