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Open Teaching and MOOCs [clear filter]
Wednesday, November 6


OERs Rule, MOOCs DROOL: MOOCs and DistRibuted Open Online Learning
The "wrapped MOOC" has gained attention over the past year as a way to integrate MOOCs into traditional education. This presentation will present results of interviews with practitioners of this method to show that in practice most educators are not "wrapping" the cohort experience, but are instead using the MOOC as robust OER. This trend is discussed in terms of ?distributed flip? and ?distributed blend? models, as well as David Wiley?s joking but correct observation that MOOCs are distraction from the potential of DROOL (DistRibuted Open Online Learning). Implications include a hidden but high demand for robust, course-level OER, and the possible desirability of approaching blended learning from the online experience ?backwards?, as opposed to the traditional model which emphasizes the online refitting of an existing or assumed face-to-face experience.


Wednesday November 6, 2013 2:30pm - 2:55pm
White Pine


Teach a MOOC ? What are you, crazy?
If you've ever actually taught an online course, the thought of teaching a MOOC sounds like an absolutely crazy idea. It's hard to get past the idea that you might be multiplying all your ?online student? headaches by a factor of 100 or 1000. Well, those were my first thoughts about it too. However, what I learned was that teaching a MOOC has been the purest and most fun form of teaching and learning that I?ve ever done. Teaching a MOOC is a complete paradigm shift from traditional education in terms of the design, the assessment requirements, and the diversity of students. As the manager of courses for Canvas Network, we?ve learned a lot about how to design a good online course for students who struggle with English, span all the time zones in the world, and have very different learning goals. In this talk I will share my own teaching experiences and surprises and some of these design tips from our MOOC courses.


Wednesday November 6, 2013 3:00pm - 3:25pm
White Pine


Emancipating Learning: Journey to the MOOC and Beyond
Some may think that Massive Open Online Courses (MOOCs) are a fad, but they are raising some interesting questions about the scalability, accessibility and quality of online learning, as well as new thoughts about the higher education landscape. While a number of institutions have started to offer MOOCs, many are still wondering if and how to participate, as well as how these learning experiences relate to other online teaching and learning plans.
Are your institutional leaders tasking you what finding out more and determining what they should do about MOOCs? Are you wondering if and how you should get started? Are you curious about what it is like to develop and facilitate a MOOC and if it's worth the effort? Whether you?ve run a MOOC or are considering running one, this participants on the panel will provide the perspective and journey of three institutions which have run one more MOOCs: Cuyahoga Community College; State University of New York; and University of Illinois Springfield; on their MOOC journey. They will share insights, best practices, pitfalls and research results.

- Cuyahoga Community College (Tri-C) recently became the first community college in the nation to launch a MOOC -- free online classes to help students of all ages, including high school students preparing for college readiness, middle-aged workers returning to college to prepare for a new career and to middle-school students working ahead at Pre-Algebra pass developmental math, also known as remedial math, before they enter college. This course was developed using an innovative design to improve student engagement. The MOOC leverages game mechanics to motivate students? progress through the course. Sandy Moses and Sasha Thackaberry will provide highlights of the design, development and delivery process, along with results of their data analysis into course activity and student performance.

- State University of New York (SUNY) is hosting an open community course on Open Educational Resources and members of the team who designed the course will discuss the collaborative project. The team includes SUNY faculty, librarians, and instructional designers from several campuses who worked on the creation of an open course on OER designed for SUNY faculty and staff. The project has been designed to build critical thinking skills needed for creating, selecting, and evaluating open educational resources in the context of the online environment

- University of Illinois Springfield held a MOOC entitled "The Emancipation Proclamation: What Came Before, How It Worked, and What Followed" in early 2013. This was the second MOOC offered by UIS, following the eduMOOC of Fall 2011. Ray Schroeder, Michele Gribbins, Carrie Levin and Emily Boles will share their experiences and lessons learned in developing and delivering the MOOCs. Discussions will range from the effectiveness of technologies and activities used in the two MOOCs to insights from students regarding their motivation for participating in the MOOCs.

avatar for Jarl Jonas

Jarl Jonas

Director, Product Management & CourseSites at Blackboard, Blackboard
Educator and life-long learner excited about the use of technology to enhance student engagement and achievement. I currently serve as the Director for CourseSites by Blackboard, a free, hosted online course creation and facilitation service for individual instructors. I also am an... Read More →

Wednesday November 6, 2013 3:30pm - 3:55pm
White Pine
Friday, November 8


MOOCseums: Using the Open Movement to Invigorate Local Museums
The societal institution of the museum, a pillar in American and global cultures for over 200 years, faces unprecedented challenges to its survival.  As the creation and distribution of culture, media, information and content shifts from longstanding producers to an ever-expanding world of producer-users (Benkler, 2006), museums have struggled to adapt their practices.  Museums, institutions designed to classify, display and care for culturally and historically relevant artifacts (S. 3984, 2010), have long worried about how methods of massive publication could harm its status as an authority and distributor of these artifacts.  This is despite research showing the benefit open access and digital distribution can provide for the museum as a culturally defined knowledge base and learning center (Simon, 2010), one people will continue to visit despite the ubiquity of its artifacts in the public sphere (Berger, 1972).  Projects such as Steve.Museum and GLAM-WIKI have utilized open access methodologies to place digital artifacts in the public sphere, producing crowdsourced definitions and tags for a greater public use.  While noteworthy, these initiatives are limited in scope, utilized primarily by groups of museum administrators.  Digital technologies incorporating the open movement have yet to be utilized to engage museums? extensive population of patrons and members, nor have they been woven into existing museum education departments. 
An opportunity exists for museums to utilize open access methodology and open educational resources in creating a digital space to provide unique and authentic interaction with cultural artifacts and experts.  This presentation details one such experiment: a model for museums to engage in open online courses regarding collections or traveling exhibits.  Using George Siemens? connectivism (2005, 2008) as both a learning theory and pedagogical model, these courses will utilize open platforms, communication tools and resources to create a digital experience tied to the museum?s mission.  A museum can utilize open software, open resources and open networks to design a course of specified length, organizing facilitators to gear discussion and provide scaffolding for course patrons as they navigate topics and projects.  The advent of digital publishing, social media and low-cost communication tools can allow a unique perspective of and access to the epicenter of the museum and its artifact creators and scholars, something different from yet complimentary to an in-person visit or course.
This research-in-progress is a case study of one such museum adopting an open online course as supplement to a travelling collection.  This moderate-sized museum (waiting for IRB clearance to announce) will offer a four- to six-week course organized around a traveling collection of contemporary photography.  Patrons of the course will engage with each other and the facilitators through a mix of open content, discussion boards, social media, personal digital artifacts, synchronous class sessions, master classes with experts and artists, and the development of their own digital artifacts and photography.  As similar exhibits have displayed at other regional museums, the museum hopes to see how offering an open course can affect interest in and patronage of the museum, both on-line and tangible.  

avatar for Rolin Moe

Rolin Moe

Doctoral Candidate, Pepperdine University
Authentic learning environments.

Friday November 8, 2013 3:30pm - 3:55pm
White Pine