Downsize a MOOC, Targeted Learning
Author: bperea
Keywords: MOOC;CCCS, CHAMP;Targeted Learning
Description: MOOC

Why Develop any MOOC?

Downsize a MOOC

Increase learning access and opportunity for the wider community
Ability to scale a course or training to a wide audience
Increase student success
Cost effective for: development/deploying (non-budgeted item) and free for participants
Visible reminder to the community of our commitment to meet industry needs
Provide an introduction to Colorado Community College System’s 13 colleges
Faculty were eager to test out MOOC without a full scale commitment
Required by the Grant SOW

CHAMP Projects OER Index
http://tinyurl.com/CHAMPprojects

Targeted Learning Outside Higher Education’s Traditional Models

CHAMP projects in OER
https://www.skillscommons.org/handle/taaccct/42
rd

OER Dashboard
http://tinyurl.com/OERDashboard

Brenda M. Perea
Instructional Design Project Manager

Why Develop a Targeted MOOC?

After 3 Quarters….

Technical Math for Industry

Employability Skills for Industry

Prior Learning Assessment for Educators

During this self-paced five-week course, participants can select to work on specific math concepts contained in 5 learning modules. Topics include:
Essential math
Introductory algebra
Geometry
Trigonometry basics
Introductory statistics
Basic finance
This course also contextualizes math for trades, including electro-mechanical, engineering graphics, machining, and welding. Students who show mastery of all concepts by scoring 80% or higher in topic specific quizzes, will be awarded a certificate of completion.
Participants awarded a certificate of completion are strongly encouraged to take the challenge test for MAT108. Students who pass this challenge test will be awarded the 4 college credits for MAT108.
Landing a job requires a lot more than just the right degree, experience or series of technical skills. "Soft" skills, otherwise known as employability skills, are necessary for getting, keeping, and doing well on a job. These skills may make a difference between an employee who can do the job and one who does it well.
This course introduces participants to skills needed throughout a career - from the first day on the job through advancement in a career field. This self-paced course will help identify the skills a participant has and the skills they may need to improve to STAY hired and succeed in industry jobs. Topics covered include:
Employment Expectations
Workplace Math, Reading & Writing
Workplace Courtesy
Time Management and Deadlines
Communication and Cooperation
Teamwork
Leadership and Management
Critical thinking
Prior Learning Assessment (PLA) is earned through the assessment of learning acquired from life and work experiences. This is typically non-college or experience based learning that has been attained outside of the sponsorship of accredited postsecondary education institutions. Much of this learning can include military and industry training, and community and volunteer work.
This course is delivered in a three track design:
College Faculty and Staff
Workforce Center and Community Based Organization Partners
Members of Industry
The course explores PLA theories, service delivery models, policy development steps, college and industry articulation development, portfolio development and assessment, and existing credit crosswalks and available assessment resources. The goal is to focus on topics relevant to the work you are doing to help adults earn credits for what they have learned and to apply those credits to a degree or certificate that enhances their opportunities for college completion and gainful employment.

How Can I register?
To register for any of our MOOCs go to www.canvas.net and search for: Technical Math for Industry, Employability Skills for Industry, Prior Learning Assessment for Educators
2015 Start Dates: May 4, July 20, October 19

Participation Basics
Primary Reason to enroll in the MOOC
Skills for new career or current work
What type of learning interested them
55 % wanted passive participation
35% wanted active participation
How many hours per week did they spend in the course
Average was 2-4 hours
The “toe dippers” less than 1 hour
The dedicated more than 8 hours
Participant Basics
Participants are located in:
65% North America
10% Western Europe
5% South America
5% South Asia
3% Caribbean
Levels of Education:
8% Highs School Education
13% Some College but no degree
10% Completed 2-year college degree
25% Completed 4 year college degree
5% Some Graduate School
25% Master’s Degree or equivalent
5% Ph.D., J.D., or M.D., or equivalent
Age Groups:
30% 19-44
35% 45-54
5% 55-64

Workforce Development brochure, “ Downsizing a MOOC: Target Learning Outside Higher Ed’s Traditional Models by Brenda M. Perea is licensed under a Creative Commons Attribution 4.0 International License. Permissions beyond the scope of this license may be available at https://www.cccs.edu/partnering-for-success/trade-adjustment-assistance/taa-champ/. This workforce solution was funded by a grant awarded by the U.S. Department of Labor’s Employment and Training Administration. The solution was created by the grantee and does not necessarily reflect the official position of the U.S. Department of Labor. The Department of Labor makes no guarantees, warranties, or assurances of any kind, express or implied, with respect to such information, including any information on linked sites, and including, but not limited to accuracy of the information or its completeness, timeliness, usefulness, adequacy, continued availability or ownership.