Creating the Wake Tech Reading and Writing MOOC – NCCCS Conference 2016

Posted on Updated on

4:30pm Marriott Congressional Room. Marriott Hotel, Raleigh, NC. Presented by Laura Kalbaugh, Maureen Cunningham, Lori Dees, Kelli Keltz, Emily Moore, and Kay Ruth.

Creating the Wake Tech Reading and Writing MOOC – NCCCS Conference 2016

Get It Together

In order to get started, we began by studying the material which already existed, and took part in the process as experienced by our students.

  1. Our team took the NC DAP Test
  2. Researched Models to learn about MOOCs

Getting ready for the college writing MOOC

We researched other materials already built with this topic in general, specificially the webinar: Creating a reading MOOC.

Creating The Course

Summer 2014 schedule

  1. Training
    • Participating in webinars
    • Research other MOOCS and best practices with online training
    • Take the Accuplacer examination that student must take
  2. Planning
    • Explore creative commons for MOOC materials
    • Establish SLOs
    • Determine module categories and begin making decisions about material to include in modules
  3. Development
    • Assign module development to each designer
    • Develop content for possible FA2015 pilot module in DRE lanbs and ENG111

Fall 2014 Schedule

planning compete specific timeline for MOOC

Looking at the materials live in the Blackboard interface required some adjustments to the final product. While small adjustments were made, the main body of the course remained intact.

Content development

Content and video development were put together and set with POWTOONS.
Example Videos can be seen at:

While this material was dynamic and interesting, it was very difficult to create something which could be text-heavy and still be useful for year after year use. Additionally, it must still create a lively product. Powtoons frees us from the fetters of people who no longer work with this item, clothing and styles which may go out of date, or legal issues related to images and music.

WTCC Institutional Restrictions

  • Accessibility
  • Copyright restrictions
  • Finding Content Application Exercises

The MOOC Itself

  • Getting Started
  • Introductory survey

Every lesson begins with an introductory video. Videos longer than 6 minutes are split into multiple videos. Each item within the lesson breaks down a series of mini-lessons which each covers a single topic. Each topic has a quiz, and each lesson has an overall quiz. completing a module successfully allows each student to earn a badge, and once all modules are completed, they will earn a certificate, which can also be retrieved from the school.

Several community colleges across the state link to our MOOC. The only thing required is some basic demographic issues such as age, grade, and a working email address.

Some ENG111 instructors require the students to complete the MOOC or sections of the MOOC to enhance their learning and understanding.

Will Revision Be Necessary?

Many students can use the MOOC as it currently stands for quite some time. Everyone feels the need to create additional pieces and recreate the materials which already exist so that they could improve upon the materials we already have.

Granted, we have currently had over 21,000 viewing participants using the reading MOOC. Completion rates across the country are hardly above 7%. The materials are most often used as supplements to existing courses.

Materials were built through a GATES grant. Even though we created with one purpose in mind, we don’t have a focus on completions as much as we have upon the creation of a useful tool.