2014 Coursera Partners' Conference


Saturday, April 6 2013 | 8:00am – 8:50am | Silverman Hall, 2nd Floor

  • Coursera and copyright – 6 tips for managing copyright
    To create this poster; we looked back on our experience so far and thought of the things we have learnt along the way that have made the process of managing copyright in MOOCs easier.

    • Astrid Bovell, The University of Melbourne
  • Let the content lead: video is an opportunity
    We are no longer limited by the confines of the physical classroom– so how can we leverage the intricacies of each course or discipline to unearth more effective methods of presenting challenging material? This poster demonstrates a few methods of improving curriculum by worked closely with instructors to take a multifaceted approach to the creation of curricular video.

    • Colleen Cook, University of Illinois at Urbana-Champaign
  • Sapienza gets in MOOC with Coursera
    At the beginning of this academic year (November 2012) Sapienza, the largest and one of the oldest European University, decided to conduct an experience of delivery of MOOC – three courses to start – with the objective of fulfilling one of the prerogatives of the public university, namely the dissemination of knowledge and culture, both local and global level. The strategy will be to deliver Courses in English on matters relating to the Italian cultural heritage (Achitecture and Archeology), and a course in Italian on scientific subjects in which Italy excels (Physics).

    • Carlo Cosmelli, Sapienza University of Rome
    • Claudio Napoleoni, Sapienza University of Rome
  • You want how many videos?
    This poster presentation will show how UCSF produced its first three Coursera courses, demonstrate the challenges faced, and quantify results and lessons learned in moving from 0-100 in four short months.

    • John DeAngelo, The University of California, San Francisco
  • From zero to 60: scaling up UNC’s support model in record time
    At the University of North Carolina at Chapel Hill, we enjoy highly distributed campus. There is a diverse patchwork of people and services that makes the campus as a whole greater than the sum of its parts. That said, when the decision was made to develop MOOCs, we had to quickly form lightweight structures for support and guidance that would enable both flexibility and ensure coherence across all courses. This poster will illustrate our support model that may useful for others from similarly distributed campus environments.

    • Kim Eke, The University of North Carolina at Chapel Hill
  • Personal engagement in a massive environment
    Reaching out to ‘invisible’ students is hard. Creating a sense of community and providing a human element to the class is even more difficult. Learn three lecture tips that will increase engagement and generate excitement about your subject.

    • Tom Evans, The Ohio State University
  • Can MOOCs be blended?
    Ithaka S+R and the University System of Maryland have set out to explore whether MOOCs can be used to improve learning outcomes and/or lower costs in hybrid course formats in a diverse group of two-year and four-year institutions. This poster provides an overview of the study and research questions.

    • Rebecca Griffiths, ITHAKA
  • MOOC-sizing (scaling up) critical thinking through student-driven activities
    Students engage more fully in critical thinking activities when they gather and process information that relates directly to their own lives. The Creativity, Innovation, and Change MOOC will use scaled-up student-driven experiments, assignments, and projects to teach and assess critical thinking skills, including observation, reflection, analysis, evaluation, and synthesis.

    • Kathryn Jablokow, The Pennsylvania State University
  • Take #1! Filming for Coursera at Melbourne
    The University of Melbourne Coursera project team is finding creative ways to capture the enthusiasm of the teaching staff as they prepare their video lectures. This is giving us a great sense of the possibility for engaging delivery for online learning through Coursera, and at the University of Melbourne.

    • Deborah Jones, The University of Melbourne
  • Learning free at National Taiwan University (NTU)
    At NTU, we firmly believe that open access to learning is our responsibility for the society. Center of Teaching and Learning Development (CTLD) at NTU has developed and uploaded 100+ open courses online from 2010. From 2013, we officially joined Coursera and will offer more active quality courses to mainly the Chinese-speaking population.

    • Shih-Chung Jessy Kang, National Taiwan University
  • Deconstructing disengagement & a framework for MOOC design and evaluation
    This poster presents analyses demonstrating the existence of four prototypical learner subpopulations in MOOCs, and a conceptual framework for MOOC design and evaluation.

    • René Kizilcec, Stanford University
    • Emily Schneider, Stanford University
  • Effects of non-verbal cues in video lectures
    This poster presents the effects of instructor’s picture-in-picture in video lectures on learning outcomes and learner experience.

    • René Kizilcec, Stanford University
    • Emily Schneider, Stanford University
  • Consulting to the stars: how to make your Coursera faculty shine
    Lauren and Mary, Instructional Designers at the University of Maryland, College Park, have been the project managers of the Coursera partnership with the University. Over the past six months, they have helped eight faculty in six courses make the transition to teaching in Coursera.

    In this poster presentation they will be sharing their top tips for working with faculty from initial concept to launching the course. Resources, scheduling, and best practices will be discussed.

    • Mary Kot-Jansen, University of Maryland, College Park
    • Lauren Neimeyer, University of Maryland, College Park
  • Live webcasting with Google Hangouts
    How can you connect with your students, create a real, live sense of community and enhance a Coursera class? See how Modern and Contemporary American Poetry (ModPo) reached out to thousands of students each week with live webcasts using Google Hangouts On Air.

    • Christopher J. Martin, University of Pennsylvania
  • The socio-spatial resources required for individual and teamwork in online courses
    This study examines Professor David Owens’ course, Leading Strategic Innovation in Organizations, to assess what socio-spatial resources for both individual and group learning may be most necessary to promote student retention and academic achievement. Additionally, it provides data on how national and multinational teams of students are working together within and outside the Coursera platform to design a project for the ‘studio mastery’ certificate level of the course.

    • Kathryn McEwen, Vanderbilt University
    • Ben Shapiro, Vanderbilt University
  • Creativity, Innovation, and Change
    “Creativity, Innovation, and Change” will teach students how to reach their creative potential through project based experiential learning.

    • Trey Morris, The Pennsylvania State University
  • Peering into peer assessment: an investigation of the reliability of peer assessment in MOOCs
    The present research investigates the reliability of peer assessment methods as they are currently employed by massive online open course platforms (e.g. Coursera). A sample of essays (N = 349) submitted for Coursera’s History of the World since 1300 class were analyzed to determine whether peer grading approximates traditional grading methods, and furthermore to assess whether peer grades systematically correspond to metrics of essay complexity independently of content quality.

    • Daniel Oppenheimer, The University of California, Los Angeles
    • Paige Tsai, Princeton University
  • How to create engaging multimedia content
    Looking for a guide in your quest to make entertaining and effective instructional content? This six-step process – planning, recording, flow editing, storyboarding, animating, and reviewing – may help you!

    • Lucy Pless, Duke University
  • Getting to know the Courserians: a summary of who’s enrolling, why, and their satisfaction with Illinois courses
    This poster summarizes the findings from a survey given to Courserians who enrolled in University of Illinois courses: Introduction to Sustainability, Microeconomic Principles, and Introductory Organic Chemistry. It presents information answering questions like “Who are the Courserians?”, “Why do they enroll?” and “Are they satisfied with Illinois courses?”.

    • Kathleen Santa Ana, University of Illinois at Urbana-Champaign
    • James P. Witte, University of Illinois at Urbana-Champaign
  • Calculus and Mooculus
    With this poster we show-off our calculus course. In particular we describe how we utilize both Coursera resources and other online tools.

    • Bart Snapp, The Ohio State University