Draft Private Placement


Executive Summary

MOOC3, Inc. is a for profit stock corporation and has been assigned Employer Identification Number 81-4745150.

MOOCs (massive, open, online courses) are disseminated on Learning Management Systems (LMS) that have unlimited enrollment capacity and can be marketed to institutions, individuals and businesses seeking to market education and training products at low cost.

MOOC3, Inc. (the Company) is a third generation MOOC LMS development and reflects best practices of instructional design that ensure high completion rates.

The Company projects that annual income will grow to three million dollars ($3 million) within five years. This Private Placement seeks financing in the amount of two hundred thousand dollars ($200,000) through the sale of forty thousand (40,000) shares of common stock at five dollars ($5.00) each.

Four shares of Series A Preferred common stock were authorized at ten thousand dollars ($10,000) per share. Shares of Series A Preferred common stock entitle each share to 1% of gross income from the marketing of MOOC3, Inc. services up to $50,000 each. One share of Series A Preferred common stock was purchased. Three remainingn shares of Series A Preferred common stock have been withdrawn and are no longer available for purchase.

The minimum investment is two thousand dollars ($2,000) or two hundred (200) shares at ten dollars ($10.00) per share. This Private Placement is open only to current MOOC3 shareholders and former shareholdes of Yorktown University..

One  hundred thousand shares of MOOC3 common stock are authorized.

Common Stock Authorized                                         100,000

Common Stock Offered this Private Placement   20,000

Common Stock sold previously                                       7,350

Shares reserved for management                               25,000

Remaining Authorized Shares                                     47,650

Design of the MOOC3 Learning Management System may be viewed in two courses designed for self-study without instructor engagement and available for free access at http://www.mooc3.com.

Risk Factors

An investment in MOOC3, Inc. involves a high degree of risk. You should consider carefully the following information about these risks, together with the other information contained in this private placement memorandum, before you decide to purchase common stock. What follows is an enumeration of potential risk factors.

Risks Related to Our Business

We expect to generate operating losses and negative cash flow for the foreseeable future.

MOOC3, Inc. was founded in 2015 and may not achieve profitability in the short or long term.

The MOOC learning management system business is untested.

The MOOC education business is very new and faces considerable obstacles including competition from “Legacy” course delivery systems, lack of acceptance of academic “credits” earned in MOOC courses and low completion rates of the first entrants into the MOOC higher education marketplace.

Participation in U.S. Department of Education Title IV programs is not available to students enrolled in non-accredited courses.

MOOCs are not eligible to offer students access to U.S. Department of Education Title IV loan and grant programs.

We may not be able to attract the number of clients needed to generate sufficient revenues to sustain the Company.

Marketing results of MOOC3 cannot be predicted, nor can we be certain that enrollments in MOOC3 courses will be sufficient to earn a profit.

Our computer servers may be vulnerable to security risks that could disrupt our operations.

MOOC3 is hosted at a commercial Cloud server and may be vulnerable to unauthorized access, computer hackers, computer viruses, and other security problems. A user who circumvents security measures could cause interruptions or malfunctions in our operations. Measures taken to protect our leased servers may be inadequate.

We may incur liability for the unauthorized distribution of copyrighted materials posted online for class discussions.

MOOC3 has an official Copyright Policy.  We may, however, incur liability for the unauthorized distribution of copyrighted material by MOOC3 clients. Official policies against copyright infringement may not protect the Company from potential claims of this type and we may be required to pay financial damages, if copyright violations occur.

Our failure to maintain our domain names could negatively impact our business and jeopardize your investment.

We have registered the MOOC3.com domain. Third parties may attempt to acquire substantially similar or conceptually similar domain names that decrease the value of our domain name and may hurt our business.

Regulations governing registration of domain names may change.

The regulation of domain names in the United States and in foreign countries is subject to change. Regulatory bodies could establish additional top-level domains, appoint additional domain name registrars or modify the requirements for holding domain names.  The relationship between regulations governing domain names and laws protecting trademarks and similar proprietary rights is unclear.  As a result, we may not acquire or maintain exclusive rights to our domain name in other countries in which we conduct business.  The success of our business may depend, in part, on our ability to acquire or maintain exclusive rights to our domain name in the United States or elsewhere.

Other regulatory risks.

This Private Placement will be registered with the U.S. Securities and Exchange Commission under regulation Form D 506 (c) that permits general solicitation of accredited investors. That opens the Company to the scrutiny of the Enforcement Division of the SEC and thus is an additional regulatory aspect to the conduct of Company operations.

Our management maintains broad discretion with respect to the use of offering proceeds, and may apply them to expenditures you do not endorse.

Our management will make all decisions with regard to allocation of the offering proceeds. Investors may disagree with some of the expenditures our management makes or feel that the expenditures are imprudent.  The ability of our management to determine the best uses for the offering proceeds will have a serious impact on our likelihood of success.

We are dependent on executive management.

We believe that our success depends on our management team.  If one or more members of our executive management team were unable or unwilling to continue in their present positions, our business could be materially adversely affected.

Dr. Richard J. Bishirjian, MOOC3’s founding president and chief executive officer, plays an instrumental role in the strategic direction and day-to-day business decisions of MOOC3. If Dr. Bishirjian were to die or suffer a disability before that person is in place and trained–about three to six months–it is likely that our business would experience serious setbacks.

Risks Related to Our Industry

Federal laws governing taxation of Internet transactions may change.

Sales taxes are not applicable for professional services, but this could change.

Business Related Risks Affecting Us

  1. we may be unable to attract clients as a result of the highly competitive marketplace in which MOOC3 operates;
  2. we may experience adverse financial, legal or regulatory events that affect our ability to operate at a profit;
  3. we may be unable to attract and retain key personnel needed to sustain and grow our business.

Purpose of Private Placement

Proceeds from this Private Placement in the amount of two hundred thousand dollars ($200,000) through the sale of twenty thousand shares (20,000) of MOOC3 common stock at ten dollars ($10.00) each will be used to develop and market MOOC3 in the following income producing areas::

  1. Joint Ventures with Charter Schools
  2. Joint Ventures with Regioonallly Accredited Universities
  3. Tuition from Enrollments
  4. Training for Course Development
  5. Per Enrollment User Fees for use of MOOC3’s LMS

Use of Proceeds

Financing from this Private Placement will be used to:

  1. Develop and test the company’s MOOC3 Learning Management System for commerce;
  2. Msintenace of MOOC3’s website;
  3. Comply with all government regulations and legal obligations;
  4. Market a MOOC3 Learning Management System to entrepreneurs, corporations and teachers;
  5. Market MOOC3 in Joint Ventures;
  6. Market MOOC3 courses for self-study and degree credit,
  7. Sustain all MOOC3 operations.


The Company believes there is immediacy for all institutions with training or educational programs to reevaluate their current status and strategy, taking into consideration the probable future impact of MOOC’s on the education, training and advertising marketplace. If these institutions begin now to develop an effective MOOC strategy, they will be able to maximize their budgets by offering training and education products at 30% to 60% less than the cost of traditional methods.

MOOC3’s business model is built around providing MOOC LMS expertise in instructional design to facilitate training and education programs by businesses, entrepreneurs, individuals and educational institutions.

MOOC3  offers new opportunities for entrepreneurs and individuals, non-profit institutions and for-profit companies to improve their business models by providing:

  1. Lower cost delivery of information, education and training content;
  2. Opportunity to expand employee recruiting to tens of thousands of prospects;
  3. Increase brand awareness and image;
  4. Deliver competitive advantage;
  5. Reduce the risk of disintermediation by more nimble competitors.

The Early Evolution of MOOCs

We trace the first MOOCs to a course enrolling 2,200 students in 2008 in the innovative online programs of Athabasca, an Internet extension of the University of Manitoba.  In the United States in 2011 and 2012, Udacity’s Sebastian Thrun, and Coursera’s Daphne Koeller and Andrew Ng, created a second generation of commercial MOOCs. All MOOCs currently marketed in the United States today were designed by computer programmers who taught in traditional college classrooms.

In that context, MOOC3 is a third generation MOOC development reflecting  knowledge and years of experience developing and administering distance learning courses. That experience has taught theCompany that distance learning is a different modality of learning and cannot successfully replicate the experience of classroom learning.

In announcing its first MOOCs, Coursera proclaimed its commitment to making education a “right” by partnering “with the top universities and organizations in the world to offer courses online for anyone to take, for free.” What Coursera did not understand was that traditional campus-based colleges and universities carry overhead costs to all courses offered for academic credit, including online courses.

Udacity, founded by Sebastian Thrun, proclaimed: “Our mission is to bring accessible, affordable, engaging, and highly effective higher education to the world. We believe that higher education is a basic human right, and we seek to empower our students to advance their education and careers.”

Thrun’s first MOOC in artificial intelligence, offered in 2011 at Stanford University, enrolled more than 150,000 students and encouraged him to create Udacity and collaborate with California Governor Jerry Brown who was seeking ways to finance California’s financially strapped state college system. The high cost per student in the Cal State system foiled Governor Brown’s introduction of Udacity-designed MOOCs at California State–San Jose.

In May, 2012, Harvard and MIT announced its “edX.” collaboration to “provide interactive classes from both Harvard and MIT—for free—to anyone in the world with an Internet connection.”  When edX MOOCs were proposed for academic credit at Arizona State, they were modified to comply with the higher education regulatory environment and priced at $600 or $200 per academic credit. Though State subsidies of Arizona State have been cut, the University on April 5, 2018 affirmed its current tuition structure.

Limitations of First and Second Generation MOOCs

These early MOOC Learning Management Systems, though well-designed by computer programming standards, manifested little experience in effective instructional design for distance learning.  As a result, early MOOC instructional design ignored general principles of distance learning. Their missteps opened them to severe criticism for low completion rates, time consuming “home movies” of instructors giving recorded lectures and worthless and incoherent discussion forums.

Indeed, retention rates in early MOOC courses are low–somewhere between 2% and 3%–relative to retention rates in “Legacy” Internet programs offered by distance learning providers participating in Title IV programs. And when Udacity first tested its MOOCs at California’s San Jose State University where admission standards are not as high as Stanford University, Udacity courses were found to be ill-designed for use by students with limited learning skills and little distance learning experience.

Also, Coursera and Udacity refused to “white label” their platforms. Coursera offers courses by its partner institutions, but those clients must offer their products on Coursera’s platform that carries Coursera’s brand, not their own branded platforms.

Udacity will not “white label” its platform, but has announced that it will market its platform for limited in-house use to corporations for training purposes.

Google “Course Builder” was a transitional attempt designed by Google’s “Geeks” offering a computer program for building courses by other “Geeks” who had mastered the science of computer programming. Google, too, paid no attention to instructional design and ultimately decided that it did not want to learn how to design an effective course management system, but would join Harvard/MIT’s “edX” in a joint venture to develop open source software marketed under the name “MOOC.org.”  “MOOC.org” was never launched..

The application of MOOC technology for academic credit is hampered by federal and state regulations designed for classroom instruction. Thus, when Gov. Gerry Brown of Califorrnia attempted to introduce lower cost MOOCs at the University of California, his efforts failed. Until significant reforms in U. S. Department of Education regulations, state authorization requirement and accreditationn “standards” are modified to accommodate new instructional technologies, there is little opportunity to utilize MOOC3 for delivery of programs and courses for degree credit.

For that reason, we propose to change the name of MOOC3 to a name representing traditiional capabilities  of existing course delvery systems.

Principles of Instructional Design for Distance Learning

The first solely Internet-based “university” known as “ISIM” was started in 1987, eighteen years after the first version of the Internet was launched in 1969.  Using what then was called DARPANET, ISIM created distance learning courses in business management, attained accreditation by the Distance Education and Training Council (DETC) and was sold to Michael Milken when he sought an accredited institution to enter the Internet education business.

During the following twenty-five years, the successors to this first Internet “university” gained valuable experience. They learned that distance learning attracts non-traditional students, often working adults, who are not wealthy and whose access to the Internet is limited by equipment, web access and employment limitations. These students require free or very inexpensive reading assignments and do not have great amounts of leisure time. Course design was tailored to their circumstances by limiting time spent online. Online access focused on delivery of content for review off-line, not online. And the optimal length of a distance learning course was found to be not more than five or six modules per course, if students were expected to complete coursework on schedule.

All instructions, including instructions for accessing online resources, were specific, clearly stated and checked regularly for broken links. “Assume nothing” became a watchword when developing instructions for accessing e-books, purchasing online resources, and downloading “apps.” Self-surveys were provided to assist students to understand the capabilities of their personal computers and software and “in-course” and  “end of course” surveys were utilized to assess student progress and the effectiveness of course design. None of these “Best Practices” is found in edX, Udemy, Coursera or Udacity MOOCs.

The Company’s analysis of the design of effective online MOOCs, found in an essay titled “‘Best Practices” for a Successful MOOC Revolution,” explains what “Best Practices” of instructional design were ignored in these early MOOCs. You may access that analysis by clicking Best practises at the top left of this page.

The MOOC3 Difference

This link provides access to the basic design of MOOC3: http://slideshow.mooc3.com

The MOOC3 Homepage may be accessed at http://home.mooc3.com.  Two samples of MOOC3 college level courses may be accessed at http://mooc3.com

All content may be accessed using PCs, Tablets and Smart phones and includes nine content designs:.

  1. Detailed Course Outline.
  2. Complete Syllabus.
  3. Assigned Readings, with ISBN numbers, paperback and Kindle prices.
  4. Original Lecture. This is an original essay developed by the course developer that frames the content of each session and guides students’ reading assignments..
  5. If the original essay was recorded, a transcript or text is required.
  6. Summary of session content: “What You Should Have Learned.” (300 words)
  7. Multiple choice quizzes for each session.
  8. Comprehensive multiple choice final quiz consisting of questions randomly chosen from quiz questions used in the each session of the course.
  9. Discussion Topics {Optional when offered not for degree credit]

Most MOOCs use Discussion Forums. Their continued use in Internet courses is not due to their effectiveness for learning; but because the first MOOC developers were college instructors for whom classroom instruction was an established practice. Over twelve years of experience administering students in Internet courses, we learned that required Discussions simply don’t work.

For that reason, the MOOC3 LMS makes participation in Discussions optional for courses without instructor engagement and is designed for assessment of coursework by means of multiple choice quizzes that are automatically graded.

Most MOOCs also feature video recordings of lectures. MOOC3’s design can utilize video productions, but we recommend only short videos and only if transcripts are provided.

Well-designed MOOCs maximize the use of free Web resources, and resist all attempts to replicate the classroom experience. If recorded audio or video lectures are available, transcripts of those lectures are required. And students enrolled in MOOCs on a not for credit basis without instructor engagement do not earn academic “credits.” They may earn information rich coded “Badges” that  can be placed on Facebook. Badges are effective for review by friends, family, prospective employers and education institutions.

Sources of Revenue

Revenue from company operations may come from these sources:

Joint Ventures with Charter Schools

Joint Venture with Regionally Accredited Universities

Training for Course Development;

Per Enrollment User Fees for use of MOOC3’s LMS

  1. Joint Ventures with Charter Schools:

We plan to create new colleges in joint ventures with multiple Charter Schools, where the first two years of college courses will be offered in the Associate of Arts in Liberal Arts..After two years of enrolling courses with students, we will  make application for regional accreditation. The states where state authorrization, regional agencies and political conditions permit the first New Colleges are: Florida and Arizona. Doral College, a DETC accredited college in south Florida has initiated a partnership with Charter Schools and is seeking regional accreditation. We have identified a large Charter School complex in Arizona that may be a suitable first partner.

Regional accreditation grants access to university and college degree programs throughout the United States. But, regional accreditation of degree programs require offering classroom programs from a physical campus.  Charter Schools have a “campus,” libraries and classrooms. Those facilities can be used to offer a two year Associate Degree in Liberal Education. Once regionally accredited, students can complete the final two years of courses at other regionally accredited colleges and earn an undergraduate degree.

Regional accreditation, at minimum, requires that one half of courses for degree credit be offered in classrooms. In a two year AA degree program of twenty courses, 11 must be offered in classrooms and 9 may be offered via the Internet.

A typical undergraduate Liberal Arts Associate Degree can consist of the following courses.

Associate of Arts in Liberal Arts

The Associate of Arts (A.A.) degree program is a 60-credit program. This program requires students to complete 30 credits in required general education courses; 15 credits in required core curriculum courses; and 15 in elective courses. Students may transfer up to 30 transfer credits toward this degree.

A.A. in Liberal Art Degree

Completion Requirements:

30 credits in general education courses

15 credits in core curriculum courses (listed below)

15 credits electives in courses

60 total credits

General Education Subject Areas: (Eleven Classroom Courses [33 Credits] Required

  • English Composition (3)
  • Great Books 1: English Literature
  • Great Books 2: Poetry
  • Mathematics (3)
  • Laboratory or non-laboratory sciences, including computer science (6)
  • Great Books: Social Sciences (3)
  • Great Books: Humanities/Fine Arts (6)
  • Great Books: Modern Behavioral Sciences, including sociology and psychology (3)

The Associate Arts degree offers courses for students in need of meeting general education requirements in math, English composition and natural science requirements.

 Core Curriculum Online Courses (15 Credits [five courses]

Students must complete 5 courses (15 credits) of core curriculum courses: 

Govt200 Roots of American Order (online)

Govt300 American National Government (online)

Hist301   U.S. History to 1800  (online)

Econ100  Microeconomics (online)

Econ101  Supply-side Economics (online

Electives (12 Credits [four courses]) 

  1. Joint Venture with Regionally Accredited Universities: On February 14, 2018, Dr. Bishirjian contacted a regionally accredited College in Florida seeking the opportunity to offer a MA in Government under this university’s auspices. On May 29 the Chancellor responded that he “willing to be the vehicle for offering the program and making it available to the public through our global OL programs offered by the Grad School.” Early this year Dr. Bishirjian contacted the Humanities Dean at a regionally accredited university in Alabama. The Dean replied on May 24, ” I will be back in the office on June 11 and will try to put something in motion with the higher-ups who would have to approve any sort of new degree program.” Last week Dr. Bishirjian spoke to the new Vice President for Academic Affairs at a Christian university in California. The new VP had taught a course in Government at Yorktown University and wants to import courses in that program to his university.

I explained my interest in working with these universities as follows:

“My principal reasons for doing this are towfold: First, to properly educate voters when they are students to understand their responsibilities as citizens of a self-governing democracy. If we do not do that, we will literally ‘lose’ our country’s foundations in the rule of law, Constitutional limits on state power, and freedom of enterprise. A second reason is to address the high cost of college degree programs by demonstraing that tuiition cost per courswe can be lowered to $200 per academic credit or $600 per course.”

Master of Arts in Government

The proposed Master of Arts (M.A.) in Government degree program is intended to provide access to some of the most important scholarship in the humanities, government and economics as they pertain to mastery of the science of politics, political economy, and culture. The Founding generation of the United States of America was compelled to think politically and philosophically because the members of that generation would no longer accept subordination as British subjects.  The requirements of their times and ours do not allow citizens to live wholly private lives. All American citizens have intellectual and public obligations to fulfill and neglecting those obligations places the entire community at risk.  A citizenry that is ignorant of its history will suffer a loss of history and become subjects of rulers rather than free citizens who elect their governors.

The 36-credit M.A. in Government degree program prepares students for public service, elective office, the duties of professional staff of not-for-profit educational institutions or “think tanks,” writing careers, public policy advocacy, and a host of other careers that require the ability to think politically. For those seeking employment as teachers in private secondary schools or at the community college level, the M.A. in Government degree equips you to teach introductory courses in American government, law and economics.

M.A. in Government Degree Requirements

The M.A. in Government offers twelve courses.  Students must complete 12 courses, 36 total credits, with a grade of 3.0 or higher. Students may transfer a maximum of two graduate level courses in American History or Government from a regionally accredited institution. A grade of 3.0 or higher is required. One comprehensive examination is required at the conclusion of all coursework.

Foundations of Democracy Area:

Govt4200        Roots of American Order

Govt4201        Origins of the Constitution of the United States

Govt4300        Public Administration

Govt4301        The Philadelphia Convention of 1787

Govt4302        European Politics

Govt4306        Introduction to Constitutional Law

Hist4101         Liberty and Power: U.S. History to 1800

Hist4110         The Progressive Era: 1901-1921

Hist4302         Frontier America

Political Economy Area:

Econ3100        Microeconomics

Econ4000        Supply-side Economics

Econ4405        History of Economic Thought

Political Theory Area:

Govt4405        History of Political Theory: Plato & Aristotle

Govt 4406       History of Political Theory: Machiavelli to Rousseau

Govt4307        Roots of Modern Ideologies
Govt4304        Modern Terrorism

  1. Training for Course Development

Dr. Bishirjian has developed a proprietary course to assist classroom instructors in the Best Practices of Effective

Online Teaching.  “OT301, Developing Effective Online Courses,” is a seven part course of study to assist instructors to design effective online courses.  One example may suffice to illustrate why individuals, corporations and high school and college instructors must be trained to develop effective online courses.

Canon USA wanted to prepare its sales personnel to market new Canon printers. They commissioned a video production company to produce a series of videos on each of the company’s new printers and those videos were placed online for access by sales personnel. Canon found that their sales personnel resisted spending time online to view videos. Canon was compelled to develop a compensation plan that remunerated their personnel for taking time to view the produced videos.

A well-designed MOOC enables students to access online content for offline study and thus minimizes time spent online. Thus all required course content must be designed for downloading to a PC, Smart Phone, Tablet or other handheld devices. Students will then study required course content offline, and go back online to complete surveys or multiple choice tests.

At a cost of $1,000, MOOC3 clients will spend two and a half days online with our instructors who will lead them through the principles of effective online course design. After two weeks, our instructors return to work with instructor to refine the end product of their design work.  There are many ways that design of Internet-delivered courses can go awry. Here are just a few:

  1. a) course length (too long);
  2. b) course content (too much);
  3. c) required books and textbooks (not online or expensive);
  4. d) required discussions;
  5. e) poor phrasing of topics for discussion topics;
  6. f) incoherent instructions or broken links;
  7. g) excessive length of time online (lengthy videos);
  8. h) attempts to replicate the classroom experience (webinars, chat rooms).
  9. Per Enrollment User Fees for Use of MOOC3’s LMS

In the first year, clients will be charged $1,000 to develop each course for installation on the MOOC3 LMS. We will seek a share of tuition income and a fee of $10 per enrollment in a course offered for 8 to 10 weeks.

Use of the MOOC3 course delivery system is offered free of annual charges which compares favorably with most course delivery systems that charge clients $25,000 a year for access to their LMS.

During the first three years, income will be minimal as we establish a record for development of effective Internet delivered courses. At the end of three years, we will assess market conditions, particularly the regulatory environment governing accreditation of degree programs and the status of Title IV programs and state authorization.


The Company’s Management Team is experienced in programming of software systems, design of effective online courses, marketing of Internet services and administration of corporate finance.

Richard J. Bishirjian, Ph.D., founding President, is a businessman and educator, is based in Norfolk, Virginia.  He earned a BA in Political Science from the University of Pittsburgh and a Ph.D. in Government and International Studies from the University of Notre Dame. After the fall of the Berlin Wall and with the assistance of associates of Solidarity leader and President of Poland, Lech Walesa, Dr. Bishirjian engaged in development projects in Poland.

Dr. Bishirjian’s experience managing distance education programs includes three years managing the External Programs of Boston University College of Communication and creation of an online program of lectures in privatization. That led to the founding of Yorktown University and fifteen years of operational experience in recruiting University faculty, managing the process by which the University obtained state authorization in Virginia, Colorado and Florida and conducting of a successful effort to attain national accreditation.  He oversaw the development of the University’s Websites and the licensing and administration of the course delivery systems by which the University delivered its courses.

Charles A. Bishirjian, Chief Operating Officer, is based in Atlanta, Georgia. He earned an undergraduate degree in Economics from Dickinson College, the J.D. degree from the University of Houston, and the M.B.A. from the University of Pittsburgh.  He is a seasoned business executive with wide experience as an entrepreneur, and as a senior strategy consultant and sales leader primarily serving the high technology and financial services industry. Over eighteen years, Mr. Bishirjian led the sales, development, and implementations of numerous multimillion dollar business initiatives for IBM, Storage Tek, Cray Research, Silicon Graphics,  iXL/Scient  and  Alliancesphere.  Mr. Bishirjian consulting work for industry leaders included HP, IBM, Dell, ACS, Prudential Financial, American Financial Group and First Union. He has the unique ability to reveal underlying customer needs, define and communicate value propositions, and align team members, partners, processes, measurement systems, and sales and marketing strategies to win business and deliver high client satisfaction.

Enrique Sanchez Acosta, Director of MOOC Software Programming, lives in Madrid, Spain and earned a B.S. in Computer Science and a Master of Arts in Education from the University Francisco Vitoria in Madrid, Spain. He is currently a Ph.D. candidate at Universidad Europea specializing in MOOC assessment tools and technologies.  In 1998 he published “Manual de Java,” a manual for Java. His other works include a chess videogame which sold over 50,000 copies and remains the top artificial intelligence engine for chess worldwide. Mr. Acosta currently works as a R&D Software Engineer for SOFT SA where he is a developer in ” Presto,” a budgeting program for the construction industry.  Mr. Acosta has developed a course on video games that has enrolled 7,000 students.