Explanation of usage models and supporting platform tools The following usage models present different ways of using the Coursera platform for content delivery purposes. Through all of the following models, several broad themes apply: instructors have discretion over the decision to make courses for-credit or not-forcredit, and have full academic freedom in producing/adopting content. 1) Guided Course model Guided Courses enable instructors to use blended learning in their classrooms. With this model, instructors can "flip the classroom" by assigning lectures and other passive learning activities to be done outside of class on the Coursera platform, and instead spending live class time engaging more deeply with their students through interactive exercises, group work, just-in-time teaching, and so on. Moreover, students can watch, at their own time and pace, modular, high-quality video lectures that have been tweaked and refined over many classes. They can also use auto-graded assessments to submit work multiple times, thereby achieving mastery in one topic before moving on to the next. (We have data analytics that support the benefits of this approach.) The online platform also allows educators to collect an unprecedented amount of data on student performance. With these data, educators are able to target their lessons and address gaps in student comprehension while refining their teaching strategies for subsequent offerings of the course. Target students: Offered to enrolled students in the system only on a for-credit basis. Who creates the content: There are multiple options for creating content. Option 1: Instructor teaching the course creates their own content. We encourage these courses to be designed with re-usability in mind, so that other instructors (e.g., on other campuses in the system, or from other external institutions) can utilize this content as Guided Courses for their own on-campus students. If this option is pursued, we encourage the instructor to create an accompanying instructor guide aimed to help other instructors use the material in the Guided Course. Example: A University of Tennessee professor creates a Literature of the American South for use at the University of Tennessee with a set of new tools that allow students to actively engage with a series of novels. Option 2: Adopt content from existing Coursera classes. Coursera has an extensive repository of course content that you can adopt as an online companion for your own courses. At your discretion, you will be able to rearrange and remove selected material from the adopted class, and will also be able to add your own content (both lectures and assessments). If material is added, provenance and IP rights on different modules will be made clear within the platform. As additional content is introduced, including courses developed as part of this effort, they too may be made available for adoption. Example: A University of Colorado professor decides some course content from a University Michigan statistics class does a good job of explaining P-values and T-statistics and adopts the content as part of her larger class material. In both options, instructors will be able to add their own content, make announcements and send emails through the platform to their students, control assessment due dates and grading policies, administer their own private forums, export data from their class, and so on. What Coursera provides to support content creation and delivery: Hosting, login, and authentication o Hosting a site ("yourschool.coursera.org") where matriculated students access courses o Login integrations through the Shibboleth authentication protocol (if supported by your system) Course authorship and operations o Access to the Coursera Partners' Portal which includes o best practices on flipped classrooms and documentation for creating an online class o a community of practice with instructors and administrators from other partner institutions where instructors can share best practices with each other o over time, for courses that are used across multiple institutions, extension content such as in-class activities that are specific to flipped classroom teaching for that course; this content will be developed by some instructors and shared, via the portal, with others. o Tools for creating and uploading of lectures o Tools for creating automatically graded quizzes and programming assignments o Tools for creating peer-graded assessments o Tools for customizing the course site, including navigation and custom web pages o Tools for managing the discussion forums o Tools for announcements and sending emails to the class o (For content adoption / option 1) Given your choice of a class from our repository, your course site will be initialized as a copy of that course's video lectures and assessments, with a private forum for your students Data and analytics o Gradebook export o Quiz data exports (e.g., score histograms) o Aggregated student activity reports Accessibility o Coursera will ensure that the platform is accessible to students with special needs. The instructor is expected to make sure that the content is accessible, e.g., images that are used in assessments should have alt-text specified (through the instructor administrative interfaces). o Upon request, captions can be generated for your lectures (with the cost covered by the institution but potentially offset by revenues if the content is subsequently adopted by other institutions). The course must be captioned before it can be offered to other institutions for adoption. Academic integrity o Systems for identity verification and remote proctored exams, if appropriate Support o Technical support for students o Access to our Course Operations team for platform and pedagogical support o The platform is well documented with a library of technical support documents 2) Coursera MOOCs In this model, instructors in your system will create courses to be offered as open-access MOOCs on www.coursera.org. These courses will be open for enrollment to the global Coursera population. Once these courses are created, they can be easily adapted into classes for your on-campus, matriculated students (what we refer to as "Guided Courses" outlined in the next section), or made available to other institutions for their own on-campus courses. If you decide to offer credit (to matriculated and/or non-matriculated students) for these high-enrollment courses, you will be able to reach large populations of students from around the world. Coursera has in place systems that allow for identity verification and online proctored exams for interested students. Target students: The course is offered at no fee to learners around the world. Students seeking credit will have a paid option that includes identity verification and proctored exams. You may also elect to provide an option for extra services, ranging from the low-touch (having student questions answered on the discussion forums) to the high-touch (tutoring). Who creates the content: All content is created by the instructor who is teaching the MOOC. For MOOCs that are also intended for 3rd party institutional use (i.e., used as Guided Courses by other institutions), the MOOC instructor will often also create an accompanying instructor guide aimed to help other instructors use the material in the Guided Course. Example: The University of Nebraska creates a Modern European History class, which is offered to students around the world, and, at the discretion of the University of Nebraska faculty, could also be offered for credit at the University of Nebraska. Will credit be offered: This is up to the discretion of your system and the instructor: o o o Credit from your system could be offered to matriculated and/or non-matriculated students who complete the course (with appropriate safeguards regarding academic integrity). The instructor might choose to participate in an ACE CREDIT assessment process that allows students to obtain a transfer credit recommendation from the American Council on Education for successful completion of the course. Courses might carry no credit option of either kind. What Coursera provides to support content creation and delivery: Course authorship and operations o Access to the Coursera Partners' Portal which includes best practices and documentation for creating an online class, as well as a community of practice with instructors and administrators from other partner institutions o Tools for creating and uploading of lectures o Tools for creating automatically graded quizzes and programming assignments o o o o o Tools for creating peer-graded assessments Tools for customizing the course site, including navigation and custom web pages Tools for managing the discussion forums Tools for announcements and sending emails to the class Hosting of the course site on coursera.org Data and analytics o Gradebook export o Quiz data exports (e.g., score histograms) o Aggregated student activity reports Accessibility o Coursera will ensure that the platform is accessible to students with special needs. The instructor is expected to make sure that the content is accessible, e.g., images that are used in assessments should have alt-text specified (through the instructor administrative interfaces). o Coursera will provide captions for video lectures for MOOCs. For MOOCs that offer some form of credit, Coursera will cover the cost of captioning. For MOOCs that do not offer credit, the cost of captioning will be covered by the System, but offset by any revenue generated from the course. Academic integrity o Systems for identity verification and remote proctored exams Support o Technical support for credit-seeking students o Access to our Course Operations team for platform and pedagogical support o The platform is well documented with a library of technical support documents 3. Use by third party institutions (Adapted course model) An institution can choose to allow its content to be adopted by 3rd parties who are interested in licensing the content. Here, the course is offered to students enrolled in an outside adopting Institution, in a closed environment on the Adopting Institution site, i.e., offered at an institution other than your own). Such organizations might include other universities, community colleges, non-US institutions, or high schools interested in dual enrollment. High school dual enrollment is an interesting use model that involves high schools adopting the system or university's content to teach their own students. In today's system, high school dual enrollment (where high school students can take college classes for credit while still being enrolled full time in their high school) is limited to high schools which are well-resourced, and that have teachers who equipped to teach college-level content. By having university content put into a well-arranged course, with built-in autograded assignments, the course can be provided to students even when an expert teacher is not available, allowing the teacher to serve the role of guide and facilitator. The adopted course model allows many more high schools students to take college-level classes, in a facilitated environment in their high schools. Successful completion of these courses can potentially translate into college level credits, given appropriate articulation agreements with the university that provided the content. Similarly, community colleges can adopt content from a four-year state institution, where credit earned by community college students can be transferred into the state institution. Today, community college students transfer to a four-year institution often find that they were not adequately equipped for the rigors of the four-year institution, and many of them do not successfully end up graduating with a degree. Content adopted from a four-year institution and taught in the community college with appropriate support and one-on-one tutoring, can greatly help to prepare community college students at a level of rigor that is guaranteed to transfer well. A third model for content adoption we have seen involves the adoption of university partner content by other universities. Professor Douglas H. Fisher from Vanderbilt wrote about his usage of Stanford's Machine Learning and Database courses in a flipped classroom model for his graduate Machine Learning course, and his undergraduate database course respectively. As students watched the lectures online, course adoption enabled Prof. Fisher to cover more in-class material, such as synthesizing across readings and lectures, and learning about practical applications of the material. Who creates the content: The content is created by an instructor at the originating institution who is teaching the course. Who administers it: The Adopting Institution at which the course is run (including registration, delivery, assessment and transcript). The course could be relatively high interaction, with the instructor/ facilitator wrapping in-class instruction around the online content, or it could be taught in a lower-touch model. Will credit be offered: In many cases, the Adopting Institution will provide their own credit for these courses. In some cases, when appropriate academic standards have been upheld at the Adopting Institution, the originating institution might be willing to recognize these credits, or maybe even directly provide credits from the originating institution to students at those other institutions (e.g., in high school dual enrollment programs). Example: A University of New Mexico professor decides to adopt a Radio Astronomy class that was originally created by a professor at West Virginia University. She adds extra lectures to the original class, as well as a series of homework assignments and quizzes that are tailored to her students. The faculty of the University of New Mexico, the adopting institution, will decide at its discretion whether to offer credit for the class. West Virginia University, the originating institution will also decide at its discretion whether to offer credit for the class.