Meg Schedel and Jennifer Adams SUNY’s First Coursera MOOC: More than the Front Row Experience In this presentation we discuss the challenges of designing and creating content for a Massive Open Online Course which we used to flip the classroom students taking the class for credit in person. We will show examples of lectures and show the features of the Coursera platform. We will share both qualitative and quantitative results from surveys, the course forums, and the eportfolio sites created by our world wide student body.

1. SUNY’S FIRST COURSERA MOOC
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Beyond the Front Row Experience
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2. MARGARET SCHEDEL
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3. MARGARET SCHEDEL
Assistant Professor of Music at Stony Brook University
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4. MARGARET SCHEDEL
Assistant Professor of Music at Stony Brook University
Core faculty in cDACT - the Consortium for Digital Arts
Culture and Technology
2

5. MARGARET SCHEDEL
Assistant Professor of Music at Stony Brook University
Core faculty in cDACT - the Consortium for Digital Arts
Culture and Technology
Half my teaching is for Music (MUS) and half for cDACT
(CDT)
2

6. MARGARET SCHEDEL
Assistant Professor of Music at Stony Brook University
Core faculty in cDACT - the Consortium for Digital Arts
Culture and Technology
Half my teaching is for Music (MUS) and half for cDACT
(CDT)
Composer who uses the computer to augment
performances through interactive sound and visuals. Track
artistic features using sensors, video cameras and
microphones
2

7. MARGARET SCHEDEL
Assistant Professor of Music at Stony Brook University
Core faculty in cDACT - the Consortium for Digital Arts
Culture and Technology
Half my teaching is for Music (MUS) and half for cDACT
(CDT)
Composer who uses the computer to augment
performances through interactive sound and visuals. Track
artistic features using sensors, video cameras and
microphones
Been teaching ARS/MUS/THR now CDT 208 for six years
- it’s been taught at SBU for over 15 years
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18. 8

19. 8

20. Consortium for
Digital Arts, Culture
and Technology
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21. Consortium for
Digital Arts, Culture
and Technology
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22. 10

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29. 14

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33. CHANGES TO COURSE
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34. CHANGES TO COURSE
Had to find open source or free software
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35. CHANGES TO COURSE
Had to find open source or free software
Processing already open source
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36. CHANGES TO COURSE
Had to find open source or free software
Processing already open source
Photoshop / Gimp
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37. CHANGES TO COURSE
Had to find open source or free software
Processing already open source
Photoshop / Gimp
Logic / Soundation and Audacity
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38. CHANGES TO COURSE
Had to find open source or free software
Processing already open source
Photoshop / Gimp
Logic / Soundation and Audacity
Double the work
15

39. CHANGES TO COURSE
Had to find open source or free software
Processing already open source
Photoshop / Gimp
Logic / Soundation and Audacity
Double the work
I would do it again for any course I thought would work
as a MOOC
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40. CHANGES TO COURSE
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41. CHANGES TO COURSE
Rubrics for peer grading
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42. CHANGES TO COURSE
Rubrics for peer grading
Quizzes
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43. CHANGES TO COURSE
Rubrics for peer grading
Quizzes
More detail
16

44. CHANGES TO COURSE
Rubrics for peer grading
Quizzes
More detail
Just flipping the classroom meant we could explain some
things in person
16

45. CHANGES TO COURSE
Rubrics for peer grading
Quizzes
More detail
Just flipping the classroom meant we could explain some
things in person
ePortfolio integration
16

46. CHANGES TO COURSE
Rubrics for peer grading
Quizzes
More detail
Just flipping the classroom meant we could explain some
things in person
ePortfolio integration
No way to “save” work in the Coursera platform
16

47. CHANGES TO COURSE
Rubrics for peer grading
Quizzes
More detail
Just flipping the classroom meant we could explain some
things in person
ePortfolio integration
No way to “save” work in the Coursera platform
Wanted to show competency-based learning
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48. MISCONCEPTIONS
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49. MISCONCEPTIONS
Thought we would just record the screen with us talking over it
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50. MISCONCEPTIONS
Thought we would just record the screen with us talking over it
Coursera did a study and courses without video of the professor had
very poor student response
17

51. MISCONCEPTIONS
Thought we would just record the screen with us talking over it
Coursera did a study and courses without video of the professor had
very poor student response
Used an intro video with full screen for each week and then shrank
“talking heads” into the corner of powerpoint
17

52. MISCONCEPTIONS
Thought we would just record the screen with us talking over it
Coursera did a study and courses without video of the professor had
very poor student response
Used an intro video with full screen for each week and then shrank
“talking heads” into the corner of powerpoint
Software demonstrations were just screen capture with narration
(which is surprisingly hard to do!)
17

53. MISCONCEPTIONS
Thought we would just record the screen with us talking over it
Coursera did a study and courses without video of the professor had
very poor student response
Used an intro video with full screen for each week and then shrank
“talking heads” into the corner of powerpoint
Software demonstrations were just screen capture with narration
(which is surprisingly hard to do!)
Thought we would use a large tablet screen to transition into the
software
17

54. MISCONCEPTIONS
Thought we would just record the screen with us talking over it
Coursera did a study and courses without video of the professor had
very poor student response
Used an intro video with full screen for each week and then shrank
“talking heads” into the corner of powerpoint
Software demonstrations were just screen capture with narration
(which is surprisingly hard to do!)
Thought we would use a large tablet screen to transition into the
software
The screen didn’t read at all on camera so we just made stand-alone
software videos
17

55. MISCONCEPTIONS
Thought we would just record the screen with us talking over it
Coursera did a study and courses without video of the professor had
very poor student response
Used an intro video with full screen for each week and then shrank
“talking heads” into the corner of powerpoint
Software demonstrations were just screen capture with narration
(which is surprisingly hard to do!)
Thought we would use a large tablet screen to transition into the
software
The screen didn’t read at all on camera so we just made stand-alone
software videos
YouTube Office hours not well-attended
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56. COURSERA CONCERNS
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57. COURSERA CONCERNS
Worried about the length - 15 weeks
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58. COURSERA CONCERNS
Worried about the length - 15 weeks
Excited / nervous about it being a real college class - level
of difficulty and workload
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59. COURSERA CONCERNS
Worried about the length - 15 weeks
Excited / nervous about it being a real college class - level
of difficulty and workload
Concerned about production - not using a professional
studio
18

60. COURSERA CONCERNS
Worried about the length - 15 weeks
Excited / nervous about it being a real college class - level
of difficulty and workload
Concerned about production - not using a professional
studio
Pleasantly shocked by the quality of first set of videos
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61. COURSERA CONCERNS
Worried about the length - 15 weeks
Excited / nervous about it being a real college class - level
of difficulty and workload
Concerned about production - not using a professional
studio
Pleasantly shocked by the quality of first set of videos
They didn’t see our REAL first set
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62. SOFTWARE
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63. SOFTWARE
MacBook Pro
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64. SOFTWARE
MacBook Pro
Keynote - presentation software with custom templates
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65. SOFTWARE
MacBook Pro
Keynote - presentation software with custom templates
Photoshop - logo design, and some animation
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66. SOFTWARE
MacBook Pro
Keynote - presentation software with custom templates
Photoshop - logo design, and some animation
Final Cut - video editing software
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67. SOFTWARE
MacBook Pro
Keynote - presentation software with custom templates
Photoshop - logo design, and some animation
Final Cut - video editing software
Logic - audio editing software
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68. SOFTWARE
MacBook Pro
Keynote - presentation software with custom templates
Photoshop - logo design, and some animation
Final Cut - video editing software
Logic - audio editing software
Screenflick - screen capture website
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69. SOFTWARE
MacBook Pro
Keynote - presentation software with custom templates
Photoshop - logo design, and some animation
Final Cut - video editing software
Logic - audio editing software
Screenflick - screen capture website
Teleprompter website - faster and easier than iPad software
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70. SOFTWARE
MacBook Pro
Keynote - presentation software with custom templates
Photoshop - logo design, and some animation
Final Cut - video editing software
Logic - audio editing software
Screenflick - screen capture website
Teleprompter website - faster and easier than iPad software
Shot in my sound-proofed computer music studio
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71. HARDWARE
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72. HARDWARE
Video
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73. HARDWARE
Video
Panasonic GH2 video camera with tripod
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74. HARDWARE
Video
Panasonic GH2 video camera with tripod
2-piece light kit
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75. HARDWARE
Video
Panasonic GH2 video camera with tripod
2-piece light kit
iPhone for extra shots
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76. HARDWARE
Video
Panasonic GH2 video camera with tripod
2-piece light kit
iPhone for extra shots
Audio
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77. HARDWARE
Video
Panasonic GH2 video camera with tripod
2-piece light kit
iPhone for extra shots
Audio
Overhead Mic
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78. HARDWARE
Video
Panasonic GH2 video camera with tripod
2-piece light kit
iPhone for extra shots
Audio
Overhead Mic
Boom Tripod
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79. HARDWARE
Video
Panasonic GH2 video camera with tripod
2-piece light kit
iPhone for extra shots
Audio
Overhead Mic
Boom Tripod
Zoom Recorder
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80. HARDWARE
Video
Panasonic GH2 video camera with tripod
2-piece light kit
iPhone for extra shots
Audio
Overhead Mic
Boom Tripod
Zoom Recorder
USB Snowball mic for voice-overs
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81. HARDWARE
Video
Panasonic GH2 video camera with tripod
2-piece light kit
iPhone for extra shots
Audio
Overhead Mic
Boom Tripod
Zoom Recorder
USB Snowball mic for voice-overs
Took about 10 hours of shooting and editing for each week of content
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82. PRODUCTION VALUES
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83. PRODUCTION VALUES
Short videos - no more than 8 minutes
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84. PRODUCTION VALUES
Short videos - no more than 8 minutes
Read from teleprompter to prevent pauses
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85. PRODUCTION VALUES
Short videos - no more than 8 minutes
Read from teleprompter to prevent pauses
took a while to sound natural and enthusiastic when
reading
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86. PRODUCTION VALUES
Short videos - no more than 8 minutes
Read from teleprompter to prevent pauses
took a while to sound natural and enthusiastic when
reading
teleprompter was necessary to sound professional
21

87. PRODUCTION VALUES
Short videos - no more than 8 minutes
Read from teleprompter to prevent pauses
took a while to sound natural and enthusiastic when
reading
teleprompter was necessary to sound professional
Compressed audio to prevent sentences from trailing off
in volume
21

88. PRODUCTION VALUES
Short videos - no more than 8 minutes
Read from teleprompter to prevent pauses
took a while to sound natural and enthusiastic when
reading
teleprompter was necessary to sound professional
Compressed audio to prevent sentences from trailing off
in volume
Framed screen shots and made overlays to prevent
distractions
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89. LEARNED
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90. LEARNED
to label the videos with the subject and the length
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91. LEARNED
to label the videos with the subject and the length
how important subtitles are
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92. LEARNED
to label the videos with the subject and the length
how important subtitles are
to try to modulate responses
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93. LEARNED
to label the videos with the subject and the length
how important subtitles are
to try to modulate responses
when something goes wrong in front of 6,500 students
it’s difficult not to care - I was fixing problems at 3am
22

94. LEARNED
to label the videos with the subject and the length
how important subtitles are
to try to modulate responses
when something goes wrong in front of 6,500 students
it’s difficult not to care - I was fixing problems at 3am
Coursera really cares and will help however they can
22

95. LEARNED
to label the videos with the subject and the length
how important subtitles are
to try to modulate responses
when something goes wrong in front of 6,500 students
it’s difficult not to care - I was fixing problems at 3am
Coursera really cares and will help however they can
that rubrics are important to my in-person students
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96. PEOPLE
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97. PEOPLE
Students
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98. PEOPLE
Students
Grad TA’s Catherine and Tim who created content for the
image and programming portions and edited the videos
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99. PEOPLE
Students
Grad TA’s Catherine and Tim who created content for the
image and programming portions and edited the videos
Undergrad Michelle who made sure the shots looked right
23

100. PEOPLE
Students
Grad TA’s Catherine and Tim who created content for the
image and programming portions and edited the videos
Undergrad Michelle who made sure the shots looked right
TLT at SBU
23

101. PEOPLE
Students
Grad TA’s Catherine and Tim who created content for the
image and programming portions and edited the videos
Undergrad Michelle who made sure the shots looked right
TLT at SBU
Catherine Scott - the rubric queen
23

102. PEOPLE
Students
Grad TA’s Catherine and Tim who created content for the
image and programming portions and edited the videos
Undergrad Michelle who made sure the shots looked right
TLT at SBU
Catherine Scott - the rubric queen
Patricia Aceves - syllabus and learning outcomes
23

103. PEOPLE
Students
Grad TA’s Catherine and Tim who created content for the
image and programming portions and edited the videos
Undergrad Michelle who made sure the shots looked right
TLT at SBU
Catherine Scott - the rubric queen
Patricia Aceves - syllabus and learning outcomes
Jennifer Adams - all things Coursera and ePortfolio
23

104. PEOPLE
Students
Grad TA’s Catherine and Tim who created content for the
image and programming portions and edited the videos
Undergrad Michelle who made sure the shots looked right
TLT at SBU
Catherine Scott - the rubric queen
Patricia Aceves - syllabus and learning outcomes
Jennifer Adams - all things Coursera and ePortfolio
SUNY
23

105. PEOPLE
Students
Grad TA’s Catherine and Tim who created content for the
image and programming portions and edited the videos
Undergrad Michelle who made sure the shots looked right
TLT at SBU
Catherine Scott - the rubric queen
Patricia Aceves - syllabus and learning outcomes
Jennifer Adams - all things Coursera and ePortfolio
SUNY
Lisa Stephens - high-level coordinator
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106. JENNIFER ADAMS
+
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107. COURSERA AS LMS
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108. CONTROLLING THE LOOK
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109. CONTENT MANAGEMENT
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110. LECTURE RECORDING STATUS
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111. COMMUNICATIONS
Students wanted more announcements
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112. FORUMS/PARTICIPATION
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113. FORUM - PEER TUTORING
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114. FORUMS - NATIVE LANGUAGES/CULTURES
Our Forums
contained:
Chinese Brazilian
Cape Town
Ukraine
Polish
Californian
Skype
& Facebook
Study Groups
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115. CLEAR RUBRICS =
GOOD PEER ASSESSMENT
CRITERIA
Needs Improvement (1)
Competent (2)
Proficient (3)
Assignment runs without
errors. (3 points)
Assignment does not run.
Assignment partially runs.
Assignment runs without
errors.
Quantity of Required
Objects (3 points)
Assignment contains fewer
than 15 unique objects.
Assignment contains 15-19
unique objects.
Assignment contains 20 or
more unique objects.
Quantity of Sentences
Within the Artistic
Description. (3 points)
Assignment includes only
Assignment does not contain
one sentence within the
an artistic description.
artistic description.
Assignment includes 2 or
more sentences within the
artistic description.
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116. FACE 2 FACE INTERACTIONS
Students in class used projects from the MOOC to begin the
first attempts at a formal critique.
In class students who had excused absences were able to
complete work inside the MOOC that would otherwise have
been completed F2F.
In class students watched the videos from the MOOC an
average of two times each.
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117. OH MY...
5+10*((quiz27)/10+(quiz29)/15+(quiz43)/15+(quiz59)/6+
(quiz83)/9+(quiz105)/8+(quiz125)/10+(quiz147)/8+
(quiz161)/8+(quiz177)/10+(quiz179)/6+(quiz219)/10+
(quiz233)/11+(quiz265)/5)/14+ 20*sum_top_k_of_n(12,
(pg3)/9, (pg6)/15, (pg8)/15, (pg9)/9, (pg10)/9, (pg11)/9,
(pg13)/6, (pg14)/3, (pg16)/3, (pg17)/12, (pg18)/24, (pg20)/
12, (pg21)/15, (pg22)/12)/
12+pg12/21*20+pg24/30*20+pg26/27*25+5*pg25/9
This is the formula to calculate whether the student
earned a certificate of completion - 75-92%
or a certificate of distinction 93% or higher
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118. STUDENT SATISFACTION
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119. STUDENT RETENTION
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120. OUTCOMES/EVIDENCE
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121. SAMPLES
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122. SAMPLES
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123. 40

124. SURVEY COMMENTS
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125. SURVEY COMMENTS
I think that your
involvement in the
forums makes such a
large difference!
41

126. SURVEY COMMENTS
I think that your
involvement in the
forums makes such a
large difference!
fantastic and unique content,
delivered in an interesting way,
with real attempt to teach
design concept, giving in depth
understanding to a community
of hugely varying skills. Thank
you, thank you, thank you!
41

127. SURVEY COMMENTS
I think that your
involvement in the
forums makes such a
large difference!
fantastic and unique content,
delivered in an interesting way,
with real attempt to teach
design concept, giving in depth
understanding to a community
of hugely varying skills. Thank
you, thank you, thank you!
I think that this MOOC is great... I
would like to do more MOOCs
about this topics in Stony Brook
University. Thank you very much for
share your knowledge with me.
Greetings from Spain.
41

128. SURVEY COMMENTS
I think that your
involvement in the
forums makes such a
large difference!
I think that this MOOC is great... I
would like to do more MOOCs
about this topics in Stony Brook
University. Thank you very much for
share your knowledge with me.
Greetings from Spain.
fantastic and unique content,
delivered in an interesting way,
with real attempt to teach
design concept, giving in depth
understanding to a community
of hugely varying skills. Thank
you, thank you, thank you!
If the instructor
teaches any course in
the future, I ill sign up
for it. And If I see any
class offered by Stony
Brook, I'll enroll in it!
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129. LISA STEPHENS
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130. LISA STEPHENS
SUNY Senior Strategist for Academic Innovation
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131. LISA STEPHENS
SUNY Senior Strategist for Academic Innovation
SUNY Coursera Development Group
42

132. LISA STEPHENS
SUNY Senior Strategist for Academic Innovation
SUNY Coursera Development Group
OPEN SUNY Advisory Committee
42

133. LISA STEPHENS
SUNY Senior Strategist for Academic Innovation
SUNY Coursera Development Group
OPEN SUNY Advisory Committee
FAQ’s
42

134. LISA STEPHENS
SUNY Senior Strategist for Academic Innovation
SUNY Coursera Development Group
OPEN SUNY Advisory Committee
FAQ’s
http://commons.suny.edu/opensuny/about/the-provostsopen-suny-advisory-committee
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135. 43

136. 44

137. OPEN SUNY/COURSERA FAQ
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138. 46

139. 47

140. ?
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