Meg Schedel and Jennifer Adams - SUNY’s First Coursera MOOC: More than the Front Row Experience

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Information about Meg Schedel and Jennifer Adams - SUNY’s First Coursera MOOC: More than...
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Published on March 3, 2014

Author: alexandrapickett

Source: slideshare.net

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Meg Schedel and Jennifer Adams
SUNY’s First Coursera MOOC: More than the Front Row Experience
In this presentation we discuss the challenges of designing and creating content for a Massive Open Online Course which we used to flip the classroom students taking the class for credit in person. We will show examples of lectures and show the features of the Coursera platform. We will share both qualitative and quantitative results from surveys, the course forums, and the eportfolio sites created by our world wide student body.

SUNY’S FIRST COURSERA MOOC M arg are t Sc he de l & Jen nif er Ad am s Beyond the Front Row Experience 1

MARGARET SCHEDEL 2

MARGARET SCHEDEL Assistant Professor of Music at Stony Brook University 2

MARGARET SCHEDEL Assistant Professor of Music at Stony Brook University Core faculty in cDACT - the Consortium for Digital Arts Culture and Technology 2

MARGARET SCHEDEL Assistant Professor of Music at Stony Brook University Core faculty in cDACT - the Consortium for Digital Arts Culture and Technology Half my teaching is for Music (MUS) and half for cDACT (CDT) 2

MARGARET SCHEDEL Assistant Professor of Music at Stony Brook University Core faculty in cDACT - the Consortium for Digital Arts Culture and Technology Half my teaching is for Music (MUS) and half for cDACT (CDT) Composer who uses the computer to augment performances through interactive sound and visuals. Track artistic features using sensors, video cameras and microphones 2

MARGARET SCHEDEL Assistant Professor of Music at Stony Brook University Core faculty in cDACT - the Consortium for Digital Arts Culture and Technology Half my teaching is for Music (MUS) and half for cDACT (CDT) Composer who uses the computer to augment performances through interactive sound and visuals. Track artistic features using sensors, video cameras and microphones Been teaching ARS/MUS/THR now CDT 208 for six years - it’s been taught at SBU for over 15 years 2

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Consortium for Digital Arts, Culture and Technology 9

Consortium for Digital Arts, Culture and Technology 9

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CHANGES TO COURSE 15

CHANGES TO COURSE Had to find open source or free software 15

CHANGES TO COURSE Had to find open source or free software Processing already open source 15

CHANGES TO COURSE Had to find open source or free software Processing already open source Photoshop / Gimp 15

CHANGES TO COURSE Had to find open source or free software Processing already open source Photoshop / Gimp Logic / Soundation and Audacity 15

CHANGES TO COURSE Had to find open source or free software Processing already open source Photoshop / Gimp Logic / Soundation and Audacity Double the work 15

CHANGES TO COURSE Had to find open source or free software Processing already open source Photoshop / Gimp Logic / Soundation and Audacity Double the work I would do it again for any course I thought would work as a MOOC 15

CHANGES TO COURSE 16

CHANGES TO COURSE Rubrics for peer grading 16

CHANGES TO COURSE Rubrics for peer grading Quizzes 16

CHANGES TO COURSE Rubrics for peer grading Quizzes More detail 16

CHANGES TO COURSE Rubrics for peer grading Quizzes More detail Just flipping the classroom meant we could explain some things in person 16

CHANGES TO COURSE Rubrics for peer grading Quizzes More detail Just flipping the classroom meant we could explain some things in person ePortfolio integration 16

CHANGES TO COURSE Rubrics for peer grading Quizzes More detail Just flipping the classroom meant we could explain some things in person ePortfolio integration No way to “save” work in the Coursera platform 16

CHANGES TO COURSE Rubrics for peer grading Quizzes More detail Just flipping the classroom meant we could explain some things in person ePortfolio integration No way to “save” work in the Coursera platform Wanted to show competency-based learning 16

MISCONCEPTIONS 17

MISCONCEPTIONS Thought we would just record the screen with us talking over it 17

MISCONCEPTIONS Thought we would just record the screen with us talking over it Coursera did a study and courses without video of the professor had very poor student response 17

MISCONCEPTIONS Thought we would just record the screen with us talking over it Coursera did a study and courses without video of the professor had very poor student response Used an intro video with full screen for each week and then shrank “talking heads” into the corner of powerpoint 17

MISCONCEPTIONS Thought we would just record the screen with us talking over it Coursera did a study and courses without video of the professor had very poor student response Used an intro video with full screen for each week and then shrank “talking heads” into the corner of powerpoint Software demonstrations were just screen capture with narration (which is surprisingly hard to do!) 17

MISCONCEPTIONS Thought we would just record the screen with us talking over it Coursera did a study and courses without video of the professor had very poor student response Used an intro video with full screen for each week and then shrank “talking heads” into the corner of powerpoint Software demonstrations were just screen capture with narration (which is surprisingly hard to do!) Thought we would use a large tablet screen to transition into the software 17

MISCONCEPTIONS Thought we would just record the screen with us talking over it Coursera did a study and courses without video of the professor had very poor student response Used an intro video with full screen for each week and then shrank “talking heads” into the corner of powerpoint Software demonstrations were just screen capture with narration (which is surprisingly hard to do!) Thought we would use a large tablet screen to transition into the software The screen didn’t read at all on camera so we just made stand-alone software videos 17

MISCONCEPTIONS Thought we would just record the screen with us talking over it Coursera did a study and courses without video of the professor had very poor student response Used an intro video with full screen for each week and then shrank “talking heads” into the corner of powerpoint Software demonstrations were just screen capture with narration (which is surprisingly hard to do!) Thought we would use a large tablet screen to transition into the software The screen didn’t read at all on camera so we just made stand-alone software videos YouTube Office hours not well-attended 17

COURSERA CONCERNS 18

COURSERA CONCERNS Worried about the length - 15 weeks 18

COURSERA CONCERNS Worried about the length - 15 weeks Excited / nervous about it being a real college class - level of difficulty and workload 18

COURSERA CONCERNS Worried about the length - 15 weeks Excited / nervous about it being a real college class - level of difficulty and workload Concerned about production - not using a professional studio 18

COURSERA CONCERNS Worried about the length - 15 weeks Excited / nervous about it being a real college class - level of difficulty and workload Concerned about production - not using a professional studio Pleasantly shocked by the quality of first set of videos 18

COURSERA CONCERNS Worried about the length - 15 weeks Excited / nervous about it being a real college class - level of difficulty and workload Concerned about production - not using a professional studio Pleasantly shocked by the quality of first set of videos They didn’t see our REAL first set 18

SOFTWARE 19

SOFTWARE MacBook Pro 19

SOFTWARE MacBook Pro Keynote - presentation software with custom templates 19

SOFTWARE MacBook Pro Keynote - presentation software with custom templates Photoshop - logo design, and some animation 19

SOFTWARE MacBook Pro Keynote - presentation software with custom templates Photoshop - logo design, and some animation Final Cut - video editing software 19

SOFTWARE MacBook Pro Keynote - presentation software with custom templates Photoshop - logo design, and some animation Final Cut - video editing software Logic - audio editing software 19

SOFTWARE MacBook Pro Keynote - presentation software with custom templates Photoshop - logo design, and some animation Final Cut - video editing software Logic - audio editing software Screenflick - screen capture website 19

SOFTWARE MacBook Pro Keynote - presentation software with custom templates Photoshop - logo design, and some animation Final Cut - video editing software Logic - audio editing software Screenflick - screen capture website Teleprompter website - faster and easier than iPad software 19

SOFTWARE MacBook Pro Keynote - presentation software with custom templates Photoshop - logo design, and some animation Final Cut - video editing software Logic - audio editing software Screenflick - screen capture website Teleprompter website - faster and easier than iPad software Shot in my sound-proofed computer music studio 19

HARDWARE 20

HARDWARE Video 20

HARDWARE Video Panasonic GH2 video camera with tripod 20

HARDWARE Video Panasonic GH2 video camera with tripod 2-piece light kit 20

HARDWARE Video Panasonic GH2 video camera with tripod 2-piece light kit iPhone for extra shots 20

HARDWARE Video Panasonic GH2 video camera with tripod 2-piece light kit iPhone for extra shots Audio 20

HARDWARE Video Panasonic GH2 video camera with tripod 2-piece light kit iPhone for extra shots Audio Overhead Mic 20

HARDWARE Video Panasonic GH2 video camera with tripod 2-piece light kit iPhone for extra shots Audio Overhead Mic Boom Tripod 20

HARDWARE Video Panasonic GH2 video camera with tripod 2-piece light kit iPhone for extra shots Audio Overhead Mic Boom Tripod Zoom Recorder 20

HARDWARE Video Panasonic GH2 video camera with tripod 2-piece light kit iPhone for extra shots Audio Overhead Mic Boom Tripod Zoom Recorder USB Snowball mic for voice-overs 20

HARDWARE Video Panasonic GH2 video camera with tripod 2-piece light kit iPhone for extra shots Audio Overhead Mic Boom Tripod Zoom Recorder USB Snowball mic for voice-overs Took about 10 hours of shooting and editing for each week of content 20

PRODUCTION VALUES 21

PRODUCTION VALUES Short videos - no more than 8 minutes 21

PRODUCTION VALUES Short videos - no more than 8 minutes Read from teleprompter to prevent pauses 21

PRODUCTION VALUES Short videos - no more than 8 minutes Read from teleprompter to prevent pauses took a while to sound natural and enthusiastic when reading 21

PRODUCTION VALUES Short videos - no more than 8 minutes Read from teleprompter to prevent pauses took a while to sound natural and enthusiastic when reading teleprompter was necessary to sound professional 21

PRODUCTION VALUES Short videos - no more than 8 minutes Read from teleprompter to prevent pauses took a while to sound natural and enthusiastic when reading teleprompter was necessary to sound professional Compressed audio to prevent sentences from trailing off in volume 21

PRODUCTION VALUES Short videos - no more than 8 minutes Read from teleprompter to prevent pauses took a while to sound natural and enthusiastic when reading teleprompter was necessary to sound professional Compressed audio to prevent sentences from trailing off in volume Framed screen shots and made overlays to prevent distractions 21

LEARNED 22

LEARNED to label the videos with the subject and the length 22

LEARNED to label the videos with the subject and the length how important subtitles are 22

LEARNED to label the videos with the subject and the length how important subtitles are to try to modulate responses 22

LEARNED to label the videos with the subject and the length how important subtitles are to try to modulate responses when something goes wrong in front of 6,500 students it’s difficult not to care - I was fixing problems at 3am 22

LEARNED to label the videos with the subject and the length how important subtitles are to try to modulate responses when something goes wrong in front of 6,500 students it’s difficult not to care - I was fixing problems at 3am Coursera really cares and will help however they can 22

LEARNED to label the videos with the subject and the length how important subtitles are to try to modulate responses when something goes wrong in front of 6,500 students it’s difficult not to care - I was fixing problems at 3am Coursera really cares and will help however they can that rubrics are important to my in-person students 22

PEOPLE 23

PEOPLE Students 23

PEOPLE Students Grad TA’s Catherine and Tim who created content for the image and programming portions and edited the videos 23

PEOPLE Students Grad TA’s Catherine and Tim who created content for the image and programming portions and edited the videos Undergrad Michelle who made sure the shots looked right 23

PEOPLE Students Grad TA’s Catherine and Tim who created content for the image and programming portions and edited the videos Undergrad Michelle who made sure the shots looked right TLT at SBU 23

PEOPLE Students Grad TA’s Catherine and Tim who created content for the image and programming portions and edited the videos Undergrad Michelle who made sure the shots looked right TLT at SBU Catherine Scott - the rubric queen 23

PEOPLE Students Grad TA’s Catherine and Tim who created content for the image and programming portions and edited the videos Undergrad Michelle who made sure the shots looked right TLT at SBU Catherine Scott - the rubric queen Patricia Aceves - syllabus and learning outcomes 23

PEOPLE Students Grad TA’s Catherine and Tim who created content for the image and programming portions and edited the videos Undergrad Michelle who made sure the shots looked right TLT at SBU Catherine Scott - the rubric queen Patricia Aceves - syllabus and learning outcomes Jennifer Adams - all things Coursera and ePortfolio 23

PEOPLE Students Grad TA’s Catherine and Tim who created content for the image and programming portions and edited the videos Undergrad Michelle who made sure the shots looked right TLT at SBU Catherine Scott - the rubric queen Patricia Aceves - syllabus and learning outcomes Jennifer Adams - all things Coursera and ePortfolio SUNY 23

PEOPLE Students Grad TA’s Catherine and Tim who created content for the image and programming portions and edited the videos Undergrad Michelle who made sure the shots looked right TLT at SBU Catherine Scott - the rubric queen Patricia Aceves - syllabus and learning outcomes Jennifer Adams - all things Coursera and ePortfolio SUNY Lisa Stephens - high-level coordinator 23

JENNIFER ADAMS + 24

COURSERA AS LMS 25

CONTROLLING THE LOOK 26

CONTENT MANAGEMENT 27

LECTURE RECORDING STATUS 28

COMMUNICATIONS Students wanted more announcements 29

FORUMS/PARTICIPATION 30

FORUM - PEER TUTORING 31

FORUMS - NATIVE LANGUAGES/CULTURES Our Forums contained: Chinese Brazilian Cape Town Ukraine Polish Californian Skype & Facebook Study Groups 32

CLEAR RUBRICS = GOOD PEER ASSESSMENT CRITERIA Needs Improvement (1) Competent (2) Proficient (3) Assignment runs without errors. (3 points) Assignment does not run. Assignment partially runs. Assignment runs without errors. Quantity of Required Objects (3 points) Assignment contains fewer than 15 unique objects. Assignment contains 15-19 unique objects. Assignment contains 20 or more unique objects. Quantity of Sentences Within the Artistic Description. (3 points) Assignment includes only Assignment does not contain one sentence within the an artistic description. artistic description. Assignment includes 2 or more sentences within the artistic description. 33

FACE 2 FACE INTERACTIONS Students in class used projects from the MOOC to begin the first attempts at a formal critique. In class students who had excused absences were able to complete work inside the MOOC that would otherwise have been completed F2F. In class students watched the videos from the MOOC an average of two times each. 34

OH MY... 5+10*((quiz27)/10+(quiz29)/15+(quiz43)/15+(quiz59)/6+ (quiz83)/9+(quiz105)/8+(quiz125)/10+(quiz147)/8+ (quiz161)/8+(quiz177)/10+(quiz179)/6+(quiz219)/10+ (quiz233)/11+(quiz265)/5)/14+ 20*sum_top_k_of_n(12, (pg3)/9, (pg6)/15, (pg8)/15, (pg9)/9, (pg10)/9, (pg11)/9, (pg13)/6, (pg14)/3, (pg16)/3, (pg17)/12, (pg18)/24, (pg20)/ 12, (pg21)/15, (pg22)/12)/ 12+pg12/21*20+pg24/30*20+pg26/27*25+5*pg25/9 This is the formula to calculate whether the student earned a certificate of completion - 75-92% or a certificate of distinction 93% or higher 35

STUDENT SATISFACTION 36

STUDENT RETENTION 37

OUTCOMES/EVIDENCE 38

SAMPLES 39

SAMPLES 39

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SURVEY COMMENTS 41

SURVEY COMMENTS I think that your involvement in the forums makes such a large difference! 41

SURVEY COMMENTS I think that your involvement in the forums makes such a large difference! fantastic and unique content, delivered in an interesting way, with real attempt to teach design concept, giving in depth understanding to a community of hugely varying skills. Thank you, thank you, thank you! 41

SURVEY COMMENTS I think that your involvement in the forums makes such a large difference! fantastic and unique content, delivered in an interesting way, with real attempt to teach design concept, giving in depth understanding to a community of hugely varying skills. Thank you, thank you, thank you! I think that this MOOC is great... I would like to do more MOOCs about this topics in Stony Brook University. Thank you very much for share your knowledge with me. Greetings from Spain. 41

SURVEY COMMENTS I think that your involvement in the forums makes such a large difference! I think that this MOOC is great... I would like to do more MOOCs about this topics in Stony Brook University. Thank you very much for share your knowledge with me. Greetings from Spain. fantastic and unique content, delivered in an interesting way, with real attempt to teach design concept, giving in depth understanding to a community of hugely varying skills. Thank you, thank you, thank you! If the instructor teaches any course in the future, I ill sign up for it. And If I see any class offered by Stony Brook, I'll enroll in it! 41

LISA STEPHENS 42

LISA STEPHENS SUNY Senior Strategist for Academic Innovation 42

LISA STEPHENS SUNY Senior Strategist for Academic Innovation SUNY Coursera Development Group 42

LISA STEPHENS SUNY Senior Strategist for Academic Innovation SUNY Coursera Development Group OPEN SUNY Advisory Committee 42

LISA STEPHENS SUNY Senior Strategist for Academic Innovation SUNY Coursera Development Group OPEN SUNY Advisory Committee FAQ’s 42

LISA STEPHENS SUNY Senior Strategist for Academic Innovation SUNY Coursera Development Group OPEN SUNY Advisory Committee FAQ’s http://commons.suny.edu/opensuny/about/the-provostsopen-suny-advisory-committee 42

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OPEN SUNY/COURSERA FAQ 45

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