A Collaborative Alternative to MOOCs: AASCU’s Global Challenges Project
AASCU’s Global Challenges curriculum, which grew out of ADP’s Global Engagement Initiative, is featured in this month’s Diversity & Democracy issue from our friends at AAC&U. Shala Mills, the national coordinator of the Global Challenges Project and the chair of political science at Fort Hays State University (Kan.), describes the project — and ways in which it’s blended learning platform provide a collaborative alternative to MOOCs — in the article featured below. You can access the full article here.
A Collaborative Alternative to MOOCs:
AASCU’s Global Challenges Project
By Shala Mills
Volume 17, Number 2
How can we best prepare students to be culturally competent, globally aware citizens capable of leveraging the knowledge and skills necessary to engage difficult global issues? Failure to provide such an education invites a grim future for all, but determining how best to do so can be daunting. To foster creative approaches to teaching about global challenges, the American Association of State Colleges and Universities (AASCU) created its Global Challenges Project. Conceived by George Mehaffy, AASCU’s vice president for academic leadership and change, the project (which I direct) uses technology effectively and cost-efficiently to support faculty as they educate students to become globally competent and engaged citizens.
Massive Collaborative Design
The Global Challenges Project is the first offering developed using AASCU’s Red Balloon model. The model draws its guiding metaphor from a Defense Advanced Research Projects Agency exercise where teams used the Internet and social networking to locate red balloons scattered around the country. The winning team of five individuals found all ten balloons in less than nine hours by relying on a social network of some four thousand people. George Mehaffy (2010) thought that American classrooms could benefit from a similar model, one that relies on the “wisdom of the crowds” and uses technology to connect faculty and students in building content superior to what any single faculty member might be able to create alone.
To read the rest of the article, go here.