This document discusses MOOCs and online education models. It provides statistics showing the subject breakdown of students in MOOCs, including 45% in programming and 6% each in business, humanities and social science. The document raises questions about student engagement and retention in MOOCs, and explores supplemental models where MOOCs are used to support traditional classroom courses, including examples from the University of Puerto Rico and UC Davis. It emphasizes that an educator's love and engagement are important aspects of successful online education.

4. 30+
Public courses

5. Class2Go

6. 30+
Seed grants

7. D
c
b
C
a

8. 3%
3%
4%
6
45%
6
6
6
7%
2%
6
6
CS101

9. 9
Motivation

11. v
time?

13. EF
Engagement models

14. from Edward R. Tufte, The Visual Display of Quantitative Information, Graphics Press LLC

15. March of the moocs
from Wikimedia Commons, this 1869 image is in the public domain

16. very
drop-outs
involved
explorers
auditors

17. V
Connections & MODELS

18. Wrapped mooc?
Doug Fisher,
U of Puerto Vanderbilt,
Rico: Students not-required
join MOOC, supplemental
Databases
class time used materials
MOOC*
for contextual
activities
Supplemental
materials in
UC Davis
*RE-USE LICENSING? course

19. H
platform

21. ?
More questions

22. “it ain’t all buttons and charts,
little albatross. You know what
the first rule of teaching online is?
Love. You can teach all the math in the
‘verse, but you take a course online
that you don’t love and she’ll shake you
off as sure as the turning of the world”

23. amycollier@stanford.edu
A
online.stanford.edu
@amcollier
@amcollier