1. +
Tri-C’s First
MOOC
Dev Ed MOOCs
Solving College Remediation Through Innovation

2. +
Why MOOCs?
Massive
Open
Online
Course

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Historical Perspective… from 2010

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Historical Perspective… from 2010

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Historical Perspective… from 2010

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Historical Perspective… from 2010

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Wikipedia’s historical perspective
from http://en.wikipedia.org/wiki/Massive_open_online_course, retrieved
March 22, 2013.

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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

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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

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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

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What we’re doing
Inside the first MOOC at Tri-C

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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

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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

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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.

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Tri-C’s MOOC Intro Video
http://youtu.be/kMehDOaVtHo

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Instructional Videos

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Practice & Assessment

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Progressing to Level 2

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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

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New Blackboard Social Tools
Open Study
Academic Student
Interaction

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The Future of
MOOCs
Disruptive innovation seeking
sustainability

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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.

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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)

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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

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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

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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

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Current Providers
from http://publications.cetis.ac.uk/wp-content/uploads/2013/03/MOOCs-
and-Open-Education.pdf , retrieved March 22, 2013.

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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

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MOOC Resources
 Tri-C’s MOOC: www.tri-c.edu/MOOC
 Educause’s collection of MOOC-related resources:
http://www.educause.edu/library/massive-open-online-course-
mooc
 Sasha’s collection of eLearning 2.0 resources:
http://tinyurl.com/eLearnMOOC
 California’s SB 520 Fact Sheet
https://www.documentcloud.org/documents/618025-california-
sb-520-fact-sheet.html
 eLi’s blog: www.eLearningandinnovation.com

30. +
Tri-C’s First
MOOC
Dev Ed MOOCs
Solving College Remediation Through Innovation