anchor.diff:   . Content/service quality comparable to traditional non-crowdsourced options
    
    
  -Existing online learning platform fail to provide one or more of thsese. MOOCs are written in a top-down manner that precludes open contribution while OERs often lack enough course structure to be widely accessable to students. Pure-peer flipped classrooms/courses (PPFCs) are a new way to ofer structed OERs that attempt to realize the same soft of success other crowdsourced platforms have had.
  +Existing online learning platform fail to provide one or more of thsese. MOOCs are written in a top-down manner that precludes open contribution while OERs often lack enough course structure to be widely accessable to students [1]. Pure-peer flipped classrooms/courses (PPFCs) are a way to ofer structed OERs that attempt to realize the same soft of success other crowdsourced platforms have had.
  +
  +I'll start with a high level overview of how a PPFCs works, and explain why it has the nessesary componets of a succesful crowdsourced platform.
   
   == PPFC overview
  +A 'flipped' classroom moves lectures and other content-only material outside of the classroom and uses class time to explore content in greater depth or work on more traditional homework problems. This model removes the teacher as the center focus [2]. A 'pure peer' flipped classroom is a online-only class that entirely removes the instructor from the in-class experience by letting a group of students work through a class session together without real-time external guidence. Students review lectrues and other course material before attending an online 'class', where they are presented with a brief lecture and various home-work style questions that they can work on as a group.
   
  -A 'flipped' classroom 
  +I belive that a solid UI and excellent course material can and will enable such such 'pure peer' clases to run well. 
   
   == A scalable contribution model
   For our purposes, contribution has two distinct forms:
  
positive.code: PPFCs will supplement contributed resources with student engagement. In a flipped classroom, at least passing familiarity with (not necessarily comprehension of) the class topic is assumed. This model will allow a student (or students) in the class to present the lecture presentations and transcripts. Correct class sizes, well written, correctly flipped lectures and an intuitive interface will be key to making student lead discussions successful.
  
  == A scalable consumption model
  Through peer grading, discussion forms and more, existing OERs and MOOCs have made significant advances that have allowed them to effectively scale student enrollment.
  
  === References
  
  [1] Creating Educational Resources at Scale http://mitros.org/p/papers/pmitros-icalt14.pdf
negative.code:  . The creation/modification of educational resources/assets
  
  === Scaling the administration of classes and sections
  Recent xMOOCs have proved that only few administrative contributions can go a long way. CS50x was administered only once in the latter half of 2012 and saw over 10,000 students complete the class [3]. Peer grading and discussion forms have helped removed adminitration as a bottleneck for essay grading and office-hours style questions.
  
  Unfortunately, this model precludes more frequent, smaller classes. PPFCs are designed such that students interact with only the course material and their peers. A group of peers may begin on a PPFC independent of administrative availability, thus eliminating the need to scale the administration of classes.
  
  === The creation/modification of educational resources/assets
  Resources/assets that can be contributed to in a scaled manner include (for example):
  
   * Course goals & syllabus
   * Review questions with an intelligent tutoring system (ITS)
   * Slide presentations and lecture transcripts With 
   * Quizzes/Exams
  
  Resources/assets that cannot be contributed to in a scaled manner include (for example):
  