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H igh-Impact Practices & The Potential of MOOCs

H igh-Impact Practices & The Potential of MOOCs. Cynthia L. Selfe, Scott DeWitt, Susan Delagrange, and Ben McCorkle. Teaching and Learning with High-Impact Practices 11 April 2014 | Younkin Success Center. BACKGROUND.

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H igh-Impact Practices & The Potential of MOOCs

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  1. High-Impact Practices & The Potential of MOOCs Cynthia L. Selfe, Scott DeWitt, Susan Delagrange, and Ben McCorkle Teaching and Learning with High-Impact Practices11 April 2014 | Younkin Success Center

  2. BACKGROUND Recently, an instructional team from OSU implemented a Coursera-based writing MOOC, called “Rhetorical Composing.” • 10-week course • Peer review = cornerstone • 33K enrollment WRITING II: RHETORICAL COMPOSING https://www.coursera.org/course/writing2

  3. RHETORICAL COMPOSING: OVERVIEW Main assignments include: • Initial literacy narrative • Comparative analysis of other writers’ narratives • Visually oriented PSA • Research-oriented composition Additional course elements: • “Level Up” challenges • Supplemental readings/viewings • Open Source Resources

  4. WEx (The Writers Exchange) • Developed in-house • Robust, meaningful peer review • Describe - Assess - Suggest • Data analytics dashboard

  5. SCOTT DEWITT On Writing Intensive Courses, Peer Review, and WEx (The Writers Exchange)

  6. CINDY SELFE On Creating Diversity and Global Learning Communities in MOOCs

  7. SUSAN DELAGRANGE On Using MOOCs to Foster Undergraduate Research and Community-Based Learning

  8. ? QUESTIONS

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