Responding to Disruptive Forces-MOOCs and Their
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Responding to Disruptive Forces: MOOCs and Their Consequences
Overview MOOC Basics The Origins of MOOC-fatigue Status of MOOC-hype MOOC Mysteries Do MOOCs have a place in California’s community colleges?
The Early Year(s)…
MOOC Massive Open
Online Course
MOOC Basics Much of the grading is automated or is done by
peers, and predictive analytics are used to help students learn material . Massive discussion boards allow students to ask
questions of their classmates. Free? “Standard” MOOC – not eligible for financial
aid, apportionment, credit (no regular effective contact).
Focus on “scale”
The Major Players Company
Coursera
EdX
Udacity
Credentials
Founded by Stanford CS faculty
Collaboration
Classes
190+ courses, in diverse subjects
15 courses currently, expanding in 2013-4
Connections
Stanford (sort of) Michigan, Princeton, Edinburgh
Harvard, MIT, Google, Cal, University of Stanford, Silicon Texas, and now Valley employers Stanford
Founded by between Harvard Stanford faculty and MIT and Google employees
15 classes, primarily in skills and computer science
What are the origins of MOOC-fatigue?
Headlines The Year of the MOOC Innovation forces higher ed's hand Massive free online teaching the next big thing in China Thousands Sign Up for UT-Austin's First EdX Courses
Can an international online course get you a job?: Massively Open Online Courses may help you land a job in the near future, predict educationists
Headlines Outsourcing Public Higher Ed (SB 520) MOOCs: The future of education or mere marketing? Public universities use MOOCs to steers students to traditional credit pathways/Mainstreaming MOOCs Earning college credit for MOOCs though prior learning assessment/Making It Count
SB 520 (Steinberg) Proposes outside private vendor to provide on-line
the most in-demand courses that students have difficulty getting. Intersegmental Committee of the Academic Senates
of California (ICAS) comprised of representatives from the UCs, CSUs, and CCCs are opposed.
Sacramento’s Interests “Efficiency” End of waitlists (“access”)
Remediation for students
prior to enrollment
Status of MOOChype
Will it ever end?
MOOCs Near the Peak of Inflated Expectations?
Learning Vs Education Many universities now consider offering MOOCs, but they don’t do it for educational reasons. There is no intention to improve society, inclusion or retention, there is no quality consideration or recognition of achievement. It’s the latest marketing move, nothing more. …once we see MOOCs as a way to offering learning, but not as a system to provide education, these two can happily live together and be even a part of each other.
Remember These?
MOOC Mysteries How do you sustain a MOOC? Will MOOCs always be free? Are MOOCs inherently evil?
Do MOOCs have a place in the CCCs?
Some things to consider as we move on… Do MOOCs call for additional rethinking of
expectations of teaching and learning - beyond current conversations?
Today’s MOOCs offer: Alternative delivery of instruction - noncredit
offerings to a mass, potentially world wide, audience. Alternative approaches to instruction - a more modest faculty role, expanded reliance on students and peerto-peer grading and auto-grading. Alternative evaluation of learning - use of data analytics. Alternative evaluation of learning - use of data analytics. Council for Higher Education Accreditation (CHEA)
the NY Times--2 November 2012 http://tinyurl.com/moocCCC “Because anyone with an Internet connection can enroll, faculty can’t possibly respond to students individually. So the course design — how material is presented and the interactivity — counts for a lot. As do fellow students. Classmates may lean on one another in study groups organized in their towns, in online forums or, the prickly part, for grading work.”
So, What’s the Big Deal? 160,000+ students! In one class!
Taught by Stanford, Michigan, Harvard, MIT
professors, many of the classes are advertised as being essentially the same as the courses offered at the major universities in the US
There is no cost to enroll in a MOOC The subjects vary from practical skills (accounting) to
advanced courses in medicine and everything in between.
MOOCs by the Numbers
Impact on the CCCs Credit for MOOCs? Certification in subject areas or
workforce? Preparation for placement exams? Bridge to more advanced courses?
Other Opportunities?
Concerns about MOOCs? Plagiarism Lack of motivation
Faculty primacy over curriculum Reporting of competencies
Authentication Scalability
Going Forward--One CCC’s plan
How can we make MOOCs work for us?
Questions?
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