Internet Learning Volume 3, Number 1, Spring 2014 | Page 65

Internet Learning MOOC Development: Purpose, Audience, and Objectives The goal of designing and developing a Developmental Mathematics MOOC was to leverage the college’s extensive experience in subject matter and online learning to expedite the transition into mainstream college coursework for massive numbers of students. In the Fall 2011 semester, Tri-C had 2,285 “new-to-college” students test into the College’s first-level developmental mathematics course – MATH 0910 – Basic Arithmetic and Pre-Algebra. In the Spring 2012 semester, another 1,109 students tested into this course. Of these, nearly 3,400 students, approximately 1,600 tested at the upper end of the placement score range for the MATH 0910 course. Tri-C’s Developmental Mathematics MOOC targeted these students who tested into the upper levels of pre-algebra. The MOOC was intended to bridge the gap for these students, allowing them to skip the college’s MATH 0910 course altogether and go directly into the college’s Beginning Algebra or Quantway course sequence. The overarching outcomes for the MOOC pilot included: • Addressing the developmental education challenge and Tri -C’s priority to help students get to college ready status at a faster pace. • Opportunities for partnership with K-12 by targeting high schools students and helping students get to college-ready status before they enroll at Tri-C. • Supporting returning students who want/need a brief math refresher. • Contributing to the exploration of innovative and experiential practices in teaching and learning and being a leader among community colleges, as a Board Member Institution in the League for Innovation in the Community College. The audience for the MOOC included a number of different student populations – both current students and nonstudents. These audiences included students currently enrolled in Tri-C’s bridge courses, as well as students who desired additional practice after completing mandatory placement prep. Tri-C’s work with local high school partnerships and the community also expanded the target audience to first generation, returning, post-secondary, and tech-prep students. Lastly, in partnership with Blackboard Coursesites, Tri-C was able to enroll students outside the region, state, and nation. Instructional Design The Tri-C Math MOOC was developed by a collaborative team of faculty and instructional designers. Several faculty members served as subject matter experts and members of the instructional design team served as both designers and developers, supporting the faculty by aligning the course, developing the course structure in the Learning Management System, loading the vetted content and materials, and setting up adaptive release for the gaming aspect of the learning experience. Finally, an external graphics developer provided unique graphics for the entire course. The course was designed and developed during a two-month period (January–February 2013), as the first offering was scheduled for March 2013. This required a high level of interaction between the faculty and the design team, needing regular communication, quick turnaround times, and collaboration. The collaboration was critical to the success of the project, and working together, the full team was able to fix technical issues, adapt the course as needed, and improve the support to students. 64