2. What is a MOOCs?
Massive Open Online Course
•Content similar to a higher
education course
•Open to all, and most are free of
charge
•NOT for college credit
4. Technical Math for Industry
MOOC
https://www.canvas.
net/courses/technical
-math-for-industry
5. WHY a MOOC for Technical
Math Skills
Focus of this MOOC is not on
replacing traditional MAT108 course
• Tool to “refresh” their math skills to test out of
MAT108
• measurements, algebra, geometry, trigonometry,
graphs, and finance.
• Supplemental resource for employees
7. WHY a Employability Skills for Industry
Need to focus on “soft skills”
• Communication
• Time Management
• Teamwork
• Leadership
• Critical Thinking
• “refresh” skills for workers currently in Advanced
Manufacturing
8. WHY a Credit for Prior Learning
Focusing on military, industry and
community learning obtained outside
of an accredited postsecondary
institution
9. UNIQUE TO THE CHAMP MOOCS
Development of Contextualized
Content
10.
11. Beta Math MOOCs—1,234 students
Learn about
interesting topics
Go back
to school
Work
Promotion
New
Career
2-4
hours
1-2
hours
Why take a MOOC
Time Spent in the MOOC
12. Location of participants
Age Group
Western
Europe
Central and S.
America
Asia
South, East,
Southeast
N. America
H.S Some
College
2-Year 4-Year Masters
Education Level
19-24 25-34
Gender
45-54
13. Students Obtaining Completion
Certificate
26% of the Math MOOC participants completed all modules,
tests and quizzes
30 students received a completion certificate
Completion certificate is only awarded if all modules are
completed and all tests and quizzes are passed at an 80% or
better
Certificate encourages participant to take the MAT108 Challenge
test at a local CCCS college to gain college credit
14. Student End of Course Quotes
• I need to see where I am in math so that I can continue at CCD in the
career and technical department for CNC
Dieu Merci
• Revive and enhance dormant math skills. Apply toward second career
Melissa C.
• This course will prepare me for my engineering career. It will help me
make math become more user-friendly to me so that engineering will
not be as difficult as it is due to the complex mathematics involved.
Daniel Obichie
• I need to relearn what I may have forgotten over the years because I
want to go back to college to further myself with a more rewarding
career.
Carol Hash
• The course has helped me to remember to apply it to useful engineering
information.
16. Location of participants
Age Group
Western
Europe
Eastern
Europe
Asia
South, East,
Southeast
Australia
N. America
H.S Some
College
2-Year 4-Year Masters
Education Level
19-24 25-34
Gender
45-54
17. Student End of Course Quotes
• I am really feeling I now have more experience in
my professional
ayanle mohamed ali
• I’m hoping the insight I developed will help me
move into a new position on the manufacturing
floor
Regina Mayo
• I realized I need to work on my being a better
employee
Dania ad
18. CC BY License
This Workforce Solution CHAMP MOOC Development 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 product was funded by a grant awarded by the U.S.
Department of Labor’s Employment and Training Administration. The
product was created by the grantee and does not necessarily reflect
the official position of the U.S. Department of Labor. The U.S.
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.
Hinweis der Redaktion
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
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
