Digital Dinosaurs: MOOCs and Digital Strategies at the University of Alberta

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Presented by Jennifer Chesney, Associate Vice President, University Digital Strategy and Jonathan Schaeffer, Dean of the Faculty of Science, to the Canadian Bureau of International Education’s 47th …

Presented by Jennifer Chesney, Associate Vice President, University Digital Strategy and Jonathan Schaeffer, Dean of the Faculty of Science, to the Canadian Bureau of International Education’s 47th Annual Conference, November 19th, 2013

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  • 1. E9   Digital  Dinosaurs   MOOCs  and  Digital  Strategies   at  the  University  of  Alberta     Jennifer  Chesney  and  Jonathan  Schaeffer,  University  of  Alberta          
  • 2. Digital  Strategy   •  First  Canadian  university  with  a  Digital   Strategy  unit   •  Amplify  the  UAlberta  brand  interna;onally     To  become  one  of  the  best  examples  of  a  post-­‐ secondary  digital  learning  environment  enabled   by  our  web,  mobile,  social  networks  and  IT   systems  capabili;es  
  • 3. Digital  Strategy   •  Why? –  Digital Strategy impacts more external (and internal) stakeholders more frequently and more consistently than any other method of engagement. –  Transcend and integrate silos of research, teaching, service, and student engagement –  Majority of your students are Digital Natives
  • 4. Digital  Strategy   •  What is its focus? –  Academic & administrative goals fulfillment –  Business process performance & optimization –  User engagement & loyalty –  Web/mobile strategy & product development –  Digital learning environment & products –  Social media mash-up strategy –  Digital analytics & advertising
  • 5. SeDng  the  Stage     As  part  of  your  interna;onal  outreach  strategy,   how  many  of  you  are  already  using  or  are   considering  using  MOOCs?     Do  you  really  know  what  you  are  geDng  in  to?   (We  do!)  
  • 6. MOOCs   •   Massive   –  Scale  to  100s  of  1000s   •   Open   –  Available  for  free  to  anyone   •   Online   –  All  material  available  over  the  Internet   •   Course   –  University  level  
  • 7. •  •  •  •  •  •  •  The  Campus  Tsunami  (03/05/2012)   Universi;es  Reshaping  Educa;on  (17/07/2012)   The  Year  of  the  MOOC  (12/11/2012)   Revolu;on  Hits  the  Universi;es  (26/01/2013)   Online  Classes  Fuel  a  Campus  Debate  (19/06/2013)   Turning  Educa;on  Upside  Down  (09/10/2013)   Online  Educa;on  as  Agent  of  Transforma;on  (01/11/2013)  
  • 8. MOOC  Reality       Whether  you  agree  or  disagree  with  the  idea   behind  MOOCs,  they  have  already  had  one   enormous  benefit:  When  else  has  university   teaching  been  front-­‐page  news?  
  • 9. What’s  Different?   •  Online  courses  have  been  around  for  a  long   ;me,  so  what’s  different  now?   •  Internet  speed  and  accessibility   •  Use  of  social  media   •  Be^er  course  development  tools   •  Financial  pressures   •  Automated  student  assessment   •  Machine  learning  behind  the  scenes  
  • 10. University  of  Alberta  MOOC   •  The  right  reasons   –  Explore  new  technologies   –  Be  a  research/teaching  leader   –  Build  na;onal/interna;onal  reputa;on   –  Showcase  our  research  strengths   –  Set  a  standard  for  quality   •  The  wrong  reasons   –  Make  money   –  Eliminate  instructors  
  • 11. Dino  101:  Dinosaurs!   •  Fully  accredited  University  of  Alberta  course   –  PALEO  200  (online)  and  PALEO  201  (blended)   •  •  •  •  •  Take  it  any  ;me,  any  where,  at  your  own  speed   Interac;ve  quizzes   Online  assessment   On-­‐loca;on  filming   High  produc;on  values  
  • 12. The  Student  Experience   •  •  •  •  Increased  flexibility   Expanded  course  offerings     Lower  cost  (PALEO  200  at  50%  usual  fee)   One  size  does  not  fit  all  learners   –  In-­‐class  UofA  experience  (PALEO  201)   –  Online  UofA  experience  (PALEO  200)   –  Online  interna;onal  experience  (Dino  101)  
  • 13. Interna;onal  Implica;ons   •  Student  peer-­‐to-­‐peer  collabora;on   –  20,000  engaged  learners   –  Extensive  ac;vity  in  forums   –  Self-­‐organizing  study  groups   •  Builds  interna;onal  reputa;on   –  Teaching:  quality   –  Research:  excellence   •  Recrui;ng  tool  
  • 14. Dino  101:  Lesson  2  (Claws)  
  • 15. The  Administra;ve  Side:   Investment  in  Digital  Learning  Pilots   •  Current  impact   –  Blended  pilots  of  large-­‐enrollment  courses   –  MOOC  pilots  of  new  and  exis;ng  courses   –  Digital  Strategy:  producing  a  rigorous,  university-­‐ level  learning  experience   •  Long-­‐term  impact   –  New  assessment  &  tes;ng  technologies   –  Machine  learning  research  
  • 16. The  Administra;ve  Side:   Outreach  Strategy   •  Highlight  our  world-­‐class  exper;se  while   promo;ng  the  province  to  the  world   •  Provincial:  Alberta  has  lowest  PSE  rate  in  Canada   –  engage  our  rural  communi;es   •  Na;onal:  UAlberta  s;ll  building  its  cross-­‐Canada   profile  –  come  for  university,  stay  for  the  jobs!   •  Interna;onal:  Provide  paleobiology  course  access   to  the  world.  Who  is  UAlberta?  
  • 17. Engage  our  Alberta  Rural  Communi;es  
  • 18. Raise  UAlberta’s  Cross-­‐Canada  Profile  
  • 19. Amplify  UAlberta  Brand  Interna;onally  
  • 20. Dino  101:  For  China,  In  China  
  • 21. The  Administra;ve  Side:     Crea;ve  Strategy   Pedagogy  +     Forma;ve  &  summa;ve  assessment  approaches  +   Online  consump;on/behavior  strategy  +     Gamifica;on  +     Earned  and  viral  media  strategy  +   High-­‐quality  filming  &  edi;ng  produc;on  =   New  higher  standard  of  rigorous  university  MOOC  
  • 22. The  Administra;ve  Side:   Crea;ve  Strategy   Keeping  20,000  global  students  engaged   –  Address  online  a^en;on  deficit  reality  head-­‐on   –  Experiment:  “Binge  Theory”  –  put  the  en;re   course  out  there  all  at  once   –  Interac;ve  learning  objects  built  in-­‐house   –  Embedded  interac;ve  learning  object  that   learners  can  “unlock”  over  the  course  lessons   –  Aspira;onal  surrogate  
  • 23. Geologic  Time  Scale  
  • 24. 3D  Fossil  Viewer  &  Filing  Cabinet  
  • 25. Aspira;onal  surrogate  model  
  • 26. The  Administra;ve  Side   Crea;ve  Strategy   Keeping  20,000  global  students  engaged     –  Commissioned  art  from  leading  paleo  ar;sts   –  Sketchbook  sharing  in  forums  between  UAlberta   teaching  assistants  and  students   –  Comprehensive  course  notes  for  each  chapter   –  On-­‐loca;on  filming  throughout  Alberta   –  All  paleo  grad  students  encouraged  to  engage  in   the  Coursera  forums  
  • 27. Commissioned  Art  
  • 28. On-­‐loca;on  Filming  
  • 29. Results  So  Far   •  Dino  101  first  offering  s;ll  in  progress   •  Interim  results  from  op;onal,  opt-­‐in  surveys  of  Dino   101  MOOC  students:   –  “GeDng  to  know  you”  Survey     •  n=3,500;  10  weeks  in  the  field  and  s;ll  open   –   Mid-­‐course  Survey   •  n=450;  2  weeks  in  the  field  and  s;ll  open   •  Have  we  significantly  improved  student  reten;on  for   a  free  course  offering?   –  Aspire  to  improve  5-­‐10%  reported  comple;on  rates   –  Unknown  un;l  Coursera  grading  script  run  in  Dec  2013  
  • 30. Dino  101  MOOC  Student  Profile  (1)   Goal  achieved  of  gender  balance  for  a   university-­‐level  general  science  elec;ve  
  • 31. Dino  101  MOOC  Student  Profile  (2)  
  • 32. Dino  101  MOOC  Student  Profile  (3)  
  • 33. Dino  101  MOOC  Student  Profile  (4)  
  • 34. Dino  101  MOOC  Student  Profile  (5)  
  • 35. Dino  101  MOOC  Student  Profile  (6)   Is  English  your  na;ve  language?  
  • 36. Engagement  with  UAlberta  (1)   Had  you  heard  of  the  University  of  Alberta   previous  to  enrolling  in  this  course?  
  • 37. Engagement  with  UAlberta  (2)  
  • 38. Engagement  with  UAlberta  (3)   Would  you  like  to  be  no;fied  of  future   University  of  Alberta  online  courses?  
  • 39. Emergent  Trends  (1)   Full  course  release  (aka  “Binge  Theory”)  ma^ers  
  • 40. Emergent  Trends  (2)   Word  cloud  of  top  responses  to:   “What  did  you  like  best  about  Dino  101?”  
  • 41. Emergent  Trends  (3)   Cohort,  mul;-­‐genera;onal,  self-­‐organiza;on   models  could  lead  to  team/family  cer;fica;ons  
  • 42. Emergent  Trends  (4)   Offering  actual  university  course  credit  ma^ers  
  • 43. Where  Is  All  This  Going?   •  Once  technology  disrupts  a  market,  it  is   relentless  in  making  drama;c  changes   •  Disrup;ve  change  must  happen…  and  soon   –  Crea;ng  rich  online  learning  experiences   –  Offering  courses  from  other  ins;tu;ons   –  Changing  the  in-­‐class  experience   –  Crea;on  of  virtual  universi;es   •  Exci;ng  opportuni;es…  for  teaching  and  research  
  • 44. Partnership  Opportuni;es   •  We  now  have  exper;se  in  building  online   digital  learning  products  that  engage  an   interna;onal  audience   •  Crea;ng  a  not-­‐for-­‐profit  company  specializing   in  high-­‐quality  digital  learning  produc;ons  to   serve  a  broader  audience    
  • 45. THANK  YOU!   h.p://dino101.ca   Jennifer  Chesney             Associate  Vice  President,  Digital  Strategy jchesney@ualberta.ca                    Jonathan  Schaeffer          Dean  of  Faculty  of  Science          dscience@ualberta.ca