Whatever else MOOCs do, for faculty they magnify instructional choices, making pedagogies highly visible, to a vast and potentially distant audience, far in advance of actual teaching. For educational support units, such as centers for teaching and learning and offices of academic media and information technologies, this magnification has important implications. In this session, teaching and technology directors on a MOOC campus lead participants through a flowchart of these early and magnified instructional choices, present strategies for engaging and supporting faculty across offices and disciplines, and facilitate discussion to produce new, crowdsourced insights on the future of MOOC support services.
Learning Objectives:
* Identify ways in which MOOC planning decisions differ from traditional course planning decisions
* Articulate strategies that instructional support offices can use to anticipate and plan for unique MOOC needs
* Revise and augment, through crowdsourced contributions, a MOOC planning flowchart, including pedagogical approaches, technology (hardware/software) recommendations, staffing resources, and more
* Plan to bring insights and actions back to campus, including MOOC-specific strategies and approaches and new ideas for how instructional support offices might collaborate in other endeavors, based on the MOOC planning model
