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Participant Chat: Links and Abbreviated Transcript Sifting Through Data: Completion, Motivation, and Learning in Minnesota MOOCs March 20, 2014: 1:00 p.m. ET (UTC-4; 12:00 p.m. CT, 11:00 a.m. MT, 10:00 a.m. PT)

Session Links: http://www.educause.edu/library/massive-open-online-course-mooc http://www.educause.edu/library/resources/what-moocs-mean-today%E2%80%99s-studentsand-institutions. http://www.educause.edu/library/resources/what-moocs-mean-today%E2%80%99s-studentsand-institutions

Abbreviated Chat Transcript: IDS-SDSU: (13:04) How were these courses determined? Laura Winer, McGill University: (13:07) how long was each MOOC? Tom Laughner: (13:08) Is the 300 to 400 hours just instructor time? How many hours when you include supporting staff? Tom Laughner: (13:08) And exactly what were the faculty doing? Nicole Weber, UW-Milwaukee: (13:08) What is teaching the course "proper" defined? Nicole Weber, UW-Milwaukee: (13:10) *How IDS-SDSU: (13:10) Do the instructors or TA partner with some sort of instructional designers in planning and designing the MOOCS? Patsy Moskal, UCF: (13:10) Did you investigate how these workloads compare to designing/teaching an online course? Bob Hails - PASSHE: (13:11) What are the costs associated with the planning? Maryalice Wu: (13:11) what duration were these courses? Tom Laughner: (13:11) 1700 hours per course, or for all five courses? J.D. Walker, U of Minnesota: (13:12) It was about 700-ish hours per course, on average. J.D. Walker, U of Minnesota: (13:13) Duration varied -- i think 4-7 weeks.

Maryalice Wu: (13:14) thanks, J.D. J.D. Walker, U of Minnesota: (13:15) The Provost's office issued a call for proposals -- these 5 faculty volunteered, so that's where the courses came from! J.D. Walker, U of Minnesota: (13:16) @Maryalice: yvw! Tom Laughner: (13:16) What were the incentives for the faculty to participate? Course release? Stipend? Other? J.D. Walker, U of Minnesota: (13:17) @Tom: good question! I can't remember -- let's ask Christopher in a moment. Cynthia Calongne: (13:18) Hi Patsy and Barbara *smiles and waves* JoanCheverie, EDUCAUSE: (13:18) Additional resources about MOOCs can be found at: Massive Open Online Course (MOOC) JoanCheverie, EDUCAUSE: (13:18) At: http://www.educause.edu/library/massive-open-online-coursemooc Ed Tech Team--Air University: (13:19) Hello Cynthia! Patsy Moskal, UCF: (13:19) Hi Cynthia! Cynthia Calongne: (13:19) *waves to Andy, Dean, Toni, Mike and the gang at AU Deke Kassabian, UPenn: (13:20) What are the goals of the University? Are they different at all from the goals of the faculty who participated? Laura Winer, McGill University: (13:20) what level of instructional design and videography resources were available for the MOOCs? IDS-SDSU: (13:20) WHo provide tech. support for students taking these courses? Bart Pursel, PSU: (13:20) Are any of the faculty doing research via their MOOC? Whether it be data collection or analyzing data generated by the student-content interactions? And if so, are they nervious about other researchers accessing their course data? CTLT at Illinois State University: (13:21) Were the faculty members already comfortable with producing media for online instruction? What sort of media production support was available for them? Peter: (13:22) What sort of learning analytics did the Coursera platform offer to the faculty and university? Philip Burns Northwestern University: (13:25) To Bart Pursel:Here at Northwestern, some MOOC instructors have been interesting in analyzing the content of discussion forums and questionaires.The

administration is also interested in this, as well as looking at demographic data and how it relates to course performance, sentiment, and discussion participation. Jenell Williams 2: (13:27) K-State values accesibility! Bart Pursel, PSU: (13:27) Thanks, Philip! We just went through an entire MOOC data policy exercise, as we came to a head pretty quick about who 'owns' the data, and how can we get the most out of it while appreciating the instructors efforts Philip Burns Northwestern University: (13:28) To Bart Pursel:Same thing is in progress here at Northwestern. Anne-Marie Scott (Uni of Edinburgh): (13:28) What sort of sample size is this based on? Survey as proportion of course cohorts? Maryalice Wu: (13:29) Could there be reasons for enrolling that you did not ask them about? Patsy Moskal, UCF: (13:31) How interactive were these courses? How did faculty encourage interaction with such large participation? I assume that all courses had the same support, in terms of TAs? Did the bulk of running the course fall to TAs? Hui-Hsien Tsai: (13:31) is the student population based on who completed the courses? Or just the enrollment numbers Laura Winer, McGill University: (13:32) What was your overall demographic profile of students? % male/female? % U.S. and other? etc. Bart Pursel, PSU: (13:32) Hi Chris and JD! ;) Eden Dahlstrom (EDUCAUSE): (13:32) Re: demographics and institutional drivers...We drew similar conclusions when we mined the 2013 ECAR Student Study for MOOC experiences. This info, plus a bit more on institutional MOOC-drivers are publically available here: http://www.educause.edu/library/resources/what-moocs-mean-today%E2%80%99s-students-andinstitutions. D. Christopher Brooks: (13:33) +1 Eden! Bart Pursel, PSU: (13:33) Nice. We're up to about 25 faculty, and even more grads, interested in examining our MOOC data...and none of these folks were involved in the creation or delivery of the MOOCs. Peter: (13:34) Eden, I'm getting a page not found? Laura Winer, McGill University: (13:34) Hi Eden, that link led to "Page not found Amy Woodgate: (13:35) It was pre-course survey data even for the "how much did you complete? less > more" question?

J.D. Walker, U of Minnesota: (13:35) @Bart: that's great! I just went to a MOOC conference showcasing some great hypotheses andresearch on them. Link later. Patsy Moskal, UCF: (13:36) How are you defining success? J.D. Walker, U of Minnesota: (13:36) @Amy: oops, you're right! For that question the N was much smaller, about 800 or so. Amy Woodgate: (13:36) thanks :) J.D. Walker, U of Minnesota: (13:37) Re: instructional design and video help. The instructors did have significant ID and video help. I don't think that was included in the time/effort numbers Christopher showed earlier. Jeannie Crowley Bank Street College: (13:38) The self-report elment is really nice--highlights the agency of the learner within the informal enviroments Cynthia Calongne: (13:38) In the GAMESMOOC, lurkers were welcome Patsy Moskal, UCF: (13:39) Agreed on not completing a MOOC...yet! :-) J.D. Walker, U of Minnesota: (13:39) Re: interactivity. The courses varied in amount of interactivity overall. Some profs really interacted in the fora, others didn't. Same with TAs. The majority of the interactivity was student-student in all cases. Jeannie Crowley Bank Street College: (13:41) grit? :) JoanCheverie, EDUCAUSE: (13:41) What MOOCs meant to today's students and Institutions http://www.educause.edu/library/resources/what-moocs-mean-today%E2%80%99s-students-andinstitutions Amy Woodgate: (13:41) Were there any other correlations with connection problems, ie outside of the US? Tsvet: (13:41) The problems with connections could have created the perception that they have completed more of the MOOC J.D. Walker, U of Minnesota: (13:41) @Patsy: I just heard a great paper comparing 2 MOOC sections, one of which had a good bit of professor interactivity, the other of which had none. Conclusion was no significant difference in affect/preferences or outcomes. Peter: (13:41) Thanks, Joan Maryalice Wu: (13:42) Are these results based on an ordinal logistic model? David Porter: (13:42) Perseverance, persistence may be correlated with connection probelsm and detremination to complete

Maryalice Wu: (13:42) If so what is the order? J.D. Walker, U of Minnesota: (13:42) @Amy: Yes. Outside the US definitely had more connectivity and time zone issues. Tsvet: (13:42) good point David. Amy Woodgate: (13:42) Well, you have already said that had a positive correlation with intent to complete Amy Woodgate: (13:42) looks like a red herring to focus on connection problems = greater completion J.D. Walker, U of Minnesota: (13:42) @Maryalice: yes, ordered logits except for the total points model which was OLS. Patsy Moskal, UCF: (13:43) Has the university put a dollar figure on how much the MOOC courses are costing? Or is anyone releasing that data!? For those with limited budgets, this could take a lot of $ and faculty hours away from the university's "traditional" non-MOOC students. David Porter: (13:44) @Amy maybe Ed Tech Team--Air University: (13:45) Hello Dave...from Andy Stricker... J.D. Walker, U of Minnesota: (13:45) @Amy: yep, I agree. The relationship is there but almost certainly comes from somewhere else. Jeannie Crowley Bank Street College: (13:45) @patsy I think it really varies by the type of MOOC created. An xMOOC with more pre-recorded infomation would be more expensive IMO than a cMOOC with informal content developed on the fly with low production values. We've run a few of each and neiter has required more than 5-10% load of the involved parties. But, they were much smaller <300 Chris Malek: (13:46) in obstacle to completion, did you consider decline in interest int the course material as the course progressed -- i.e. they lost interest in the course.Probably only applies to Enjoyment people Anne-Marie Scott (Uni of Edinburgh): (13:56) Face to face benefit: product of increased tutor access rather than online versus offline? Emily Bembeneck: (13:56) Is there a citation for that video production research? Curious if conference proceedings are published. Patsy Moskal, UCF: (13:57) Is there any move at UMto offer credit for MOOCs? Or charge a nominal fee for MOOC participation? J.D. Walker, U of Minnesota: (13:57) @Emily: there is yes. I think proceedings are online -- look for ACM Learning @ Scale conf

Emily Bembeneck: (13:57) Fantastic, thanks! Carlos Rueda: (13:58) thank you for sharing your knowledge. Debra @MDCollege: (13:58) I participated, and completed a MOOC offered by the Knight Center for Journalism in the Americas with the University of Texas, Austin. The topic "Social Media for Journalists". It was 5 weeks, a different presenter/prof each week/topic. Lot's of discussion, a global audience. Interesting to get feedback from students in Venezuela and the availability of social media