This is the group space for the CPDD Workshop on MOOCS that was delivered during the CIEC 2014 Conference. The initial content is provided based on the panel presentations and the breakout groups questions/discussion during the workshop, but we invite CPDD members to continue to contribute to the discussions and to share information and resources throughout the conference and the coming year.
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Value of MOOCs to Universities
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<b>What is the value of MOOCs to the university?</b>
– How can MY institution capitalize on the energy of the MOOCs movement?
– What opportunity do MOOCs present in helping to achieve MY institution’s mission?
Can offload core, common courses through MOOCs while leaving faculty to focus more on their specialties.
Branding, marketing.
On campus students benefit from access to online materials; distant campuses get access to information, materials that they may not otherwise get.
On campus face2face students can be emboldened by seeing remote students ask questions and get them answered; can increase class participation of on campus students, enrich the classes.
MOOCs seem to be a good fit with the “land grant mission” – educating the “masses.” This is just a new tool with which to do it.
Also, ideological benefit: if a university’s mission is to extend education (especially in their special niche) to the world, MOOCs align with this mission .
At this point, there is value in getting your feet wet – experimenting and getting experience. But is jumping in with both feet worth it?
Why do we all teach an introductory course in Statics or Physics or Calculus (or Econ, Psychology, Biology, etc.)? Why not get the best teachers in the country/world to teach them as a MOOC – the content is amazingly similar across all our institutions. We could focus our courses on those things in these areas that we want to tailor or extend to our particular situations.
MOOCs can provide better access to students who might be shut out of courses that fill up, or to students at remote campuses which don’t offer the full panel of courses that the flagship university campus does. In this case, MOOCs could allow more students to finish their degree in four years or less.
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