Leveraging MOOCs to Increase College Readiness (178756852)

7/27/2019 Leveraging MOOCs to Increase College Readiness (178756852)

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Leveraging MOOCSto Increase College

ReadinessRobin Grebing, St. Louis Community College

Chelsea Caile, Southeast Missouri State University


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Presentation Outline

Original Metro College Concept

Concept Evolution to Include MOOCs

Integrating OERs in Instruction and Services


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Metro College Original Concept

Original Goals: Allow regular transit riders to use the time on the

bus/train to improve their education and pursue a formal

career

Develop a curriculum that the Community College couldsupport that would include some components of

distance learning and perhaps classes on weekends,

evening, etc.

To the extent required provide child care during classtime

Define success before we begin


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This is a GREAT Idea

Time on the metro = Time to study

Population is easy to reach

Data for transit stops easily obtained

Potential for corporate partners

Mobile devices have surpassed computers for Internet

access

Penetration of smart phones, 4GLTE and wifi in St.

Louis


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Who is riding the bus? Approximately 60 % of students entering community colleges must enroll in

at least one remedial education course (Bailey, 2008).

Of those students who need math remediation, only 31% complete the

developmental course series within three years; a meager 16 % complete a

college-level math course (Bailey & Cho, 2010).

The graduation rate for students who enroll in developmental educationcourses at the community college is less than 25% after eight years. In

contrast, students who require no remedial education achieve a 40%

graduation rate in the same period (Bailey & Cho, 2010).

STLCC fall 2007 first-time students -- 90% placed into one of three

developmental math levels. Only 6% of students referred to the most basicmath course graduated after three years compared to a 22% graduation

rate for students who took no remedial math courses.


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Reimagining Developmental

Education Promising Dev Ed redesign nationally

Community College of Baltimore combined dev ed

and college-level English MOHealthWins

Semesterless/courseless accelerated/modularized

Contextualized/integrated

Immersion/higher touch


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MOHealthWins

Math Boot Camps 114 students over 3 summers (2011, 2012, 2013)

63 students (55%) skipped one or more dev ed

courses

Mean improvement in COMPASS: 21.3 points Mean time to completion: 5.2 weeks

Combined ENG 030 with ENG 101

142 students (fall 2012 and spring 2013)

97 students (68%) passed both courses

Contextualized reading course for health professions

Technology literacy course


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Developmental Education MOOCs

Some institutions are offering these already.

Carnegie Foundation and Stanford remedial math

MOOCs based on existing online courses that have

tripled student success in half the time

Cuyahoga Community College math

Udacity and San Jose State

Why are dev ed MOOCs a bad idea?


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Whos Afraid of the Big, Bad

MOOC? Traditional College will not be gobbled up

MOOCs give us an opportunity to do things better

I feel like the MOOC phenomenon stripped somethingbare in education, startled us out of a kind of

complacency, and now we have an opportunity to

reexamine how we approach the whole endeavor ofteaching and learning. Sean Michael Morris, Hybrid

Pedagogy


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Content v. Courses

Content most MOOCs are just posted content Video-taped lectures, a syllabus, lecture notes,

assignments

Its organized in a linear fashion, usually a 16-week

semester There are no opportunities for feedback

Courses MOOCs can be real courses

Designed in a way that helps students make forward

progress

Self-assessments and links to supplemental

materials and academic support are built in


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Strategy 1 Offer career-focused and skills-based pre-college and college classes

to patrons of the public transit system.

Goals:

To provide access to online remedial education, college-level courses

and comprehensive student support services To meet the needs of regional employers for a skilled workforce.

Create modular, self-paced, competency-based, developmental and skills

courses that are contextualized for real-world application and can be

consumed on mobile devices. (Leverage MOHealthWins)

Develop an introductory course that includes an interest inventory and

information about college programs that match the students interest.

Assist students with mapping an academic and career plan.


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Strategy 2 Offer the curriculum to secondary students.

Goals:

To encourage more high school students to pursue postsecondary

education by providing low-risk, online learning options.

To eliminate barriers to earning a college degree by reducing the number ofdevelopmental education courses students need to take.

To strengthen partnerships with area school districts.


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Strategy 2 Offer the courses to high school students who can work on them

independently or as part of a cohort during the school day.

Create a College Success course geared to high school students to help

them practice additional skills important for college readiness.

Assist clients with mapping an academic and career plan and provide

access to other student support services. Commit a faculty member to make classroom visits to high schools.

Assist high school teachers in developing companion curricula.

Engage at-risk students to promote academic achievement, increase

attendance, decrease the drop-out rate and reduce disciplinary incidents.

Develop a process to award credit for courses.

Encourage the participation of parents and caregivers.


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Strategy 3 Offer the courses as Massive Open Online Courses (MOOCs).

Goals:

Provide open-access tools to eliminate barriers to college and promote

student success.

Raise awareness about St. Louis Community College and provideinformation about the programs we offer.


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Open EducationalResources


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Introduction to OERs

Definedteaching, learning, and research resources thatreside in the public domain or have been released under

an intellectual property license that permits sharing,

accessing, repurposing including for commercialpurposesand collaborating with others (Free to Learn,

2010).


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Examples
http://www.google.com/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&docid=xRbSbz2wT5VkXM&tbnid=nHM_Jbt86L7xlM:&ved=0CAUQjRw&url=http://www.iskme.org/our-work/oer-commons&ei=VxReUs2dOKS2iwKy6oDwDg&bvm=bv.54176721,d.cGE&psig=AFQjCNEQOLgd3_3rFAVjN8nQZY2xpsqgWA&ust=1381983699140311http://www.google.com/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&docid=eE-Ve-3ZNsU3KM&tbnid=UyTFKrV035b97M:&ved=0CAUQjRw&url=http://www.quantumseolabs.com/blog/social-media/5-youtube-optimization-tips-to-drive-up-views-2/&ei=HRReUor8O4mQiALxuIDwAQ&bvm=bv.54176721,d.cGE&psig=AFQjCNHfa2u8woZ3tPE7-0FFY10oBDddIQ&ust=1381983641813355


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Free Available 24-7, when most of us arent

Almost half of Academic leaders agree it takes more

time and effort to teach online- (Babson Survey, 2013)

OER offers higher education governance leaders a

cost-efficient method of improving the quality of teachingand learning while at the same time reducing costs

imposed on students related to the purchase of

expensive commercial textbooks and learning materials

(Free to Learn,2010)

Why should we be interested?


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Common concerns

Uncertain how to incorporate into class or supportservices

Too much available to mine through

Unaware they exist

Quality


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Incorporating OERsinto your university


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Assess Students

Orientation for new online learners

Self Assessment

15 questions related to skill-level and understanding of typing,

Microsoft Office, basic computer knowledge, citing resources,

accessing library materials

Provides links to OERs for areas where deficiencies are reported


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Assess Students

Bridging from Class I to Class II To begin Class II students should have knowledge from Class I.

Provide a short assessment for students to complete at the beginning of class

(or before they even register) to gauge their understanding of important

concepts.

Use helpful links to resources to help students brush up on their knowledge

on areas where they did not get the correct answer.


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Enhance Course Content

Use Videos from OERs to demonstrate content online Avoid recording it yourself which can be cumbersome and time

consuming without appropriate knowledge or equipment

No storage concerns

Frees up your time to engage with students on their specific needs in

forums or other formats


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Flip Course Delivery

Flipped classroom Require students to watch videos, read lesson material outside of

traditional textbook content, or practice important concepts outside of

class

Focus the limited time in class for specific needs of individuals or the

group


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Provide Support Services

Online Support Centers

Advising

Tutoring

Library

Tech Support

Are available for access anytime, anywhere!

Save time and money!


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Mining the Resources& Sharing with Others


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Finding the Gold

Database or Index Resources as you become aware oftheir legitimacy and use

Use OneNote or Evernote to help organize or

Create a web page that others can use or

Find an index created by a similar

organization/department

Ensure quality by finding peer-reviewed resources


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Getting the word out

Educate folks about OERs

Campus workshops

Web page

Collaborate

Get teams together to help share the time and

resources needed to brainstorm ideas and implement

projects

Create an OER policy


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Parting Comments

We Hope You..

Arent afraid of big, bad MOOCs

Embrace them as an opportunity to improve teaching

and learning

Discovered a way to incorporate OERs at your

institution

See the possibility of technology


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Documents

Leveraging MOOCs to Increase College Readiness (178756852)