Browsing by Subject "MOOC"

Now showing 1 - 4 of 4
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    Bioelectricity: A Quantitative Approach Duke University’s First MOOC
    (2013-02-05) Belanger, Yvonne; Thornton, Jessica
    In Fall 2012, after only three months for planning and development, Duke University and Dr. Roger Barr successfully delivered a challenging open online course via Coursera to thousands of students around the world. This report summarizes the development and delivery of this course, describes the students who enrolled, the student learning outcomes measured, and the experiences of those students, the instructor, and the staff who supported the course’s development and delivery.
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    CIT Annual Report 2013-2014
    (2014-07-24) Miller, Shawn; Kenyon, Amy; Manturuk, Kimberly Rebecca
    The Duke Center for Instructional Technology (CIT) contributes to Duke's academic excellence by helping faculty explore and evaluate innovative ways to use technology and pedagogy to meet their teaching goals.
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    IntroAstro: An Intense Experience
    (2013-04-22) Belanger, Yvonne
    Introduction to Astronomy (“IntroAstro”) was an eight week massive open online course (MOOC) developed and delivered by Dr. Ronen Plesser on the Coursera platform from mid-November 2012 through mid-February 2013. This report summarizes the development and delivery of the course, student outcomes, and reflections and feedback of the participants and instructor.
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    Think Again: How to Reason and Argue - A Duke University Coursera MOOC, 2012-2013
    (2013-10-30) Naidoo, Sulochana
    The first offering of Think Again: How to Reason and Argue was taught over twelve weeks, from November 26, 2012 to March 11, 2013, as a massive open online course (MOOC) by Walter Sinnott-Armstrong, Chauncey Stillman Professor of Practical Ethics in the Philosophy Department and the Kenan Institute for Ethics at Duke University, and Ram Neta, Associate Professor of Philosophy at the University of North Carolina, Chapel Hill. The course was described as being appropriate for anyone interested, from high school age and beyond. Apart from knowledge of English, no special background was required. The course focused on constructing good arguments and effectively understanding and analyzing others’ arguments. It ran on the Coursera platform, as part of Duke’s partnership with the educational technology company. This report presents a summary of the development and delivery of the course including student demographic information, outcomes, feedback, and instructors’ reflections.