A downloadable PDF of all session and panel descriptions can be found here.
- “The global classroom”: teaching to a diverse audience | Gittis Hall, Room 1
MOOC students encompass a broader range of ages, backgrounds, abilities, geographic locations and educational goals than typical university students. How can we teach effectively to such a diverse student body? How can we cater to the widely varying interests and needs of different students?
- Philip Zelikow, University of Virginia (Moderator)
- William Brieger, Johns Hopkins University
- Michael Kerrison, University of London International Programmes
- Jerusalem Makonnen, University of California, San Francisco
- Designing effective lectures | Gittis Hall, Room 2
What is the role of lectures in a MOOC? What are the characteristics of an effective lecture? How can instructors present video content in a way that highlights their strengths? What are the limitations of technology in delivering lecture content, and how can we overcome such limitations in MOOCs?
- José J. Vázquez-Cognet, University of Illinois at Urbana-Champaign (Moderator)
- Michael Collins, Columbia University
- Robert Ghrist, University of Pennsylvania
- Jolee West, Wesleyan University
- Building communities | Gittis Hall, Room 213
How can MOOCs facilitate social learning? How can discussion forums, screenside chats, Google hangouts, and other forms of social media be leveraged to encourage student engagement? What components of community-building are unique to on-campus classrooms, and how can they be addressed in MOOCs? What avenues of student engagement are newly made possible by MOOC technology?
- Charles Severance, University of Michigan (Moderator)
- Jeremy Knox, The University of Edinburgh
- Jason Mock, University of Illinois at Urbana-Champaign
- Kevin Werbach, University of Pennsylvania
- Administrative team structures, workflows, and content management | Gittis Hall, Room 214
How can schools effectively organize their internal resources and workflows? What are some examples of how schools structure their teams to navigate the process of designing, delivering, and rerunning Coursera classes?
- Cynthia Cyrus, Vanderbilt University (Moderator)
- Michael McCracken, Georgia Institute of Technology
- Shawn Miller, Duke University
- Jennifer Smith, University of Florida
- Flipping the classroom: using open learning to improve on-campus teaching | Gittis Hall, Room 1
How do we prepare instructors and students for learning in a blended environment? What does a blended classroom look like? How can online content complement traditional classroom pedagogies to enrich the overall learning experience?
- Kathy Takayama, Brown University (Moderator)
- Akiba Covitz, edX
- Jeffrey Himpele, Princeton University
- Adrienne Williams, University of California, Irvine
- Innovating in the studio: techniques for recording lecture videos | Gittis Hall, Room 2
What are creative ways of producing high-quality lecture videos? How can we set up good recording studios? How can we make use of teleprompters, picture-in-picture, on-location filming, tablets, and other resources and techniques to optimize our communication with students?
- Leslie Maxfield, California Institute of Technology (Moderator)
- Stace Carter, University of Virginia
- Elizabeth A. Evans, Duke University
- Laura Shaddock, Princeton University
- Designing effective peer assessments | Gittis Hall, Room 213
Peer assessments make personal feedback possible in MOOCs, and importantly allow students to learn by being both “student” and “teacher.” How can we glean lessons from pedagogical literature and from experience to create effective peer assessments? Can we encourage students to apply class concepts to the “real world,” for example by incorporating exercises that empower students to make meaningful improvements to their communities?
- Scott Klemmer, Stanford University (Moderator)
- Katie Ferraro, University of California, San Francisco
- Laurie Harrison, University of Toronto
- Carol Muller, University of Pennsylvania
- Copyright issues | Gittis Hall, Room 214
How do schools facilitate the securing of permission for the use of protected material in MOOCs? To what extent, and in what ways, does the doctrine of fair use come into play in using protected material in lectures? How can schools make copyrighted reading materials available to students without cost?
- Sheree Carter-Galvan, Yale University (Moderator)
- Sarah Bordac, Brown University
- Astrid Bovell, University of Melbourne
- Allan Gyorke, Pennsylvania State University
- Social learning | Gittis Hall, 2nd Floor, Room 213
How can we enable social learning in the online classroom? As a MOOC platform, we recognize the value of bringing students together to discuss lectures, work on group projects, and learn from each other. During this interactive session, our engineers will discuss Coursera’s plans for study groups and other social learning features, and also invite your feedback regarding what you would like to see.
- Led by Coursera engineers
- Coursera app platform | Gittis Hall, 2nd Floor, Room 213
The intersection of education and technology is an exciting one that promises the growth of innovative pedagogical tools for teaching online. There exists a rich variety of such tools, ranging from graphing calculators to note-taking applications. This session explores our vision for the upcoming App Platform, which aims to enable educators, developers, instructors, teaching staff, and even students to create learning tools that will enrich the online learning experience.
- Led by Coursera engineers
- Beyond content delivery: teaching critical thinking skills in a MOOC | Gittis Hall, Room 1
Coursera classes have challenged the stereotype that “you can’t teach arts and humanities online” and “online courses are for content delivery only.” How can we continue to push the envelope on what can be taught in a MOOC? How can MOOCs help students develop qualitative skills?
- Jeannene Przyblyski, California Institute of the Arts (Moderator)
- Debbie Cavalier, Berklee College of Music
- Al Filreis, University of Pennsylvania
- James V. Green, University of Maryland, College Park
- Michael Roth, Wesleyan University
- Protecting academic freedom | Gittis Hall, Room 2
The principles of academic freedom are designed to protect teaching, learning and research. How do these principles translate to the online realm? What measures should be taken to protect groundbreaking, provocative or even subversive teaching? Can MOOC students be protected from attempts to censor content or prevent access?
- Edward Rock, University of Pennsylvania (Moderator)
- Regina Austin, University of Pennsylvania
- Kit-tai Hau, The Chinese University of Hong Kong
- George McLendon, Rice University
- John Mitchell, Stanford University
- Designing effective courses | Gittis Hall, Room 213
MOOCs comprise many different components: content delivery via lectures and reading material, a variety of assessment types, structured interactions with and within the student community, and so on. Effective MOOCs, however, are much more than the sum of their parts. How can we design our classes so that these components fit together to form a holistic learning experience, and how can we communicate this big picture to our students?
- Cassandra V. Horii, California Institute of Technology (Moderator)
- Amy Kenyon Campbell, Duke University
- Carin Nuernberg, Berklee College of Music
- Steven Williams, University of California, San Francisco
- Fostering inter-school collaboration | Gittis Hall, Room 214
In what ways can universities learn from each other? How can we facilitate continued sharing of experiences and dissemination of knowledge, both within the Coursera community and beyond?
- James Hilton, University of Virginia (Moderator)
- Simone Buitendijk, Universiteit Leiden
- Jennifer Evans-Cowley, Ohio State University
- Jeff Haywood, The University of Edinburgh
- MOOCs around the world: the global landscape of open learning | Gittis Hall, Room 1
Coursera’s partner institutions span four continents, and 65% of our students are from outside of the United States. These statistics suggest that MOOCs are rapidly becoming a truly global phenomenon. How are MOOCs perceived and received around the world? How do MOOCs affect, and are in turn affected by, the higher education markets, governance systems, and visions of different countries? With this understanding, how can universities adapt to better reach across geographic and cultural boundaries?
- Menachem Ben-Sasson, Hebrew University of Jerusalem (Moderator)
- David Farrar, University of British Columbia
- Philippe Gillet, École Polytechnique Fédérale de Lausanne
- Ting-Chuen Pong, The Hong Kong University of Science and Technology
- The impact of MOOCs on our campuses and beyond | Gittis Hall, Room 213
These are early days for MOOCs, but already they have brought profound changes in our own campuses and in the lives of our students. How can we characterize and think about the impact that MOOCs have made on our students, our faculty, and our institutions? What lessons can we draw from these changes?
- Peter Lange, Duke University (Moderator)
- Clayton Marsh, Princeton University
- Rob Rutenbar, University of Illinois at Urbana-Champaign
- Christian Terwiesch, University of Pennsylvania
- Learning from data: assessing outcomes and measuring success | Gittis Hall, Room 214
What can we gather from analyzing big data? How can we use learning analytics to improve teaching? How do we measure “success”?
- Pierre Dillenbourg, École Polytechnique Fédérale de Lausanne (Moderator)
- Yvonne Belanger, Duke University
- Tom Do, Coursera
- Jim Witte, University of Illinois at Urbana-Champaign
- The future of on-campus teaching in the 21st century | Fitts Auditorium, Golkin Hall, Room 100
Online methods are transforming the landscape of higher education at what appears to be a dizzying pace. Different academic institutions will be impacted in different ways by these changes, depending on their organizational structure, financial model, and regulatory context. In this panel, senior officials from a variety of institution types from around the world will speak to the changes facing their institutions in the coming years, including implications related to credentialing, accreditation, acceptance of outside credit, articulation, disaggregation of the university experience, and the changing role of instructors.
- Vincent Price, University of Pennsylvania (Moderator)
- Tan Eng Chye, National University of Singapore
- Richard DeMillo, Georgia Institute of Technology
- Margaret Sheil, University of Melbourne
- Nancy Zimpher, State University of New York