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22st Annual OLC International Conference
November 16-18, 2016 | Orlando, Florida | Walt Disney World Swan/Dolphin Resort

OLC Innovate 2016 - Innovations in Blended and Online Learning
April 20-22, 2016 | New Orleans, LA | Sheraton New Orleans Hotel

Blending More Than a Course: Thinking of MOOCs as Tools for Teaching and Social Change

#Twitter: 
#blended02333
Presenter(s)
Adam Nemeroff (Dartmouth College, USA)
Session Information
July 8, 2015 - 10:10am
Track: 
Blended Models & Course Design
Areas of Special Interest: 
Innovative Blends
Major Emphasis of Presentation: 
Innovation and Experimentation
Institutional Level: 
Universities and Four Year Institutions
Audience Level: 
Intermediate
Session Type: 
Information Session
Location: 
Governor's Square 11
Session Duration: 
50 Minutes
Session: 
Concurrent Session 5
Abstract

OperaX is about more than blending a face-to-face course, it's about impacting teaching and social change beyond our MOOC.

Extended Abstract

The DartmouthX course, "An Introduction to Italian Opera," has allowed the OperaX team to reimagine ways MOOCs can be used as learning tools for institutions and mechanisms for social and educational change. The course launches in October 2015 and we have thought of this at many stages of the design process. From the onset, we have realized that this course is uniquely positioned at the center of academics and the arts. Through our efforts, the course team realized we can utilize this course to have a positive impact in both spaces. This has transformed how we think about blended course design. It's not only about changing the face-to-face course, it's about impacting both the local and global communities with the same educational experience, resources, and network.

This MOOC case offers an alternative vision for ways blended versions of MOOCs could be utilized as an agent for transformative teaching and cultural change by doing the following in this case:

(a.) Redesign the on the ground course using the same backwards design process leveraging information on student performance, resources and learning materials, and assessment approaches from the MOOC course.
(b.) Developing tools for student reflection and self-assessment centered around listening and analysis in the course.
(c.) Consider how open educational resources (OER's) can be developed for this course and shared with a broader community.
(d.) Develop strategic relationships with Opera houses and arts organizations around the world to mobilize both local and global arts communities.
(e.) Reimagine Opera in a digital age.

This session will guide participants through the specifics of this case from conception through design and implementation. At each stage we will highly our framework for considering similar questions in participants' own institution.

Participants will co-develop the following during the session:

1. Develop multiple ways that MOOC's and other online courses can be used as tools for transformative educational and cultural change.
2. Create a toolbox of approaches to help with thinking of blending MOOCs at their own institutions.

Lead Presenter

Adam is an instructional designer in Dartmouth’s Educational Technologies group and course lead. He received his B.A. in History, B.S. in Secondary Social Studies Teaching, and M.A. in Curriculum and Instruction, all from the University of Connecticut. Adam also is one of the “first students” in the opera course. Prior to this project, he had no exposure to opera, and now loves it! During the fall, you can find Adam scouting out seasonal beers in Vermont and New Hampshire, hiking, working out, and spending way too much time on Twitter.