On November 13th 2012, the foundation awarded 12 grants, totaling more than $3 million, in new investments in MOOCs. These grants include:
- $895,484 to the American Council on Education to test the viability of MOOCs for college transfer credit and to establish a Presidents Innovation Lab to explore new business models in higher education
- $268,920 to the Association of Public and Land-grant Universities to explore the viability of a consortium of two- and four-year colleges to collaborate on digital courseware development and usage, including MOOCs
- $1,440,900 to Ithaka S+R to monitor, assess, and document lessons learned from the implementations of a range of MOOCs and MOOC platforms in partnership with the University of Maryland System
- $550,000 in total to the following institutions ($50,000 per MOOC) to develop introductory and remedial level MOOCs. These institutions are winners selected from a Request for Proposals released in September (technology platform partner noted in parentheses):
- Cuyahoga Community College to develop a Developmental Math MOOC (Blackboard)
- Duke University to develop an English Composition I MOOC (Coursera)
- Georgia Institute of Technology to develop three MOOCs: Psychology, English Composition I, and Physics (Coursera)
- Michigan State University to develop a Foundations of Science MOOC (Desire2Learn)
- Mt. San Jacinto College to develop a Developmental Writing MOOC (Coursera)
- The Ohio State University to develop an English Composition II MOOC (Coursera)
- University of Washington to develop a Political Science MOOC (Coursera)
- University of Wisconsin – La Crosse [www.uwlax.edu] to develop an Algebra MOOC (Desire2Learn)
- Wake Technical Community College to develop a Developmental Math MOOC (Udacity)
The foundation also announced a pool of approximately $250,000 in research funds on November 12th that will be allocated in the coming months. Among the questions that will be addressed are:
- For which students, disciplines, types of knowledge, and contexts are MOOCs more/less effective?
- Which components drive impact for non-self-directed learners and what additional supports need to be added online or face-to-face?
- What data captured from MOOCs is most informative and how might such data be best used for the advancement of learning?
Source and Full Text Available At