Proposed structure for inclusion of new learning models in a curricular framework.

1. Curriculum &
Technology Symbiosis
MOOCs, edupunks, and virtual badges

2. Directions
As you experience this presentation, click on the
hyperlinked videos to watch the explanations of
MOOCs and virtual badges
Think about how technology-leveraged curricular
structures may be a disruptive force in higher
education
Review the application and experimentation plan for
Tri-C, and reflect on whether you think any part of
this might work in your institution.

3. Directions Continued
Then… discuss:
How do you think these new models of technology-
leveraged education will impact higher education?
Consider the following:
Do you think the “average” college student will be impacted
by these influences?
Do you think the “nontraditional” college student will be
impacted?
Do you think institutions of higher education will be forced
to adapt and change as a result of these disruptive models?
Is this kind of learning more or less real-world?
Is this kind of learning more or less valuable than a
traditional college education?

4. MOOCs
Scaling Disruptive Innovation

5. What are MOOCs?
Massive
Open
Online
Course

6. Historical Perspective
…from 2010

7. Historical Perspective…
from 2010

8. Historical Perspective…
from 2010

9. Historical Perspective…
from 2010

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

11. Disruptive Innovation
and the MOOC Model
“While the hype about MOOCs presaging a
revolution in higher education has focused on their
scale, the real revolution is that universities with
scarcity at the heart of their business models are
embracing openness” (Daniel, 2012, p. 1).
“The competition inherent in the gadarene rush to
offer MOOCs will create a sea change by obliging
participating institutions to revisit their missions and
focus on teaching quality and students as never
before. It could also create a welcome deflationary
trend in the costs of higher education” (Daniel, 2012,
p. 1).

12. MOOCs and Education
Evolving Model
First documented course that
was massive was in 2008
(2,300 students)
2012 “The Year of the MOOC”
saw an explosion in MOOC-
related offerings from
providers:
Coursera
EdX
Udacity
CourseSites
cMOOC
Constructivist/Connectivist
xMOOC
Traditional (aka “Broadcast”)
tMOOC
Task-Oriented

13. 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

14. Open Teaching, MOOCs
“The open teaching model has also been applied to
structured learning experiences that did not begin as
university courses. These tend to be gathered under the
moniker “Massive Open Online Course,” or MOOC. An
example of a MOOC is Welcome to Change: Education,
Learning, and Technology (http://change.mooc.ca).
MOOCs are typically based on a “connectivist” philosophy
that eschews educator-specified learning goals and
supports each per- son in learning something different.
One way of understanding the MOOC design is to say that
it applies the “open” ethos to course outcomes. In other
words, students are empowered to learn what they
need/want to learn, and the journey of learning is often
more important than any predefined learning outcomes”
(Wiley & Green, 2012, p. 88).

15. Participation in MOOCs
PARTICIPANTS
Active contributors
Engage in discussions &
Assignments
Create collaborative work
product
Actively participate as a
student
CONSUMERS
Primarily consumption-
based behavior
Finding and using resources
Observing and reading
what others are doing

16. Limitations of MOOC Model
Facilitation
The small number of facilitators . . .available to support
learners in the MOOCs raised concerns about their
level of interaction, participation, and engagement
(Kop, Fournier & Sui, 2011, p. 86).
Lack of coherent structure (cMOOC)
“The lack of a coherent and centralized structure and a
lack of summary around learning in the MOOCs also
presented challenges for some participants, in
particular the novice learners” (Kop, Fournier & Sui,
2011, p. 86).
Retention and success rates
Much smaller than traditional online classes

17. The Future of MOOCs
Disruptive innovation seeking sustainability

18. 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)

19. 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

20. 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

21. Other Potential 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

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

23. 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

24. Edupunks
Do-It-Yourself Credentials Infringe on Traditional Post-
Secondary Education

25. DIYU & Edupunks

26. What is DIYU all about?
Kamenetz, A. (2011). The edupunks guide to a DIY credential. Retrieved
from http://www.scribd.com/doc/60954896/EdupunksGuide

27. Write a Personal
Learning Plan
1. Set a goal and choose a
deadline.
2. List current status of your
learning with respect to
that goal.
3. Determine learning steps:
• Type of credential
• Content and skills you’ll
need
• Institutions to involve
• Prior learning credits
• Specific books, videos &
websites to include
4. Social experiences to
pursue as part of your
learning.
5. Who can help with this?
6. Concrete next steps for
your plan.

28. Virtual Badges
For the Scout in All of Us

29. Get a Badge
“A “badge” is a symbol or indicator of an
accomplishment, skill, quality, or interest. From the
Boy and Girl Scouts to PADI diving instruction, to the
more recently popular geolocation game Foursquare,
badges have been successfully used to set goals,
motivate behaviors, represent achievements, and
communicate success in many contexts” (Knight &
Casilli, 2012, p. 279).

30. What are virtual or
digital badges?

31. Does learning look different
now?
“In today’s world, learning can look very different
from how it was traditionally imagined. Learning
has evolved from simple “seat time” within
schools to extend across multiple contexts,
experiences, and interactions. It is no longer just
an isolated or individual concept, but is instead
inclusive, social, in- formal, participatory, creative,
and lifelong” (Knight & Casilli, 2012, p. 279).

32. Employers & Competencies
“Our conversations with employers have revealed
that they are looking for a new, more granular
evidence-based system to help them better vet
employees and understand their skill sets,
particularly their social skills. Our pilot efforts have
demonstrated that badges can motivate learning and
build reputation within communities. And, the
combination of overwhelming demand and positive
feedback we have received tells us that there is
interest in exploring this initiative further.” (Knight &
Casilli, 2012, p. 283).

33. New Type of Learning
Ecology
Alternative way to earn
recognition for learning
Competency-based
Reflective of a new model
of learning:
Participatory
Social
Technology-leveraged
Supported by technology
infrastructure
“The Open Badge Infrastructure
(OBI) will provide the
underlying open technology
and standardization to support
badge issuers and badge
displayers, while also providing
a repository for badge
collection and management for
each learner” (Knight & Casilli,
2012, p. 282).

34. New Learning Models for
Contemporary
Curriculum
A Proposed Structure for Cuyahoga Community College

35. New Learning Models for Contemporary Curriculum
A Proposal for Application at Tri-C
Strategic Focus 1:
Access &
Engagement
MOOCs
DIY U
Badges
Strategic Focus 2:
Quality &
Innovation
Strategic Focus 3:
Completion &
Success

36. New Learning Models for Contemporary Curriculum
A Proposal for Application at Tri-C
Strategic Focus 1:
Expand/enhance links with
employers, the workforce system,
K-12 and universities
MOOCs
DIY U
Badges

37. New Learning Models for Contemporary Curriculum
A Proposal for Application at Tri-C
Strategic Focus 2:
Improve the alignment among all
instructional and training programs to
support continuous learning
MOOCs
DIY U
Badges

38. New Learning Models for Contemporary Curriculum
A Proposal for Application at Tri-C
Strategic Focus 3:
Develop systems for seamless
transitions to transfer or job
opportunities
MOOCs
DIY U
Badges

39. New Learning Models for Contemporary Curriculum
A Proposal for Application at Tri-C
• Engage more
students
• Accelerate Dev
Ed Progress
MOOCs
DIY U
Badges
• Competency-
based model
• Credentialing to
transition to job
market

40. Directions
As you experience this presentation, click on the
hyperlinked videos to watch the explanations of
MOOCs and virtual badges
Think about how technology-leveraged curricular
structures may be a disruptive force in higher
education
Review the application and experimentation plan for
Tri-C, and reflect on whether you think any part of
this might work in your institution.

41. Directions Continued
Then… discuss:
How do you think these new models of technology-
leveraged education will impact higher education?
Consider the following:
Do you think the “average” college student will be impacted
by these influences?
Do you think the “nontraditional” college student will be
impacted?
Do you think institutions of higher education will be forced
to adapt and change as a result of these disruptive models?
Is this kind of learning more or less real-world?
Is this kind of learning more or less valuable than a
traditional college education?

42. References
Kamenetz, A. (2010). DIY U: Edupunks, edupreneurs, and the coming transformation of higher
education. White River Junction, Vt: Chelsea Green Pub.
Kamenetz, A. (2011). The edupunks guide to a DIY credential. Retrieved from
http://www.scribd.com/doc/60954896/EdupunksGuide
Oblinger, D., & EDUCAUSE (Association). Game changers: Education and information technologies.
Washington, D.C.: EDUCAUSE.
Jacobi, Ria (Amsterdam University of Applied Sciences); Jelgerheuis, Hester (SURF); van der Woert,
N. (Radboud U. N. M. C. (2013). Trend Report : Open Educational Resources 2013. Retrieved from
www.surf.nl/trendreportOER2013
Wiley, D. & Green, C. (2012). Why openness in education? In Game changers: Education and
information technologies (6). Retrieved from http://www.educause.edu/research-
publications/books/game-changers-education-and-information-technologies.
Knight, E. & Casilli, C. (2012). Mozilla open badges. In Game changers: Education and information
technologies (6). Retrieved from http://www.educause.edu/research-publications/books/game-
changers-education-and-information-technologies.

43. References
Frank, S. (2012). Review: MITx's online circuit and analysis course [Education]. IEEE Spectrum, 49(9),
27-28.
Kop, R., Fournier, H., & Mak, J. (2011). A Pedagogy of Abundance or a Pedagogy to Support Human
Beings? Participant Support on Massive Open Online Courses. International Review Of Research In
Open And Distance Learning, 12(7), 74-93.
Nagel, L., & Kotze, T. G. (2010). Supersizing E-Learning: What a CoI Survey Reveals about Teaching
Presence in a Large Online Class. Internet And Higher Education, 13(1-2), 45-51.
Steinkuehler, C., & Duncan, S. (2008). Scientific Habits of Mind in Virtual Worlds. Journal Of Science
Education & Technology, 17(6), 530-543.
Azzawi, M., & Dawson, M. M. (2007). The Effectiveness of Lecture-Integrated, Web- Supported Case
Studies in Large Group Teaching. Bioscience Education E- Journal, 10.
Griffin, T., & Rankine, L. (2010). Affordances for Academics: Using Learning Management Systems
to Effectively Manage Large-Enrolment Units in Higher Education. International Journal On E-
Learning, 9(4), 505-528.
Parscal, T., & Riemer, D. (2010). Assuring Quality in Large-Scale Online Course Development. Online
Journal Of Distance Learning Administration, 13(2).
Schultz, M. (2011). Sustainable Assessment for Large Science Classes: Non-Multiple Choice,
Randomised Assignments through a Learning Management System. Journal Of Learning Design,
4(3), 50-62.

44. References
Daniel, J. (n.d.). Making Sense of MOOCs: Musings in a Maze of Myth, Paradox and
Possibility. Retrieved from Academic Partnerships website:
http://www.academicpartnerships.com/research/white-paper-making-sense-of-moocs.
Educause’s “7 Things You Should Know About MOOCs”
http://net.educause.edu/ir/library/pdf/ELI7078.pdf
Next Step for MOOCs: Helping with Remedial Math in eCampus News
http://www.ecampusnews.com/curriculum/next-step-for-moocs-helping-with-
remedial-math/
What You Need to Know About MOOCs in The Chronicle of Higher Education
http://chronicle.com/article/What-You-Need-to-Know-About/133475/
Making Sense of MOOCs: Musings in a Maze of Myth, Paradox and Possibility
http://blog4222.blogspot.ca/2012/09/making-sense-of-moocs-musings-in-maze.html

45. References
Massive Open Online Courses: Legal and Policy Issues for Research Libraries
http://www.arl.org/bm~doc/issuebrief-mooc-22oct12.pdf
MOOCs: What Role Do They Have in Higher Education? Duke Center for Instructional
Technology
http://cit.duke.edu/blog/2012/09/moocs-what-role-do-they-have-in-higher-education/
Sebastian Thrun’s Keynote Address on Democratizing Higher Education at the 2012
SLOAN-C Conference
http://events.mediasite.com/Mediasite/Play/82b693c44d94441ba4b9c08c75df31351d
Explore a New Learning Frontier: MOOCs from Learning Solutions Magazine
http://www.learningsolutionsmag.com/articles/721/explore-a-new-learning-frontier-
mooc
The MOOC Guide by Stephen Downes
https://sites.google.com/site/themoocguide/