OLI Findings and Innovations Panel


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  • Focus is on learning, not teachingAllows for application of science
  • Nearly a third of the world’s population is under 15. This is going to create a wave in higher ed that will peak ~2025. If we’re going to keep teaching students as we always have, that means we’ll need to build 4 major universities every week. For the next 15 years.Sir John Daniels: “Nearly one-third of the world’s populatin (29.3%) is under 15. There arecurrently 158 million people enrolled in tertiary education(UNESCO figures). Projections suggest that participation will peak at 263 million in 2025. Accommodating the additional 105 million students would require more than four major universities(30,000 students) to open every week for the next fifteen years.”
  • OPEN Ed conferenceEdx UTCarnegie/Time Higher Education SummitApollo closes 115 UP campusesApollo lms investment Trillion Dollar Student DebtBlackboard cofounder ceo steps down
  • Call to action: leveraging technology and science
  • OLI Findings and Innovations Panel

    1. 1. Open Learning InitiativeBill JeromeAssociate Director, User Experience@billjerome April 2, 2013
    2. 2. “Improvement in post secondary education will require converting teaching from a solo sport to a community based research activity.”Herbert SimonNobel Laureate & CMU Professor oli.cmu.edu
    3. 3. One Complexity for Instructional Productivity:Baumol’s “Cost Disease” “A half hour horn quintet calls for the expenditure of 2.5- man hours in its performance, and any attempt to increase productivity here is likely to be viewed with concern by critics and audience alike.” (1967) oli.cmu.edu
    4. 4. A false dichotomy for post-secondaryeducation Low Quality, Hi Quality, Many, with Hi Productivity Hi Productivity Baumol, assume higher education Productivity has only these two options Low Quality, Hi Quality, Low Productivity Low Productivity Quality oli.cmu.edu
    5. 5. Why a learner-centered approach?Learning results from what the student It’s not teaching that causes learning.does and thinks and only from what the Attempts by the learner to perform causestudent does and thinks. The teacher can learning, dependent upon the quality ofadvance learning only by influencing what feedback and opportunities to use it.the student does to learn.Herbert Simon, 2001 Grant Wiggins President, Center of Learning Assessment oli.cmu.edu
    6. 6. About the Open Learning Initiative oli.cmu.edu
    7. 7. What is the Open Learning Initiative?Scientifically-based online learning environments based on theintegration of technology and the science of learning withteaching. OLI is designed to simultaneously improve learningand facilitate learning research. oli.cmu.edu
    8. 8. • Science of Learning Science • Evaluation • Improvement • Platform Technology • In-course AffordancesAn approach todesigning, developing,delivering and improving • Team-based Developmentlearning experiences Teams • Communities of Research and Use • Capture • In-course Use Data • Iterative Improvement • Research oli.cmu.edu
    9. 9. How Will Technology Transform HigherEducation? oli.cmu.edu
    10. 10. Data drives powerful Feedback Loops oli.cmu.edu
    11. 11. oli.cmu.edu
    12. 12. oli.cmu.edu
    13. 13. Learning Curve AnalysisDataShop: Pittsburgh Science of Learning Center oli.cmu.edu
    14. 14. (Semantic) Data Analytics• The driving forces behind the timely, actionable information arethe result of rich data analytics • Real-time modeling • Post-processed “Big Data” to drive research and iterative improvement • Next steps include making real-time data available to learning engineersJoin discussion about semantic data : http://mfeldstein.com/if-you-like-learning-could-i-recommend-analytics/ oli.cmu.edu
    15. 15. (Semantic) Data AnalyticsJoin discussion about semantic data : http://mfeldstein.com/if-you-like-learning-could-i-recommend-analytics/ oli.cmu.edu
    16. 16. What Difference Does It Make? oli.cmu.edu
    17. 17. Accelerated Learning Results• OLI students completed course in half the time with half thenumber of in-person course meetings• OLI students showed significantly greater learning gains (onthe national standard “CAOS” test for statistics knowledge)and similar exam scores• No significant difference between OLI and traditionalstudents in the amount of time spent studying statisticsoutside of class• No significant difference between OLI and traditionalstudents in follow-up measures given 1+ semesters laterM. Lovett, O. Meyer, & C. Thille, C., “The Open Learning Initiative: Measuring the effectiveness of the OLIstatistics course in accelerating student learning,” Journal of Interactive Media in Education (2008). oli.cmu.edu
    18. 18. Other Class Results Large Public University: OLI Online vs. traditional. OLI99% completion rate vs 41% completion rate traditional. Community College accelerated learning study in Logic:An instructor with minimal experience in logic. Studentsobtained high levels of performance on more advancedcontent (~33%) not covered in traditional instruction. OLI stoichiometry course: The number of interactions withthe virtual lab outweighed ALL other factors including genderand SAT score as the predictor of positive learning outcome. oli.cmu.edu
    19. 19. Results oli.cmu.edu
    20. 20. Graduate Level Applications oli.cmu.edu
    21. 21. Applications to Graduate Programs• Carnegie Mellon’s Master of Human-Computer Interaction degree • Multi-disciplinary professional masters program • Need to develop background for certain members of a cohort • Fully online utilization of OLI’s previously developed Introduction to Statistics • Development of all new course in Media Programming, also delivered online prior to attending.Free versions of the these courses available at http://oli.cmu.edu oli.cmu.edu
    22. 22. Applications to Graduate Programs• Many more projects and companies aiming to develop onlinegraduate programs • Increase capacity of existing programs • Create new programs that do not include residential component• The decision to measure and evaluate the pedagogicaleffectiveness of these online components is a conscious one oli.cmu.edu
    23. 23. Innovation: Defining a Discipline oli.cmu.edu
    24. 24. Learning EngineeringA work in progress:The development, evaluation and improvement of theprocesses, methodologies, and educational technologies that leadto predictable, repeatable development and improvement of learningenvironments which leverage learning science and the affordancesof technology to address instructional challenges and createconditions that enable robust learning and effective instruction. oli.cmu.edu
    25. 25. Team-based design and development oli.cmu.edu
    26. 26. A Historical Comparison• There is a need to develop the field of Learning Engineering inorder to build better online learning environments in effective ways• Comparison to software crisis of the 1970s• Software Engineering Institute founded at CMU in 1984 as aresponse to this growing problem• The problems aren’t that different in scale for higher education oli.cmu.edu
    27. 27. Cost relative tomedian family income Source: “Measuring Up 2008” oli.cmu.edu
    28. 28. Interesting Times• David Stevens (Udacity Co-founder): “I think the top 50 schools are probably safe. There’s a magic that goes on inside a university campus that, if you can afford to live inside that bubble, is wonderful.”• John Hennessy (Stanford President): “There’s a tsunami coming…I can’t tell you how it’s going to break, but my goal is to surf it, not just stand there.” oli.cmu.edu
    29. 29. Software Engineering InstituteOur Vision• Leading and advancing software and cybersecurity to solve the nations toughestproblemsOur Mission• To advance the technologies and practices needed to acquire, develop, operate, andsustain software systems that are innovative, affordable, trustworthy, and enduring. Weachieve our mission through : • Research – advancing the science and practice • Collaboration – bringing together and building on work found in industry, academia, and government • Development and Demonstration – maturing promising technologies and practices and demonstrating their utility through trial application and prototypes • Transition – propagating proven technologies and practices through publication, standards and other venues oli.cmu.edu
    30. 30. Learning Engineering• Learning Engineers at OLI • Research • Collaboration • Development and Demonstration • Transition• OLI’s team of learning engineers are not great enough in number tosolve the system wide problem, we need graduate programs to developthe field and the practitioners • No, you can’t have ours  oli.cmu.edu
    31. 31. Learning Engineering• There is a need to develop theprocesses, methodologies, technologies• There is a need to evaluate the effectiveness of these• There is a need for in the field, starting yesterday• Graduate level programs to develop the above and those who willdo the work in practice. oli.cmu.edu
    32. 32. Next Steps• CMU Launching Learning Science and Engineering ProfessionalMasters Program this fall • OLI collaborating with program• More work at CMU• Furthering the discussion • Expect posts on e-Literate and oli.cmu.edu in the coming weeks• Another large effectiveness study being conducted this semester oli.cmu.edu
    33. 33. Learn More oli.cmu.edu
    34. 34. “Changing circumstancesmandate that we shift thefocus of higher educationpolicy away from how toenable more students to affordhigher education to how wecan make a qualitypostsecondary educationaffordable.” - Clayton Christensen oli.cmu.edu
    35. 35. Not only is there a need to seek entirely newapproaches, insights and models, but that needis urgent. New approaches offer scalableprocesses that help colleges lower cost-per-degree and make significant improvements tostudent learning outcomes and retention rates.Insights from the science of learningcombined with advances in informationtechnology and alternative models ofcourse design, implementation, andevaluation show promise in supportingtraditional higher education to changethe production function and meet theseemingly impossible challenge.-Candace Thille, Director OLI oli.cmu.edu
    36. 36. I was one of ten university presidentsinvited to the White House to meet withPresident Barack Obama and Secretary ofEducation Arne Duncan to discuss acritical issue: how to reduce costs andimprove the productivity of U.S. highereducation. The other presidents thererepresented some of the nation’s largestpublic university systems (Maryland, NewYork, and Texas among them).I was there because Carnegie Mellonis the leader in creating technologyfor education.-Dr. Jared L. Cohen, CMU President oli.cmu.edu
    37. 37. I am not a futurist but rather a maddeningly practicalperson who rarely has visions—and when I do they areusually the result of having had a bad meal! But let meput such predilections to one side and ask you to join mein imagining, just for a moment, how the intelligentharnessing of information technology through themedium of online learning might alter aspects ofuniversity life as we know it. Can we imagine a universityin which:• faculty collaborate more on teaching (with technology serving as the forcing function)?• faculty devote more of their time to promoting the “active learning” of their students and are freed from much of the tedium of grading• students receive more, and more timely, individualized feedback on assignments• technology extends the educational process throughout one’s life through the educational equivalence of booster shots? And, ideally:• a university in which institutional costs and tuition charges rise at a slower rate? oli.cmu.edu
    38. 38. OLI Generously Funded by:LearnLab is funded by TheNational Science Foundationaward number SBE-0836012. oli.cmu.edu
    39. 39. Questions?wjj@cmu.edu@billjeromeThese slides are available on SlideShare oli.cmu.edu
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