
Contents
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From First MOOC to Institutional Goals: How Berkeley’s First MOOC Happened Almost by Accident From First MOOC to Institutional Goals: How Berkeley’s First MOOC Happened Almost by Accident
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From MOOCs to SPOCs: Our SPOC Experience, and Dispelling Some SPOC Misconceptions From MOOCs to SPOCs: Our SPOC Experience, and Dispelling Some SPOC Misconceptions
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SPOC Influence on Campus Teaching SPOC Influence on Campus Teaching
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Challenges for Instructors and Administrators Challenges for Instructors and Administrators
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Conclusions and Looking Ahead Conclusions and Looking Ahead
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References References
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2 Can MOOCs and SPOCs Help Scale Residential Education While Maintaining High Quality?
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Published:August 2017
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Abstract
While early discussions around the pros and cons of MOOCs have been spirited, often overlooked in such discussions are how MOOCs can enhance rather than replace classroom teaching. Experience with an early and highly-successful software engineering MOOC led to coining the term SPOC, for Small Private Online Course, to describe the more intimate experience resulting from the careful customization and adaptation of MOOC-tested materials for classroom use. The result is that the campus course on which the MOOC was based has quadrupled its enrollment while maintaining high student evaluations and has allowed teaching assistants to spend more of their time advising open-ended student projects, which are key to the course's learning objectives. Further, a growing community of classroom instructors at other universities has adapted the same MOOC materials in a wide variety of pedagogies, dispelling the myth that MOOCs threaten to impose homogeneity that de-professionalizes instructors and devalues their creativity. On the contrary, this SPOC community now regularly contributes new course materials to the MOOC and enhances existing ones, to the benefit of all. Notwithstanding, structural and cultural institutional obstacles pose some challenges to widespread emulation of this successful strategy.
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