Tom Minnefor - Rutgers: very good info
Marcel Schmitz: Is the learning maturity convincing enough for leadership (any University Leaders react please)
Julia Teahen-Baker Online: Nice job...great webinar!
Allan Schmidt - Iowa State: How do you get the full ECAR E-Learning Study report?
Julia Teahen-Baker Online: @Marcel - do you mean enough evidence to offer online courses?
Marcel Schmitz: Well is the assessment convincing enough for leadership in order to invest (when score is low)
Jackie Bichsel: The maturity index is indeed the place to get the conversation started with leadership. You can see where your strengths and weaknesses are in e-learning and use those as a jumping-off point in terms of what you need to progress. http://www.educause.edu/library/resources/state-e-learning-higher-education-eye-toward-growth-and-increased-access
Jim J - MiraCosta: @Colleen when will that report be available to non-ECAR institutions?
Bryan Alexander: Absolutely.We're in science fiction territory now.
SusanGrajek: Institutions subscribing to ECAR can get the full study now; it will be available in several months for others
Julia Teahen-Baker Online: We have always used the "Voice of the Customer" to decide on where to invest.Our students demanded online, blended, and hybrid learning models.So...we moved in that direction.
Donnie Sendelbach, DePauw U: Great session once again!
Bob Hagearty (UMass): Ifa faculty memeber isn't trained in instruction or teaching, then going online isn't going to solve that.
Marcel Schmitz: @Julia: Leadership is convinced by numbers. Results on student success, numbers of student experience, nationwide scores of student reviews etc. etc. Is the index convincing enough for (my) management to get into action?
Nick Backscheider, Aauburn Univ: good, useful.thanks
Colleen Keller, EDUCAUSE Librarian: ECAR publications become public 5 months after their original pub date
MRF - SCCC: @ Bob- agreed. Not being trained in pedagogy could hinder...
Archana, University of Maryland: The link does not have stats...:(
Julia Teahen-Baker Online: @Marcel...I guess I cannot answer for your institutional leadership...it is convincing enough for me given the needs of our student population.I wish you luck!
Abbreviated Questions for Speakers Chat (ET)
Natalie Harp 2: (13:12) loaded question
Marcel Schmitz: (13:12) But is this audience biased?
Evelyn Launius: (13:13) Can you please elaborate more on why MOOC is a threat from your perspective?
Linda Feeney: (13:15) The key is the word 'threat' and how it is interpreted. HiEd is threatened because it must respond to the change and not just wait and see.
Marcel Schmitz: (13:16) How to convince management to take this train?
Susie Henderson, EDUCAUSE: (13:16) Thanks for using this chat area to submit questions for the speaker.
Kyle Johnson (Chaminade Univ): (13:17) What (if any) new pedagogical approaches can we learn from MOOCS?
Noah - UMN: (13:17) To what extent it is appropriate to equate an institution of higher education and a business? In what ways does this miss something?
gayle: (13:17) are you talking about for credit moocs or moocs for people who don't want to get higher education degrees or high school students trying to jump start their college careers?
Susan 2: (13:19) Are you equating a blended course and a flipped course?
guest 16: (13:20) are we preparing new instructors to use this technology and how early in a student's life will s/he be exposed to this type of instruction
Ellen Murphy: (13:20) Isn't it possible that the lecture will still be alive, but slightly different? People still are willing to pay lots of money to attend a TEDx event, and aren't those lectures?
Sheri Handel: (13:21) Did you have a team of instructional designers/technologists who could help you?
Kyle Johnson (Chaminade Univ): (13:22) If one MOOC takes this amount of resources, how does that scale to a large (or complete set of offerings)?Or do you just provide the same class ad infinitum?
Jarret Cummings, EDUCAUSE: (13:23) As the MOOC providers continue to evolve their business models, it appears that they are emphasizing their course delivery technology over the form of a massive open online course itself. Is that a fair read, and if so, what does it say about the MOOC companies' business models as relates to MOOCs themselves?
wayne boone Carleton University: (13:23) plse elaborate on how you conducted peer grading?
gayle: (13:23) are there specific disciplines that really should avoid teaching using moocs?
Deborah Lee, Mississippi State University: (13:24) How did your university factor in the development time for the MOOC for you as a faculty member?Reduced course loads?
Kelvin Bentley (Cuyahoga CC): (13:24) But will MOOCs matter if many institutions don't give credit for them???
Ang: (13:24) What was the focus of your Google Hangouts?
Brian Basgen: (13:25) To add to @Kelvin's question: if only "peer grading" occurs, does a MOOC substantively differ from a sage on a stage, conference type presentation?
Glenn G - Washington College of Law: (13:25) Dropouts aren't good stats when people want credit!
Erin Hill: (13:25) How was learning assessed?
Ed Garay, UIC: (13:26) Besides all the time spent on developing the course materials, student activities, etc. how much time did you spend each week while the class was in session?
Matthew: (13:26) How did UoMD pay for your time in curriculum creation and delivery for this course on distruptive technology?
Jobeth Pilcherat BHCS in Dallas: (13:26) How can we sign up/ register for the MOOC that you mentioned that starts on Sept 30th?
MRF - SCCC: (13:26) How do faculty get paid for the course development?
Jeannie Poterucha Carter: (13:27) jobeth, go to coursera.com
MRF - SCCC: (13:27) And udacity?
guest 9: (13:29) Do we expect each institution to provide world wide education?
Kyle Johnson (Chaminade Univ): (13:29) How is the concern about taking a MOOC somewhere else different than dealing with transfer credit?
Michelle Donaldson Ohio U: (13:30) How have you dealt with the questions in regards to intellectual property when asking a faculty to consider participating in a MOOC?\
Matthew: (13:30) How do the stipluations with articulation agreements across states work for MOOCs, specifically did UoMD have permission to offer education in all 50 states?
Margaret Nosek: (13:31) How do learners find out about available MOOCs worldwide?
Kim McDevitt: (13:31) have you ever seen a course with a laboratory compenent succeed in the MOOC environment
Stephen Larson, SRU: (13:31) UoMD teaches to military
Bob Hails - PASSHE: (13:31) Yes, how did you handle state authorization for your Mooc?
Fran A Chapel Hill NC: (13:32) what was meant by developing scenarios to create a plan?
Jerry: (13:32) Should faculty be paid separately for preparing/presentng a MOOC?They don't get paid separately for their regular courses
Ena Haines: (13:33) in what situations would you expect that later adopters might be able to gain advantage? Is it always going to be the case that the early birds will run away with it?
Su Lin Shum: (13:33) Do you have some best case examples of how to add value through MOOCs?
Mark McConahay - Indiana University: (13:33) How do you deal with academic performance and credentialing?What becomes of instiutional ional differentiation?
Larry Perkins (Gonzaga_: (13:33) So, I can understand questions of "authorization" regardng the distribution of intellectual property, user of resources, et cetera; but, Just where does the idea of "needing prior authorization in all 50 states" come from relative to simply making information available as a "Freedom of Speech" issue?
guest 9: (13:34) How does social media enhance a university's ability to provide MOOCs?
Allan Schmidt - Iowa State: (13:34) How do you choose the courses/topics to deliver by a MOOC?
Wen @ EDC.org: (13:35) Practical strategies to overcome language and cultural differences barriers in a MOOCs environment?
Guest: (13:35) Is it too early to think about compentency based degrees versus credit based?
Krissy Lukens: (13:41) @ Guest: I've been intrigued with the following company and especially their job opportunity posting . . . notice, no degree required.http://infographics.com/jobs.php
Wen @ EDC.org: (13:42) @Guest: Great point! I like the competency based degree model. A lot of real world jobs (e.g. bank data mining) are actually more of "craft" and "experience" instead of just pure programming logic or knowledge...
Guest 23: (13:43) I am a visual learner myself so this is very helpful.
Alex Sergay: (13:47) How expensive and difficult to use are the automated grading systems?
Donnie Sendelbach, DePauw U: (13:48) Do the students also get access to their dashboard? Do they also get to look at where their weaknesses are--so that they have ownership of the learning process, too?
Guest 3: (13:49) Can you speak about the accessibility implications of online learning?
jrboyd - MSU: (13:49) Can you describe the nature and depth of support that MIT faculty receive to accomplish this model?
Ellen Murphy: (13:50) Yes, would like to know about accessibility in MOOCs.
Jarret Cummings, EDUCAUSE: (13:50) How do you manage academic integrity concerns in the context of a pedagogical process that heavily leans on peer interaction?
Ellen Murphy: (13:51) How does Higher Education balance innovation (like MOOCs) with the requirements of accrediting agencies?
SUNY Cobleskill - Jim Dutcher: (13:52) Teaching is a great way of learning...doing is often the best way of learning...not just simulations, but rather real world environments...are there experiential MOOC examples folks know and can share?
Guest 23: (13:54) Do you foresee impedimentsbeing created by federal and state bureaucracies (e.g., educational agencies)?
Ellen Murphy: (13:55) Did MIT develop their own Platform to get them the types of data they are getting and the ways they are using them? Do they think all platforms provide these things,? How will MOOCs change platforms?
Marcel Schmitz: (13:56) And what is the role of the library on the campus?
Donnie Sendelbach, DePauw U: (13:56) How does this mean the residential housing will change? Not just a place to sleep and party but also a classroom?
Brent McCowan: (13:57) Which companies are leading the way in education analytics?
Stephen Larson, SRU: (13:57) Diana, please up the volume on your mike
Emily Thompson: (13:58) do you have any suggestions for how publishers could alter their licensing models to try and get library materials to students who might not be officially registered students
Donnie Sendelbach, DePauw U: (13:59) How do we present info not just in different ways but also different ways to interact with it?
Guest 22: (14:00) @Emily - some publishers are willing to have a chapter or portion of a book used in a MOOC because it helps drive sales of the book.However, it is typically the marketing dept and not the rights and permissions dept that gets this.As for licensing for libraries, I don't think there has been much movement there.
Nancy Baumann: (14:05) In the end, isn't it the meta data that will help us improve learning? Aren't MOOCs, at this point, a research project?
Harper Johnson: (14:08) Didn't the chart state employees per 1000 students?
Harper Johnson: (14:09) That would equate to 26 additional staff at NAU
Donnie Sendelbach, DePauw U: (14:09) What are the new roles not yet in place anywhere but needed with this revolution in learning?
Jackie Bichsel: (14:10) That's correct, Harper.
Ed Lojko: (14:12) When students say they would like more gaming/sims, what are they asking for?
Guest 23: (14:14) Would course specific Apps complement MOOCs?I teach one of my courses with a very powerful App. It saved students $120.I don't want students to spend more than $40buying textbooks or supplemental materials.Just about everything, except pharmaceutical research, is online.
Archana, University of Maryland: (14:16) WHen yo ask academia to make their course online what are theintellectual right issues?
Ellen Murphy: (14:16) I htink a lot of schools are using publisher content to populate the majority of the course content, does this factor into the data we are looking at? Are faculty ever threatened by that?
Archana, University of Maryland: (14:17) Who owns the course intellectually
Jeremiah Parry-Hill, RIT: (14:19) Is there a trend toward treating MOOC experience as prior experience credit, or an assessable competency?
Guest 22: (14:19) @Archana - who owns the intellectual property in the MOOC depends on your institution's IP ownership policy.A number of institutions are updating their policies b/c MOOCs weren't contemplated.
Guest 3: (14:19) But the students in the ECAR sample are not the target of MOOCs, are they?
gayle: (14:20) Please talk about IP and MOOCs
Janet Bickel-Burton: (14:21) this MOOCs demographic seems similar to early 1990'sinternet usage of the then "new" internet
Cynthia Humes, CMC: (14:21) I agree with Gayle, pls talk about IP and MOOCs
Archana, University of Maryland: (14:21) Yes just wondering with all this research did they find that out.... what is the breakdown
guest 11: (14:23) If universities and colleges accept outside MOOCs and start using competency assessment as the formula for awarding credits how to do schools of lower rep or name recognition compete with the top tier schools?
Joan Cheverie - EDUCAUSE: (14:24) @Gayle Take a look at:http://www.educause.edu/library/resources/copyright-challenges-mooc-environment