So, your company has decided to "go MOOC." What now? There are many options to consider when implementing a MOOC into a training program. The first, and most important, decision is what type of MOOC to use. Although the MOOC model popularized by Coursera is considered the standard format (mainly because Coursera is so big), it is not the only option, and it may not be the best option for your organization. MOOCs differ greatly in delivery format, the active engagement of learners, and the types of outcomes they can produce. Which style of MOOC is most effective depends on the training goals of the organization and the learning outcomes the employees are expected to achieve. UK elearning entrepreneur Donald Clark has categorized MOOCs into eight different types based on their pedagogical approach and the needs of learners. This taxonomy is useful in determining the right type of MOOC for different training needs. Transfer MOOCs Transfer MOOCs lie at the "most traditional" end of the MOOC spectrum. These are courses designed for classroom delivery that have been put onto a MOOC platform. Most of Coursera’s offerings are transfer MOOCs. These courses deliver content primarily through "talking heads" videos and assigned readings and they assess learning outcomes using online quizzes and tests. This type of MOOC would work best for training for which the main goal is knowledge transfer, such as employee orientation and business etiquette training. Made MOOCs Clark identifies "made MOOCs" as courses (like those offered through Udacity) that were originally designed as MOOCs, rather than for classroom delivery. Their videos often feature whiteboard problem-solving sequences rather than talking heads. These courses have an interactive approach that goes beyond just knowledge transfer: students interact with the software by solving problems and receiving instant feedback. Time management, project management, financial training, and courses involving individual training simulations lend themselves well to the made MOOC format. Synchronous MOOCs and Asynchronous MOOCs MOOCs can be delivered in a synchronous or an asynchronous format. In synchronous MOOCs, everyone follows the same class schedule and may even be required to log in at the same time, for example, to attend a webinar or a Q&A session with a keynote speaker. Asynchronous MOOCs are entirely self-paced. This format is ideal for people who are very busy and in cases where synchronous participation is difficult, such as for employees in different time zones. Although corporate training has traditionally been done in a synchronous fashion, this trend is changing. Between 2006 and 2007, self-paced study jumped from 15% to 20% of all training hours and that number is continuing to grow. Adaptive MOOCs Adaptive MOOCs are newest players on the field. They use algorithms and assessments to personalize the learning experience based on the needs of the learner. The jury is still out on the effectiveness of the algorithms, which are largely still in development, but this type of MOOC has huge potential for corporate training. For example, training simulations incorporated into adaptive MOOCs could be used to scaffold employees on an individual basis to reach the desired learning outcomes or level of mastery. Group MOOCs Group MOOCs are the response to the need in certain classes for peer interaction and subjective, personalized feedback. These MOOCs cater to subjects and courses whose goal is synthesis and creation, rather than just knowledge transfer. Learners complete projects in small groups and also assess the work of other groups. Stanford`s NovoEd (formerly Venture Lab) runs several business and entrepreneurship courses as group MOOCs, and Instructure`s Canvas Network offers MOOCs that combine the transfer and group MOOC models. The applicability of group MOOCs to corporate training is nearly endless. Both soft and hard skills can be taught through group work, including human resources, leadership, presentation skills, technical skills, and any training involving role-playing or group simulations. Connectivist MOOCs Although connectivist MOOCs are often considered the "least traditional" of the group, the very first MOOCs were actually built using a connectivist framework. According to connectivist theory, the knowledge network created by engaging with the content and with one’s peers is more important than the knowledge itself. A connectivist MOOC is less a course than an opportunity to build a personal learning network by gathering and creating online resources and collaborating with others. This model works best for a group of learners who each bring their own skills and expertise to the table, for example, training programs aimed at networking or projects requiring the cooperation of interdepartmental teams. Mini-MOOCs Currently, most MOOCs are created to last a certain number of weeks, rather like academic courses. Mini-MOOCs are short courses aimed at teaching individual skills or tasks with only one or two clearly defined learning objectives. Think of a mini-MOOC as just a single learning unit. This format can be used effectively for rapid learning and on-demand training, particularly for technical skills. There are many MOOC options to choose from, and the right choice for your organization will depend on several factors, including the type of training, the desired training outcomes, the resources dedicated to the training, and the knowledge of the training staff. These models are continuing to evolve and in the next few months and years, we will undoubtedly see many more course formats that fall under the "MOOC" umbrella. Although the landscape is changing rapidly, organizations cannot afford to be left behind. As Brian D. Voss, VP and CIO at the University of Maryland, has urged educators, it is time for corporate trainers to "get in the game." Copyright 2013 Bryant Nielson. All Rights Reserved. Bryant Nielson - Managing Director of CapitalWave Inc.- offers 25+ years of training and talent management for executives, business owners, and top performing sales executives in taking the leap from the ordinary to extraordinary. Bryant is a entrepreneur, trainer, and strategic training adviser for many organizations. Bryant’s business career has been based on his results-oriented style of empowering the individual. Learn more about Bryant at LinkedIn: www.linkedin.com/in/bryantnielson     Related Posts:Beyond Cost-Savings: Advantages of MOOCs for Corporate…Rapid Elearning and MOOCs: Keeping Up with ChangeShould your corporate training strategy move to the MOOC?Using MOOCs in Corporate Training ProgramsHow to MOOC: Technology-Enabled Learning Tools, Part 1

A company’s Learning and Development (L&D) function is only as good as the outcomes that it consistently delivers. Are your employees working to their potential? Are there skill gaps that have not been addressed? Is L&D listening to what employees think they need more of? All these questions, and more, need to be answered to help an organization learn and grow. The success of any company depends on the success of its employees. In order to be motivated and productive, employees must feel that they have achieved professional growth as individuals within the organization. A training strategy involving MOOCs creates an environment that allows people and organizations to learn and grow, not only as individual entities, but also within the sphere of the industry that they belong to. Process standardization When you host MOOCs across your organization, you ensure that everybody is trained to perform role-based activities in a similar fashion. MOOCs enable a uniform content delivery platform, thus standardizing processes across geographies, to the extent possible. In case of process deviations in certain locations, participants from other offices can choose to learn about the reasons for these deviations and increase their awareness of the company’s operations. This environment of "one way" of doing things allows a company to measure and monitor its offices’ performances more accurately. Best practices MOOCs can either contain (1) proprietary content that is developed solely by your company or (2) content that is created by a consortium of companies or an external L&D partner. The former allows you to showcase and discuss the best practices within your own organization across various processes. The latter allows you to develop content that teaches best practices based on industry standards or practical usage. This could not only mean teaching better ways of doing things at work (such as managing your clients), but also better ways of imparting the same knowledge (such as simple examples on information security incidents to explain various types of breaches). Employee collaboration Social interactions within a MOOC enable participants to discuss various topics under the subject being taught. This could mean that people from an office with better process adherence can describe how they maintain process discipline, thus encouraging other offices. This could also mean that participants can discuss issues and challenges that they face, in the context of the subject at hand, and together come up with out-of-the-box solutions. MOOCs engage participants by a method of "connectivism", which cultivates and promotes a sense of collaborative problem solving. This emotion is carried forward by employees outside the MOOC and into their workplaces, building an environment of teamwork and cooperation. Social interactions built within the MOOCs can also continue outside, with several participants keeping in touch via a peer network built by themselves. This enables continuous collaboration throughout the employees’ life within the company, benefitting both the individual as well as the organization. Filling skillset gaps Because a MOOC is repeatable as many times as you want, employees can revisit topics that they need more clarity on. They can also initiate discussions with other participants on queries or clarifications that they might have, apart from asking the course trainer. Employee collaboration helps employees with stronger skillsets in a particular subject help those who need assistance with the same. One major advantage of social interactions is that one can identify the stars in the participant group. Employees who contribute to problem solving challenges and who show a creative thinking streak can be identified by the L&D function. Monitoring the discussion groups for specific skillsets can also help fill in human resource gaps in other locations within the organization. E.g. an office may have multiple people with strong Basel III knowledge and these employees may be evaluated for filling vacancies in other offices. Continuing and Professional Development (CPD) Industries such as Finance, Accounting, Legal, Medical, Insurance and Real Estate need to keep their professionals constantly updated, whether in terms of the latest regulations, newest processes or updating their certifications. This Continuing and Professional Development of an individual, or CPD, is industry specific and applies to all companies within that industry. MOOCs that are created by industry training experts provide high quality training to employees without the need for individual companies to expend time, effort and money in developing the training content. MOOCs can therefore easily be used to cater to employees’ personal development plans and result in motivation within the workforce. Developing better content Because MOOCs are build on the principle of "connectivism", it also encourages newer, better and more creative ways of doing things. This means that the power of participants’ ideas can be used to update and redesign training content to create more effective learning tools. Feedback on the trainer, videos, infographics and other content within the MOOC, along with participant interactions between various offices and geographies, allow the content creators to identify what changes to the MOOC content is needed to create a better learning experience. This is possible because feedback is all assimilated in one place for easier study and inference for the content creators. MOOCs allow for better osmosis of thoughts and ideas within an organization’s employees, no matter how close or far they are from each other. This osmosis allows the company to constantly learn and update its processes and knowledge management to enable higher productivity and better quality. Copyright 2013 Bryant Nielson. All Rights Reserved. Bryant Nielson - Managing Director of CapitalWave Inc.- offers 25+ years of training and talent management for executives, business owners, and top performing sales executives in taking the leap from the ordinary to extraordinary. Bryant is a entrepreneur, trainer, and strategic training adviser for many organizations. Bryant’s business career has been based on his results-oriented style of empowering the individual. Learn more about Bryant at LinkedIn: www.linkedin.com/in/bryantnielson     Related Posts:Should you use MOOCs over other forms of corporate…Should your corporate training strategy move to the MOOC?MOOCs in the corporate worldWhat Type of MOOC Is Right For You?Placing MOOCs in the context of your organization

Gamification and massive open online courses (MOOCs) are two of the biggest trends in education. The power of these tools in creating accessible, engaging educational programs is already being realized in many educational and training sectors. For corporate trainers, the need to motivate employees to enhance their knowledge and skills can hardly be understated. According to Badgeville, a gamification platform, the dropout rate for organizational L&D programs can reach as high as 75 percent - that’s three-quarters of employees not completing their learning courses. Clearly, this trend needs to be reversed. Gamified corporate training programs can increase user engagement by more than 50 percent, and MOOCs have incredible potential to reduce the costs and increase the benefits associated with training. It is time for these two mammoth forces to come together. So, what is the best way to go about gamifying a MOOC? Well, the answer is that there is no single answer to this question. Gamification involves using game elements and game design techniques in non-game situations, but there are many different ways to do this. Gamification is merely an additional, albeit very powerful, tool organizations can use to increase motivation and engagement in their training programs. The specific game elements and design techniques that are most effective will depend on the organization’s training goals and resources. Here we will review how some basic game elements can be applied in a MOOC context. Basic Gamification - The Progress Bar Have you noticed that almost every website you interact with has some sort of progress bar, or completeness meter? Believe it or not, the lowly progress bar is a very potent game element (just ask LinkedIn). Nearly 30 years ago, Brad Myers at the University of Toronto showed that in human-computer interactions, people want progress bars and that progress bars enhance both the attractiveness and the effectiveness of computer interfaces. Adding a progress bar to your MOOC interface is a simple way to increase your employees’ engagement within the training program. Intermediate Gamification - PBLs Points, badges, and leaderboards (PBLs in gamification lingo) are the most commonly used game elements. Points are used to keep score, determine levels, unlock rewards, and determine who wins. In a MOOC, points can be accumulated for visiting the site, watching videos, completing activities, participating in simulations, asking and answering questions in the discussion forum, and pretty much any other activity imaginable. Points are like a universal currency - they can represent virtually anything depending upon the training goals. Badges represent larger achievements. They are highly flexible and serve as publicly visible status symbols. In a MOOC, badges can be issued for specific achievements such as completing a module, finishing a series of related activities, or acquiring a new skill, or for more abstract achievements like teamwork and leadership. Badges are excellent motivators and give users something to display in recognition of their achievements. There are several options for designing and awarding badges. For example, the Mozilla Open Badge project allows instructors to create badges specific to what they teach and students to collect and display the badges they earn across the web. Leaderboards show player rankings, which are often determined by the number of points earned. Leaderboards give participants feedback on where they stand in relation to everyone else. In a MOOC, leaderboards can be used to compare the progress of individuals within a department or departments within a company. *A word of warning: Gamification is an amazing tool for enhancing motivation and training effectiveness, but gamified training programs must be well designed based on the needs of the organization and its employees. Just slapping PBLs onto a MOOC is not good gamification, and in some situations these game elements can actually be de-motivating. For example, points and badges need to be attainable - some should be easier and some should be more challenging, but they must be achievable within the context of the training program. Similarly, leaderboards can be highly motivating for people at the top of the list, but highly de-motivating for people at the bottom. Experience has shown that leaderboards work best on a small-scale, such as in a single department, where people can see their scores relative to their friends and neighbors, rather than on a large scale, such as across a whole company. Advanced Gamification - Filling Up the Toolbox There are many other game elements and design techniques that can be incorporated into a MOOC. Avatars - Employees can create their own digital learning personas. Bonuses - Special rewards can be available for employees who achieve certain milestones. Competitions - MOOCs offer a range of possibilities for competitions. For example, departments can compete to have everyone complete each learning module or teams can compete in problem-solving and idea-generating activities. Content unlocking - Employees who achieve a certain number of points/badges can unlock advanced course modules. Levels - "Leveling up" is one of the highest motivators for gamers. Reaching a higher level is usually associated with higher-value rewards. Rewards - Rewards can take many forms. Points and leveling up are rewards earned within the game. Rewards can also be external, for example, accumulated points can be redeemed for real goods (e.g., a company-sponsored lunch) or virtual goods (e.g., new avatar options). These are just a few of the many game elements and mechanics that can be incorporated into a training MOOC. In a well-designed gamified training program, these tools can greatly enhance employee commitment, performance, and success. On top of that, games are fun. As Kevin Werbach, author of For the Win and the professor behind Coursera’s Gamification course says: "Go forth and gamify." Copyright 2013 Bryant Nielson. All Rights Reserved. Bryant Nielson - Managing Director of CapitalWave Inc.- offers 25+ years of training and talent management for executives, business owners, and top performing sales executives in taking the leap from the ordinary to extraordinary. Bryant is a entrepreneur, trainer, and strategic training adviser for many organizations. Bryant’s business career has been based on his results-oriented style of empowering the individual. Learn more about Bryant at LinkedIn: www.linkedin.com/in/bryantnielson     Related Posts:The Gamification Design Process- How not to fail and what…Gamification and the Hype CycleThe History and Direction of GamificationGamification Techniques Transferring Over into Real Life-…Gamification in Relation to User Engagement

Massive open online courses (MOOCs) are currently disrupting higher education and the stage is set for them to be a major force in corporate training as well. Although the mere idea of using MOOCs requires a shift in how organizations think about their training programs, much of the infrastructure already exists: more than 70% of companies have a learning management system (LMS) in place, and as of 2011 77% of corporations were already using online learning in their training programs. Compared to higher education, where debates about online versus face-to-face content delivery are still quite heated, corporations have been early and fast adopters of elearning and technology-enabled learning tools. The gamble on elearning has largely paid off: studies have shown that elearning takes less time, costs less, and increases retention compared to instructor-led training (ILT). Elearning also has other less measurable benefits; for example, in the 2011 Towards Maturity Benchmark survey, 72% of companies reported that elearning and mobile learning helped them adapt more quickly to change. But when it comes to MOOCs, corporate training is inexplicably lagging behind. Whereas education systems at all levels are quickly realizing the potential of MOOCs to enhance learning, corporate trainers have not yet embraced the new technology. However, MOOCs have many benefits for companies, and even some of their disadvantages in the education market are less relevant in the corporate sector. According to Global Industry Analysts, by 2015 more than half of all training dollars will be spent on elearning. Here are several reasons some of this money should be spent on MOOCs. Access and Scalability MOOCs offer unprecedented access to training. Employees spread throughout an office building, a region, or even around the world can access training content whenever and wherever, via their computers or mobile devices. Instructors can curate, organize, and revise the material at any time, and trainees and instructors do not need to be in the same room, or even logged in at the same time. MOOCs are also infinitely scalable. Organizations can provide training to any number of employees, with the only limitation being the capacity of the LMS. Customization and Adaptive Learning MOOCs are easily customized. Many MOOCs are built using open educational resources (OER) or a combination of OER and proprietary content. Instructors can remix, revise, reuse, and redistribute the content based on the organization’s changing needs. New research and information can be introduced into a training program and reach all learners in real-time, making the training more relevant and responsive to real-world problems and scenarios. One major criticism of MOOCs has been that they are a one-size-fits-all solution to a many-sized problem, but this is no longer true. New technologies are available that allow MOOCs to adapt to the needs of the user. Adaptive learning technologies are currently being piloted in a Spanish language MOOC (Instreamia) and a molecular science MOOC (University of Massachusetts Boston). Companies can leverage adaptive learning in their training programs to bring all employees to the same level without some becoming completely frustrated and others totally bored. Learning Analytics Online learning is revolutionary in that it allows instructors to collect data about how their students learn, how long they spend on task, what areas of content are the most engaging, the most challenging, and so on. In the same vein, companies can easily collect data about their training programs and employees. The advantage of MOOCs is that they can provide massive amounts of data, which can help organizations understand how their employees learn and interact with the content so the businesses can improve their training programs. For example, the Learning Analytics Group at Stanford recently analyzed data from three computer science MOOCs and found a relationship between participation in the discussion forums and course completion. This finding suggests that MOOC designers should emphasize social interaction as a way of increasing student engagement. Learning analytics can also help companies predict employee performance and identify potential problems. Visibility One of the big reasons professors want to teach MOOCs is to increase their visibility. According to a survey conducted by the Chronicle of Higher Education, 39% of professors said they taught a MOOC to increase their visibility within their discipline and 34% to increase their visibility with the media and general public. As noted by Robert Sedgewick, a Princeton professor who teaches an algorithms MOOC, "Every single faculty member has the opportunity to extend their reach by one or two or three orders of magnitude." Companies can take a lesson from academia and use training MOOCs to increase their own visibility, both within their industry and more generally. Of course, there are also some disadvantages to MOOCs, but these may be less relevant in corporate training than they are in education. The two most notable disadvantages of MOOCs in higher education (and the ones that get the most press) are the high drop-out rate and the difficulty of assessing learning outcomes. For corporate training, these two issues virtually disappear. First, completing the training, whether ILT, traditional elearning, or a MOOC, is part of the job - not completing a MOOC would be equivalent to not showing up for work. Second, in corporate training, learners are not assessed by their ability to take a multiple-choice quiz or write an essay. Standard training metrics, such as increased retention, increased sales, increased efficiency, and improved customer service, are independent of the training platform. In some sense, MOOCs have all of the advantages for corporate training that they do for education, without the disadvantages. The format provides an effective, cost-efficient, highly flexible, and engaging way for organizations to provide training. The major risk is being beaten to the punch. Copyright 2013 Bryant Nielson. All Rights Reserved. Bryant Nielson - Managing Director of CapitalWave Inc.- offers 25+ years of training and talent management for executives, business owners, and top performing sales executives in taking the leap from the ordinary to extraordinary. Bryant is a entrepreneur, trainer, and strategic training adviser for many organizations. Bryant’s business career has been based on his results-oriented style of empowering the individual. Learn more about Bryant at LinkedIn: www.linkedin.com/in/bryantnielson     Related Posts:What Type of MOOC Is Right For You?MOOCs: From the Classroom to the Conference RoomMOOC: The King is Dead - Long Live the KingRapid Elearning and MOOCs: Keeping Up with ChangeShould your corporate training strategy move to the MOOC?

When MOOC-mania hit first exploded, a general panic arose in higher education: Would MOOCs make colleges and universities obsolete? As the dust has started to settle and stakeholders have been able to assess the new technology, the general consensus (at least for now) is "No." MOOCs will not kill higher education, but they will greatly impact how it is delivered. The same can be said for corporate training. According to Brian D. Voss, VP and CIO at the University of Maryland, the MOOC revolution is not just technological, but also pedagogical. Instructors across the board are being forced to rethink the best ways to deliver content and assess learning. In a previous article, we saw that the acronym MOOC is used to describe many types of courses, some of which very closely resemble traditional courses and others that are horses of a completely different color. Companies also have several options for how to integrate MOOCs into their training programs. For example, will the entire training be delivered via a MOOC, or will the MOOC be used alongside instructor-led training (ILT) as part of a blended learning environment? For training that will be delivered entirely via a MOOC, one option is to use MOOCs that are already available. Many organizations offer prepackaged MOOCs, and this is a very good option for workplace skills, professional development, and other parts of a training program that don’t require company-specific content. The Saylor Foundation offers a Workplace Skills Program that includes courses in computer literacy, professional writing, and time and stress management. They are also developing several technical courses as part of a Career Development Program, and in summer 2013 they expect to launch "Microsoft Excel for Beginners," "Management and Information Processing," and "Relational Database Applications." ALISON is a MOOC provider that specializes in workplace skills and professional development, offering courses in business and enterprise skills, financial and economic literacy, digital literacy and IT, and even personal development and soft skills. To use these courses as part of a training program, simply have your employees take the courses online and then print out the certificates as proof of their completion - no additional training required. Another option is to build a MOOC from scratch. This is a good option for content areas where much of the material is already delivered through elearning or where generic courses have not been developed or are not sufficient, for example, sales training. Although nearly three-quarters of organizations already have a learning management system (LMS) in place, many of these LMSs are not equipped to handle the volume of a MOOC. Fortunately, there are several platforms available that make it easy to make your own MOOC. Instructure’s Canvas Network is an open-source LMS used by many schools and institutions. It is easy to use for both administrators and students, there are many options for communication, and it is available on mobile devices. Here are some other build-your-own-MOOC platforms to consider: Desire2Learn, ProProfs Training Maker, P2PU,  and Google Course Builder (still in beta testing). You can also bypass the LMS altogether and set up the course as a wiki. For content areas that require more interaction and collaboration, organizations may choose to integrate MOOCs and ILT into a blended learning environment. This is the direction that several community colleges and other educational institutions are using to get the best of both worlds. Whereas replacing ILT with a MOOC certainly takes advantage of the technological innovations, the real benefits of MOOCs are pedagogical. Even institutions that are wary of MOOCs are still embracing their main pedagogical innovation: the flipped classroom. In the flipped classroom model, students watch video lectures at home and then use their classroom time to discuss the material and work on projects. Instead of just a space for knowledge transfer, the classroom becomes a collaborative environment for students and instructors to share ideas and collectively solve problems. The students are not only more actively engaged, their performance improves: studies in higher education have shown that students in flipped classrooms do better and have lower stress levels compared with those same students in traditional classrooms. This model can be equally applied to corporate and workplace skills training: employees could watch video lectures on their own and then use on-the-job training time to role-play, engage in hands-on training, practice their problem-solving skills, and participate in simulations. Another MOOC element that can be easily incorporated into a training program is working on collaborative documents to build an employee knowledge base. Many MOOCs have wikis that students can edit freely, which encourages them to share and collaborate. A wiki allows users to contribute their own knowledge and benefit from the knowledge of others, and the changes are instantaneous so there is no waiting for the system administrator to update the content. MOOCs are continuing to evolve, almost on a daily basis, as more instructors experiment with this new form of content delivery. As the technology improves, the tools will expand and the pedagogical benefits will become even greater and more salient. By investigating and incorporating the different MOOC options now, you can ensure that your organization is well positioned to adopt new technologies and pedagogies in the future. Copyright 2013 Bryant Nielson. All Rights Reserved. Bryant Nielson - Managing Director of CapitalWave Inc.- offers 25+ years of training and talent management for executives, business owners, and top performing sales executives in taking the leap from the ordinary to extraordinary. Bryant is a entrepreneur, trainer, and strategic training adviser for many organizations. Bryant’s business career has been based on his results-oriented style of empowering the individual. Learn more about Bryant at LinkedIn: www.linkedin.com/in/bryantnielson     Related Posts:What Type of MOOC Is Right For You?MOOCs: From the Classroom to the Conference RoomMOOCs in the corporate worldRapid Elearning and MOOCs: Keeping Up with ChangeHow to MOOC: Technology-Enabled Learning Tools, Part 1

Just in case you’ve been under a rock lately, here is a news update: the nature of training is changing, and fast! The recent explosion of massive open online courses (MOOCs) in higher education has brought with it a whole new set of technology-enabled learning tools. Education and training are no longer delivered exclusively in closed classrooms by experts, and learning is no longer something people do in isolation surrounded by textbooks. Today, through computers and mobile devices, education can happen anywhere and at any time, and learning involves students not only actively engaging with the content, but also using various tools and platforms to interact with instructors and fellow learners. In the education sector, this is known as Learning 2.0, and the corporate sector needs to be prepared: Training 2.0 is coming. What exactly does this mean? There continues to be plenty of controversy surrounding MOOCs, but one thing we can all agree on is they are changing the way we think about education. The main drivers and implications of this change are huge improvements and innovations in learning technologies. Technology-enabled learning tools are not a panacea, but they can go a long way toward solving many of the challenges facing training departments today, including high costs, a lack of qualified employees, the rapidly changing business and technology landscapes, and long training development times coupled with the need to educate employees quickly. Over the course of two articles, we will examine the main "MOOC tools" - online technologies that have made it possible to deliver highly engaging training programs to any number of employees, anywhere, at any time. Learning Management Systems The basic frameworks that support MOOCs are learning management systems (LMSs), which are essentially systems for organizing and delivering content, administering assessments, and tracking learner progress. LMSs are not new. In fact, they have been in development for nearly 100 years (check out this excellent Mindflash infographic on the history of the LMS), but MOOCs, social media, and the demands of educating hundreds of thousands of people all at once have moved LMSs from mere online content delivery portals to fully interactive learning tools. Even though MOOCs utilize many different learning tools and social media platforms, most are delivered within the context of a learning management system, and most LMSs today can support all types of multimedia, interactive media, and social media. There are many LMSs available and many different considerations when conducting an LMS vendor search, but this is arguably the most important tool in the MOOC toolbox. Whether you choose to deliver content via text or video, host webinars or Google+ Hangouts, or use discussion forums or Twitter feeds, the LMS must be user-friendly, intuitive, and easy to navigate for both the instructors and the learners. Content Delivery Traditional training and education are based on the model of "talking heads," presenters who stand in front of a class or a video camera and talk…and talk…and talk.  But plenty of research shows that people don’t learn from listening to someone talk. In fact, studies suggest that learners can initially pay attention to a lecture for about 10 to 15 minutes, but then they need something else to do. And that is just at the beginning - as the lesson goes on, the amount of time people can pay attention shrinks to the point where at the end of an hour, they can effectively absorb only a few minutes of information at a time. Clearly, content delivery needs a boost. MOOCs incorporate several different tools for content delivery and these tools are becoming increasingly interactive. Videos. Videos are the mainstay of most MOOCs, but even within this category the options are diverse. MOOC giant Coursera builds its modules around short talking head video lectures (usually less than 15 minutes), often with comprehension questions and other activities distributed throughout the lectures. Udacity’s courses are presented using pencasts - the students watch videos not of the instructor, but of the notes the instructor writes on a whiteboard. Using this technology, instructors can even write questions on the board for students to answer interactively. Screencasts are digital recordings of computer screen output. These videos are excellent for technology training, such as software tutorials - using a split screen, learners can simultaneously watch the tutorial and work interactively with the software. Training videos do not need to be pre-recorded. Learners can also participate in live webinars and speaker sessions. YouTube and other services allow live video conferencing where presenters can moderate and respond in real time to questions and comments posted via instant messenging. The sessions can be archived for both current and future course participants. Other video tools include films, whiteboard animations, voiceover PowerPoint presentations, and Prezi presentations - you name it, your MOOC can handle it. Text. Even standard text is becoming much more interesting through MOOCs. Although text-based course content can be presented as Word docs and pdfs, most text is organized into hyperlinked web pages for learners to navigate. This not only allows learners to control the pace and sequence of their learning, but also provides a level of interactivity missing from traditional text-based materials. Text content can also be delivered in interactive slideshows using PowerPoint and other presentation software. The best part about all of these video and text resources is that they, along with audio and other multimedia files, can be accessed directly through the LMS or they can be downloaded as podcasts for learners to access on their phones or other mobile devices. Games and simulations. Corporate training is increasingly becoming gamified, and both serious games and simulations are being used to train employees in areas ranging from first responders to financial services. Using gamified applications in the context of a MOOC brings these two powerful ideas together into a highly engaging training program, providing maximum opportunities for learners to interact with the content, with instructors, and with each other. Incorporating games and simulations into an LMS-based MOOC also provides companies with essential data about how well their training programs are working as learner progress and achievements can be systematically tracked and assessed, and modifications and adjustments to the program can be made quickly in response to learners’ needs. This article has briefly reviewed the main content delivery tools used in MOOCs. In Part 2, we will turn to the real meat of Training 2.0 and the MOOC revolution: social media. Copyright 2013 Bryant Nielson. All Rights Reserved. Bryant Nielson - Managing Director of CapitalWave Inc.- offers 25+ years of training and talent management for executives, business owners, and top performing sales executives in taking the leap from the ordinary to extraordinary. Bryant is a entrepreneur, trainer, and strategic training adviser for many organizations. Bryant’s business career has been based on his results-oriented style of empowering the individual. Learn more about Bryant at LinkedIn: www.linkedin.com/in/bryantnielson     Related Posts:What Type of MOOC Is Right For You?Beyond Cost-Savings: Advantages of MOOCs for Corporate…How to MOOC: Technology-Enabled Learning Tools, Part 2Rapid Elearning and MOOCs: Keeping Up with ChangeUsing MOOCs in Corporate Training Programs

Web 2.0 and the rapid rise of Facebook, Twitter, LinkedIn, and other communications platforms have made one thing abundantly clear: Everything is social. And researchers, educators, and trainers have begun to realize that learning is no exception. As the workforce grows to include more Millennials - digital natives who spend nearly four hours per day on social networking sites - the social impact on training cannot be overstated. According to a 2011 ASTD report, social media enables learning by providing platforms for people to exchange information, facilitating communication, personalizing the learning experience, and supporting informal learning. Social media integration is one of the main advantages of MOOCs over traditional e-learning models, and MOOCs offer many ways to incorporate social media into training programs: Discussion boards. Course discussion forums are the most basic type of social platform used in MOOCs, but they are powerful tools and almost all MOOCs have them. Discussion boards provide spaces for learners to ask and answer questions and hold conversations about the course content. Participation in discussions is often one of the requirements for course completion. These forums have an advantage over in-class discussions as participants have more time to reflect on course materials and formulate their ideas and contributions. Discussion forums are most effective as learning tools when they are actively monitored and directed by instructors. Most learning management systems (LMSs) have discussion board modules. Blogs and microblogs. Blogging is increasingly used as an educational tool, in both classroom and online settings. Blogs provide opportunities for people to express their own ideas and comment on the ideas of others. Learner blogs can be hosted on an LMS within an intranet or displayed on a public blogging site such as Blogger or WordPress. Microblogging sites, like Twitter, let users communicate in both spontaneous and scheduled discussions. The extent to which your organization chooses to embrace the "open" aspect of MOOCs depends on the nature of the content, but employee blogs and Tweets can serve as powerful marketing tools in addition to learning tools. Course wikis. A wiki is a website that users can easily add to and modify. Wikis are used often in MOOCs as places for the members of the community to share what they are learning in the course and independently. These online spaces can be created publicly or on a private intranet. Collaborating via wikis both helps learners develop personal learning networks and documents the collective knowledge in the organization. Wikis are easily updated to reflect the most current knowledge and they can help instructors identify strengths and weaknesses in the training program. Collaborative documents and shared workspaces. Collaborative documents allow teams to share ideas and work together on projects either synchronously or asynchronously. Google Docs, TitanPad, and other collaborative document programs track each user’s contributions in real time. Shared workspaces take the idea of collaborative documentation one step further, offering personal and group workspaces, as well as task tracking and notifications. Real-time collaborative tools are excellent for group problem-solving and brainstorming. For example, Mindmeister is an online collaborative tool for concept mapping. Virtual meetings. While most MOOCs are designed for asynchronous learning, virtual meetings allow for synchronous collaboration. For example, employees can asynchronously review new product information or company policies and then hold virtual meetings on Skype or Google+ Hangouts to discuss the material. Content sharing. Content sharing is a way for learners to curate and share content, including text files, videos, audio files, and other multimedia. Content can be shared via YouTube (video), Flickr (images), Slideshare (PowerPoint presentations), and many other services. Content sharing encourages active learning, as curating and creating their own content helps students engage meaningfully with the material. Social bookmarking. Social bookmarking, through programs like Delicious, is a way for users to tag, save, and share web pages and other information. In a presentation available on Slideshare, Tiffany Winman of IBM identifies several advantages of social bookmarking for organizations, including sharing insights with your community, increasing your visibility, and spotting new trends. In corporate training programs, social bookmarking is a way for employees to organize, manage, and share knowledge, which helps them build personal knowledge archives and expand their personal learning networks. Social bookmarks can be shared publicly or they can be limited to a specific set of users. Technology-enabled learning tools, and in particular social media tools, have long-term positive benefits for companies not only for their training programs, but for the organizations in general. Millennials are not accustomed to sitting passively and listening to lectures or clicking through slides in isolated e-learning sessions. They want to actively engage with content, with their instructors, and with each other. Using these tools in a MOOC format offers unprecedented opportunities for employees to learn, communicate, and network within a stimulating social environment. Together, these tools can elevate corporate training and continuing professional development from something employees have to do to something they want to do, and organizations will undoubtedly benefit from employees collaborating, sharing ideas, and actively contributing to their own learning processes and the collective learning of the organization as a whole. Copyright 2013 Bryant Nielson. All Rights Reserved. Bryant Nielson - Managing Director of CapitalWave Inc.- offers 25+ years of training and talent management for executives, business owners, and top performing sales executives in taking the leap from the ordinary to extraordinary. Bryant is a entrepreneur, trainer, and strategic training adviser for many organizations. Bryant’s business career has been based on his results-oriented style of empowering the individual. Learn more about Bryant at LinkedIn: www.linkedin.com/in/bryantnielson   Related Posts:MOOCs: Building Personal Learning NetworksHow to MOOC: Technology-Enabled Learning Tools, Part 1Using MOOCs in Corporate Training ProgramsWhich Social Media Website Do Digitals Prefer Most and Why?Rapid Elearning and MOOCs: Keeping Up with Change

What parts of your training program are the most effective? The least effective? When are your employees really engaged and when are they daydreaming? What training units / simulations / assessments / employee actions are most associated with learning? How does training influence the success of your employees and your organization? Would you like to be able to answer these questions? According to the ASTD 2012 State of the Industry Report, in 2011 U.S. organizations spent more than $156 billion on training, averaging just under $1200 per employee. For that kind of dough, companies want to see some results. MOOCs (massive open online courses) are currently redesigning the educational and training landscape. In January 2013, the Harvard Business Review blog called "the advent of massively open online classes…the single most important technological development of the millennium so far." Did you get that? The single most important technological development of the millennium so far. Why are MOOCs making such a huge impact? The reasons are many and growing. Not only do MOOCs offer unprecedented scalability and access and challenge the long-held notion that content is king, but they can provide large amounts of user data. We’re not talking just how long people engage in a particular task or who got what question right; we’re talking the ability to track and analyze every aspect of the learner experience. The current model in training analytics is "small data" - data based on reports, assessments, and so on from small numbers of learners. But MOOCs can provide data from millions of people and the data are collected at many different levels: the keystroke level, the question level, the learner level, the instructor level, the program level, and even the organizational level. This "big data" can be used to model learner and organizational characteristics and outcomes and, most importantly, to predict future trends and patterns. It can help organizations identify which programs are working and which are not, where additional training is required, and the best way to deliver that training. In a 2012 report on educational data mining and learning analytics, the U.S. Department of Education’s Office of Educational Technology identified several questions that big data can help educators answer. Here are a few of them: What sequence of topics is most effective for a specific learner? When are learners ready to move to the next topic? What learner actions are associated with more learning? What actions indicate satisfaction, engagement, learning progress, etc.? What features of an online learning environment lead to better learning? What will predict learner success? When is intervention required? When the entire learning process takes place online, as in a MOOC, the entire learning process can be tracked and analyzed, and the data generated goes far beyond what is available in a classroom. Students in MOOCs don’t just watch videos and answer questions - they interact with each other and with the instructor through discussion forums, social networks, blogs, and many other streams, leaving long and rich trails of digital data. These data can reveal trends and patterns that can’t be detected in traditional formats, and they allow us to move beyond what people are learning to how they are learning. As Coursera co-founder Daphne Koller said: "The availability of these really large amounts of data provides us with insights into how people learn, what they understand, what they don’t understand, what are the factors that cause some students to get it and others not that is unprecedented, I think, in the realm of education." This knowledge can be used to improve both instructor-led training (ILT) and online learning. Here are a few major areas where big data from MOOCs can inform training practice: Improving results. This is the obvious one. Of course the goal of all training is to increase employees’ skills and effectiveness. MOOC data can be analyzed on both micro and macro levels to improve individual and organizational results. Clustering and relationship mining. These two concepts have to do with discovering relationships between variables. The data can be used in many ways, such as for organizing employees with complementary skills into teams and work groups. Customizing programs on a large scale. MOOCs started out as a one-size-fits-all solution, but they are rapidly evolving into adaptive learning environments tailored to individual learners. In the near future, the learning experience will be optimized individually and in real time. Predicting future trends. What will the return on investment (ROI) be for your training program? Big data will help organizations predict the impact of training programs on individual, business-unit, and organizational success. Businesses already use big data to make decisions about sales, financial services, advertising, risk management, pricing, supply chain management - you name it. But until MOOCs came on the scene, most organizations could not amass enough data to inform decisions about their training programs. Now data is being collected from millions of learners in virtual educational and corporate classrooms all over the Internet. The field is very new and educators are just starting to realize the power of having this data available. In a first attempt to quantify the MOOC experience, Duke recently released a report on its first MOOC. The results provide insights not only into student achievements, but into their activities and outcomes, motivations and attitudes, and the factors that both promote and provide obstacles to learning. As more organizations collect, analyze, and (in true MOOC spirit) share their data, we will begin to develop new models to increase instructional efficiency and effectiveness. Smart companies will use that data to make sure they are getting the best possible return on investment in their training programs so they will have something to show for that $156 billion. So, now you are convinced that a MOOC is the way to go and that big data will transform your approach to training, but you don’t know where to start with the implementation? No worries - there’s a MOOC for that! Copyright 2013 Bryant Nielson. All Rights Reserved. Bryant Nielson - Managing Director of CapitalWave Inc.- offers 25+ years of training and talent management for executives, business owners, and top performing sales executives in taking the leap from the ordinary to extraordinary. Bryant is a entrepreneur, trainer, and strategic training adviser for many organizations. Bryant’s business career has been based on his results-oriented style of empowering the individual. Learn more about Bryant at LinkedIn: www.linkedin.com/in/bryantnielson     Related Posts:Beyond Cost-Savings: Advantages of MOOCs for Corporate…MOOCs: Personal Initiative and Professional DevelopmentMOOC: The King is Dead - Long Live the KingWhat Type of MOOC Is Right For You?How to MOOC: Technology-Enabled Learning Tools, Part 1(Visited 24 times, 1 visits today)

There are two trends occurring right now - one in business and one in education - that are majorly threatening their respective industries. In business a huge skills gap is hindering the ability of many organizations to achieve their goals because students are not graduating from school with the knowledge, skills, and abilities they need for critical jobs. In education massive open online courses, or MOOCs, are disrupting the traditional models and how people think about learning, delivery, and credentialing. However, out of disruption comes innovation, and if we can set these two trends on a collision course, we might find a perfect solution for the skills gap problem, which is predicted to take a heavy toll on U.S. and global businesses over the next several years. According to Bridging the Skills Gap, a 2012 report of the American Society for Training and Development (ASTD), a recent survey found that 84 percent of ASTD members saw a skills gap in their company. That is a huge number, and it is predicted to grow even bigger. In some industries the numbers are particularly grim. For example, according to the Computing Technology Industry Association (CompTIA), 93 percent of employers in IT businesses report a skills gap. Given the recent high levels of unemployment, the problem is not a lack of workers; the problem is that the available workers simply don’t have the skills companies are looking for. This is a problem across all industries, at all levels, with middle- and high-skills jobs showing the largest gaps. According to the ASTD member survey, the largest skills gaps are for leadership and executive skills, managerial and supervisory skills, and professional- or industry-specific skills. Management consulting firm McKinsey predicts that by 2020 the skills gap will result in 85 million unfilled medium- and high-skill jobs globally. The problem also extends to soft skills, such as communication, teamwork, and critical thinking. A 2010 survey by the American Management Association found that although 90 percent of executives recognized soft skills as important, fewer than half rated their employees as being above average on those skills. Why are employees falling behind organizations’ expectations? These are the top three reasons given in the ASTD survey: The skills in the workforce don’t fit with the company’s strategies, goals, markets, or business models. Companies lack bench strength for leadership positions. Less money is being spent on training and there is less support for employee L&D. Simply put, people entering the workforce don’t have the right skills and companies aren’t spending the money to teach them. As Peter Capelli, director of the Wharton School Center for Human Resources, wrote in Why Good People Can’t Get Jobs, "In short, a huge part of the so-called skills gap actually springs from weak employer efforts to promote international training for their current employees or future hires." So, what do we do about this problem? How do organizations ensure that their employees have the knowledge and skills to navigate the businesses successfully into the future? It’s time to bring in the MOOCs. Massive open online courses are quickly transforming higher education, but perhaps their real potential lies in workplace skills training. If part of the reason for the skills gap is that businesses are investing less in their training programs, then it’s time to make better training available for less money. MOOCs are comparatively low-cost ways to deliver top-quality workplace skills training to a large number of employees all at once. The advantages of using MOOCs for workplace skills training are numerous: There are many MOOC providers out there who already offer training for basic workplace skills. Using these courses as part of a training program would be one way for companies to train their employees essentially for free. For companies that want to develop their own MOOC, there are several learning management system platforms available either free or at a low cost. Although there may be a substantial initial outlay to develop a MOOC, the marginal cost of training additional employees approaches zero. MOOCs are easy to update so that additional training can be delivered quickly and as needed. This is especially important today, as with the rapid pace of technological advancements many skills simply don’t stay relevant for very long. And last but not least, people like them. People around the world are already signing up for MOOCs in droves. They are fun, effective ways to learn, and many people are now choosing to spend their free time doing something that used to be just a boring day at work.   Some organizations are already using MOOCs to address their own skill gaps. For example, 10gen, the company behind database tool MongoDB, has started offering MOOCs for developers and database administrators using the edX platform. They built the courses entirely from scratch using the "standard" MOOC tools including video lectures, quizzes, homework assignments, a final exam, and automatic grading. Overall the initial cost of the courses was around $250,000, but with the number of students who enrolled, the cost per student was less than $5. And of course, they can run the same course again and again, without incurring substantial additional costs. 10gen vice president Andrew Erlichson predicted that many companies would start running their own training MOOCs because they are cost effective and also open up new markets. MOOCs are also being used to teach critical thinking and real-world problem-solving skills, basic workplace competencies that seem to be running in short supply. Michael Lenox, of the University of Virginia’s Darden School of Business, is currently offering a MOOC via Coursera called "Foundations of Business Strategy." Lenox invited small entrepreneurs and nonprofits to share their business challenges and get help from the more than 90,000 students who signed up for the course. This is not a test: these students are actually working on real problems facing businesses today. MOOCs have incredible potential in the workplace skills arena. Whether your employees need to learn digital literacy, project management, communication, leadership, critical thinking, or just about anything else, a MOOC can be a powerful, cost-effective, and ultimately very fun and engaging learning tool for your organization. Copyright 2013 Bryant Nielson. All Rights Reserved. Bryant Nielson - Managing Director of CapitalWave Inc.- offers 25+ years of training and talent management for executives, business owners, and top performing sales executives in taking the leap from the ordinary to extraordinary. Bryant is a entrepreneur, trainer, and strategic training adviser for many organizations. Bryant’s business career has been based on his results-oriented style of empowering the individual. Learn more about Bryant at LinkedIn: www.linkedin.com/in/bryantnielson     Related Posts:MOOCs: Personal Initiative and Professional DevelopmentUsing MOOCs in Corporate Training ProgramsMOOCs: From the Classroom to the Conference RoomHow to MOOC: Social Media in the Corporate Classroom, Part 1What Type of MOOC Is Right For You?(Visited 54 times, 1 visits today)

If you took a quick survey of your organization, chances are you would find several people who have taken, are taking, or are planning to take a MOOC. And of those people, a good portion of them are probably doing it to enhance their skill set and improve their career. Yes, you read that right - many people take MOOCs as courses for professional development, not because they are required to or are being paid to, but because they want to. MOOCs are still a very new phenomenon, and although a massive amount of data is being collected, it hasn’t yet been compiled and analyzed. However, preliminary demographic data show a pretty interesting trend. According to Inside Higher Ed, reports from early MOOCs offered by Coursera and Udacity suggest that between one-half and three-quarters of the students took the courses to enhance their skills either so they would perform better in their current job or so that they could find a better job. So while universities and governments are frantically trying to figure out exactly how MOOCs will affect higher education, and in particular whether they should translate into any sort of credit, MOOC students are leading a quiet revolution of their own - they are using the free online courses to increase their job skills and earning potential. The main question being asked these days, particularly in higher education circles, is "Will MOOCs be translated into meaningful credits?" But this is the wrong question, because we already know the answer: Yes. The American Council on Education has recommended some MOOCs for credit and is reviewing more, California is considering an initiative to allow students to receive credit for MOOCs, and many colleges and universities around the country are exploring ways to integrate MOOCs into their degree programs. So the real question is "How will MOOCs be translated into meaningful credits?" This is a question that companies can’t ignore, as it will affect both hiring and training practices in the very near future. As Chris Farrell wrote in Bloomberg Businessweek, "Look at any economic study on the future of the American corporation and you’ll find one clear message: Companies need educated workers. The business model of low-cost, high-quality education offered by the MOOCs could well transform corporate training and turn the idea of lifelong learning into reality. Let the revolution begin." So here is the situation: Your employees and colleagues are already taking MOOCs to enhance their job skills and soon the resumes that reach your HR department will feature MOOCs under the "Education" section. What does this training mean and how should it be recognized? The first point to make is that it should be recognized. According to a recent study by the Center for Management and Organization Effectiveness, the #4 reason people leave their jobs is lack of recognition. Recognition doesn’t always have to come in the form of a pay raise - intangible rewards are often more meaningful - but don’t lose top talent by failing to recognize your employees’ initiatives and achievements. The main model currently for assessing the knowledge and skills gained through MOOCs is provided by Excelsior College, a private institution that offers competency-based educational programs. They have developed tests that students can take to assess their knowledge and receive college credit, regardless of where the learning took place. Excelsior has identified several MOOCs that match their assessments so that students can take the courses and then pass the tests. This model focuses on the mastery of learning outcomes, not the method of content delivery. How can companies follow this model in their own L&D programs? Well, the beauty of MOOCs is that they are free and available for anyone to take. So, corporate trainers can identify relevant courses offered by different MOOC providers and vet them according to the needs of their organizations. Here are some questions to ask while evaluating MOOCs from an external provider: What knowledge and skills do you need your employees to acquire? What specific learning outcomes are you targeting? Like most classes, MOOCs have specific learning outcomes. Assess how well these outcomes match the needs of your organization. Does the MOOC focus primarily on theory or does it incorporate real-world applications? This is an important one - many academic courses are theory-based, which may not be appropriate for your organization. What kind of assessments does the MOOC use? Do the students have the opportunity to practice their skills? Some MOOCs still use primarily multiple-choice questions, but many now incorporate real-world problem-solving into their assignments and evaluations. What kind of certificate or other measurement of completion does the MOOC offer? The different MOOC providers offer different types of proof of completion. For example, Coursera students can earn a regular certificate or a certificate with distinction. Coursera also has a special Signature Track program, which provides identity verification for some courses. Many MOOCs on the Canvas Network involve creating an online portfolio or digital artifact. EdX and Udacity have both partnered with third-party organizations to provide opportunities for students to take proctored exams. As you evaluate courses, you will become more familiar with the types of courses that meet the training needs of your organization. Of course this solution is only temporary as MOOCs are still going through their growing pains. But change is happening very quickly, and MOOC training programs are on their way to not only being accepted but becoming the norm. This process has already started - just this month, both Coursera and edX announced new initiatives to move into the realm of continuing education by offering free or low-cost teacher training programs. Individual schools and districts will be able to evaluate whether or not Coursera’s courses meet their continuing education requirements, and the edX course will be eligible for Continuing Education Units through a national education association. As MOOCs progressively become more mainstream, more continuing education and professional development courses will be available and more companies will start to benefit from the awesome potential of this new innovation. As Chris Farrell wrote, "Let the revolution begin." Copyright 2013 Bryant Nielson. All Rights Reserved. Bryant Nielson - Managing Director of CapitalWave Inc.- offers 25+ years of training and talent management for executives, business owners, and top performing sales executives in taking the leap from the ordinary to extraordinary. Bryant is a entrepreneur, trainer, and strategic training adviser for many organizations. Bryant’s business career has been based on his results-oriented style of empowering the individual. Learn more about Bryant at LinkedIn: www.linkedin.com/in/bryantnielson     Related Posts:MOOCs: From the Classroom to the Conference RoomWhat Type of MOOC Is Right For You?Using MOOCs in Corporate Training ProgramsMOOC: The King is Dead - Long Live the KingMOOCs to Bridge the Workplace Skills Gap(Visited 19 times, 1 visits today)