MOOC's Targeted Learning Outside Higher Education's Traditional Models STEMTech November 2015
- 1. Please submit your feedback for this session! Win 1 of 4 $25 gift cards (email required to win) bit.ly/stemtech15feedback
- 2. MOOCs Targeted Learning Outside Higher Education’s Traditional Models Brenda M. Perea Instructional Design Project Manager
- 3. • Review strategies WHY we chose 4 MOOCs to deliver content to 13 system colleges, 2 non-system institutions and industry partners. • Discuss benefits to individual colleges, the system and the students. • Discuss the 4 different targeted participants and address concerns and specific challenges that were faced when designing the 4 MOOCs • Share how to build MOOCs with OER content - what works, what doesn’t and when rethink! As a result of this session attendees will be able to:
- 4. • 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 Typical MOOCs designs ...
- 5. • aMOOC • MOOC-Ed • SPOC • “Wrapped” MOOC • “White label” MOOC • Mini-MOOC • DOCC: • Participatory meta-MOOC • SMOC • POOC NEW Versions of MOOCs
- 6. Who Takes MOOCs and Who Succeeds Image from EduCause Infographic-crash course in MOOCs info graphic
- 7. • Technical Math for Industry • Employability Skills for Industry • Prior Learning Assessment for Educators and Industry • Web Accessibility for Educators CCCS sMOOCs
- 8. • sMOOC—smaller-Massive Online Open Course We Selected to build a . . . Why. . . . • 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
- 9. { MOOC Prep 101 What, Why, When, Who, How
- 11. Focus of this MOOC is not on replacing traditional MAT108 course • Creation of a tool to “refresh” their math skills to test out of MAT108 • Identify essential skill/knowledge needed in Advanced Machining regarding the 17 competencies in MAT 108? • Critically evaluated the “must” haves in measurements, algebra, geometry, trigonometry, graphs, and finance. • Supplemental resource for struggling current students WHY a MOOC for Technical Math
- 12. Diagram of Math MOOC 4 credit course with 17 measurable competencies
- 13. Contextualized Math Content Electro-Mechanical, Engineering, Machining and Welding Courses EGT, ELT, MAC, CAD, MTE AED, AAA, CIS, CHE, EIC, ENY, GEY, HIS, MAN, MAT, PHY, PRO, WEL, WTG
- 14. Requested from our industry partners • Lead time to create a new course was 9-12 months which was “to long” to meet immediate needs • Identify essential skill/knowledge needed in entry level employees or workers reentering the workforce • Supplemental resource for our industry partners training programs WHY a MOOC for Employability Skills
- 15. • Employability Soft Skills--What do these words mean? • Time Management--I get everything done, can I skip this? • Critical Thinking--But Everyone Already Says I'm Sarcastic! • Communication and Cooperation--But everyone likes me! • Workplace Courtesy--Really? • Conflict in the Workplace--Why me? • Teamwork--There is no I in team • Leadership and Management--What does this mean to me? • Math, Reading & Writing--I struggle with these! 8 Stackable modules and 1 math and writing refresher
- 16. Large Scale Faculty Development MOOC focus is on creating Knowledge awareness • Gently introduce the subject, knowing a Fall 2015 rollout of policy and procedure changes were on the horizon • Tool to facilitate the dissemination of Board Policy changes and President’s procedure changes • Critically evaluated the pieces which were a struggle for MOOC participants to address in campus trainings • Supplemental resource for our partner institutions WHY a MOOC for PLA
- 17. • Prior Learning Assessment Basics module • PLA for Industry module • PLA for Educators module 1 Required Module and 2 contextualized modules
- 18. Large Scale Faculty Development MOOC focus is on introducing system wide awareness of policy of 4/2014 • Tool to facilitate the dissemination of Presidents Policy changes and President’s procedure changes • All web items must be WCAG 2A by 2017 • Ensure all 14 colleges and their campuses created a accessibility plan • Critically evaluated the pieces which were a struggle for MOOC participants to address in campus trainings • Supplemental resource for our partner institutions WHY a MOOC for Web Accessibility
- 19. • What is Accessibility and How Does it Apply to My Job? • Creating Accessible MSOffice and PDF Materials • Creating Accessible Images, Diagrams, and Charts • Creating Accessible HTML Pages • Creating Accessible Audio and Video 5 Stackable Modules
- 20. Content Development to: • Application points • Show and tell and do • Association with stories • Recursive/repetition • Essential vs. secondary—Less is more Contextualized Employability Skills, PLA and Accessibility Items
- 21. • Launching quarterly MOOC in a traditional community college semester based system • 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 led to the question of --What about faculty FTE? • Where is the money for these MOOCs? Why so many Challenges?
- 22. • Needed to be designed and launched within 6 months • MOOC length 4-7 weeks?—settled for a 5 week course • Designing micro-learning “chunks” tied to specific competencies • Needed non-textbook based course material • Required Content contextualized for Advanced Manufacturing Design Challenges
- 23. • What is acceptable as completion requirements? • Completing all modules? • Completing at 70%, 80%? • What should participants receive? • Badges ? • Certificate? • Credit? Credits, Certificates, Completion requirements
- 24. How did we choose a MOOC platform host? • Factors involved which 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. Technical bumps in the road
- 25. MOOC design
- 26. • Short • Granular • Recursive Typical MOOC Module design
- 28. • 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 Content Designed to Create “Stickiness”
- 29. • Technical Math • 3213 with 18% completion • Employability • 2324 with 75% completing required module and 25% completing all modules • PLA • 464 with 100% completing required module and 75% completing educators module • Web Accessibility • 822 with 70% completing 2 required modules Participants
- 31. Location of participants Highest Level of Education Western Europe AsiaS. America Age Group N. America 25-54 4- Year or Masters Degree
- 32. Please submit your feedback for this session! Win 1 of 4 $25 gift cards (email required to win) bit.ly/stemtech15feedback
- 33. This Workforce Solution MOOC Presentation 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. This workforce solution was funded by a grant awarded by the U.S. Department of Labor’s Employment and Training Administration. The solution was created by the grantee and does not necessarily reflect the official position of the U.S. Department of Labor. The Department of Labor makes no guarantees, warranties, or assurances of any kind, express or implied, with respect to such information, including any information on linked sites, and including, but not limited to accuracy of the information or its completeness, timeliness, usefulness, adequacy, continued availability or ownership. CC BY License
Editor's Notes
- #6: MOOC-Ed: These MOOCs are specifically targeted at teachers and offer professional development. SPOC: Small Private Online Course (see Fox 2013). These closed courses integrate MOOC materials into an on-campus course, allowing local faculty to incorporate activities that enhance the learning experience for their students. “Wrapped” MOOC: Similar to SPOCs, some instructors have re-designed their courses around a MOOC offered by another institution, “wrapping” the MOOC with their own content, activities, readings, and assignments . In contrast to flipped classrooms, MOOC materials may be incorporated into class time, rather than being assigned as homework. “White label” MOOC: These courses offered by edX may have massive enrollments but are only available to employees of a particular company or to members of an organization. Mini-MOOC: These are online courses that are very short, educational experiences delivered online to large numbers of participants, akin to a webinar. DOCC: Distributed Open Collaborative Course. The DOCC involves students and instructors from multiple institutions who engage in networked learning through a collaborative open course. Participatory meta-MOOC: A MOOC where there is simultaneously, face-to-face courses were offered for a virtual learning network. SMOC: Synchronous Massive Online Course. The SMOC instructors lecture live on the Internet twice a week to on-campus and non-enrolled students simultaneously. POOC: Personalized Open Online Course. POOCs
- #7: Average student: lurks in the first MOOC registered, usually doesn’t complete the MOOC predominately male currently employed; in this country they’re also older than you might expect. Far more enrollees view them as a diversion than they do as a means to a college degree or a new job Typically have a 2 or 4 year degree Only allots 2-3 hours per week in 15 to 20 minute increments Only completes 1 out of 4 MOOCs registered in To take advantage of a MOOC requires sufficient schooling to be able to follow college-level material, consistent access to the Web, reliable internet
- #22: Design for a course running 4-7 weeks Cannot build the MOOC like an online course. Must be designed for mobile devices Compact Content with video length less than 3 minutes Total time on task is 30 minutes including practice drills. Each learning “chunk” contains Context-grabbing the students interest as well as provide relevance to material Challenge- create small packages of learning which can be completed in 15 to 20 minutes Activity-showing that they understand the content Feedback-can be personal or automatic.
- #23: Design for a course running 4-7 weeks Cannot build the MOOC like an online course. Must be designed for mobile devices Compact Content with video length less than 3 minutes Total time on task is 30 minutes including practice drills. Each learning “chunk” contains Context-grabbing the students interest as well as provide relevance to material Challenge- create small packages of learning which can be completed in 15 to 20 minutes Activity-showing that they understand the content Feedback-can be personal or automatic.