Internet Learning Volume 3, Number 1, Spring 2014 | Page 60

Many Shades of MOOC's
the issues and network with others. The intended
audience was reached through marketing
and PR efforts as noted below.
Instructional Design
The design of this 10-week course
used a combination of three types of learning
theories in order to maximize the experience
of the participants. The course
developer, Michael Stephens, adapted concepts
in connected learning, transformative
learning, and connectivist learning to
provide an environment for the users to be
engaged in a variety of activities. The structure
of the MOOC enabled the participants
to access a wide range of resources, reflect
on the content, create a project based on
the experience, and share with others in the
community. Details about the instructional
design can be found here: https://mooc.hyperlib.sjsu.edu/about/instructional-design/
Technical Design
The course was built with an open
source content management system, Word-
Press, and an open source plugin, Buddy-
Press, to provide a flexible platform for
social interactions that supported the
teaching philosophies. The design was
proven successful since the instructors had
used it to build learning environments for
the prior six years. Additional information
about the technical design is located here:
https://mooc.hyperlib.sjsu.edu/about/technical-design/
Marketing
Promotion of the MOOC involved
pages on the SLIS website: http://slisweb.
sjsu.edu/programs/moocs. It included a
MOOC program landing page and a page
specific to the Hyperlinked Library MOOC:
http://slisweb.sjsu.edu/programs/moocs/
hyperlinked-library-mooc. Also, there was
a web page with information on how to
register.
Several strategies were used, including
news features on the SLIS website,
emails to target audiences, and information
shared via SLIS social media channels.
The instructor also promoted the MOOC
on his blog. Additionally, Community Profile
stories about student assistants helping
with the MOOC were posted online.
Outcomes and Next Steps
Enrollment was limited to 400, and
many individuals interested in the MOOC
were unable to register for the course. Those
who participated in the 10-week course
were placed in smaller groups for easier
discussion, and they were encouraged to
form additional groups based on special
interests. Each person had the opportunity
to earn individual badges after completing
specific assignments and a master badge for
the successful completion of the MOOC.
A second MOOC, Exploring Future
Technologies, will be offered in Fall 2014 using
the same model. Additional details are
located on the SLIS website.
Case Study 2: The University of Texas
at Arlington College of Nursing
MOOC2Degree Case Study
Background
With an enrollment approaching
33,500, the University of Texas at Arlington
(UT Arlington) is the second largest
institution in the UT System and the sixth
largest in Texas. The University’s College
of Nursing (UTACON) is one of the largest
and most successful in the country,
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