To Mooc or Not: Leveraging New Interaction Models in ICT Programs

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The NY Times declared 2012 the year of the MOOC as the number of institutions jumping on the MOOC bandwagon grew almost weekly.  Many MOOC programming and computer science classes have soaring enrollments but completion rates are low.   Lacking effective feedback and course structure, a large percentage of students lose interest or become discouraged.
New models for creating open, online learning communities are being explored to support students in MOOCs and traditional courses. These learning communities promote problem solving, teamwork, and peer mentoring – all of which contribute to a student’s ICT job readiness skills. Find out how open courseware and online learning communities can enhance learning outcomes and employability for students in your ICT programs.
 
Presenters: Una Daly, Community College Outreach director OCW Consortium
Dr. Preetha Ram, OpenStudy, Emory University

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  • 2012 was declared the year of the MOOC while this time last year, MOOC was still a largely unknown term. So what happened?
  • Actually MOOCs started in 2003 at Athabasca University in Canada. They were an experiment in online learning using social media lead by George Siemens (father of connectivism) and other colleagues.
  • No Instructor – entirely built out of open web building blocks that empowers learners to leverage the tools they need. Learning community with minimal facilitation from P2PU automated course facilitation messages. Leaners may pace themselves throughout the course and stop or restart at anytime.
  • Gates Foundation has been researching retention and completion rates at community colleges to identify effective practices and has now turned to MOOCs to measure impact of MOOC practices in traditional courses and what if any might increase college retention and completion.
  • Peer to Peer helpOpen. Global. 24/785,000 users, 160
  • Our approach is based on four important theories of learning and cognition. All of these are well established through research both our own and that of researchers in the learning sciences. “blended learning” where online learning is enhanced with human interactions, is more effective than traditional face-to-face learning alone, Overall, in a seminal study by Twigg et a National Center of Academic Transformation, in blended models, they observed better student attitudes toward the subject matter, increased student satisfaction with the mode of instruction, and reduced costs by about 40 percent on average in the thirty institutions that were studied. Scholars note that learning communities of peers affect the flow of ideas and knowledge across people and allow for highly creative group and collaborative work, and can result in meaningful learning outcomes. Additional support for positive outcomes in peer learning communities also comes from the work on peer-assisted tutoring (Fuchs, 1997), which shows peer-tutors benefit as much from tutoring as their tutees because the tutors structure their own knowledge during tutoring. Cognitive anthropologists Jean Lave and Etienne Wenger coined the term Community of Practice to describe a group of “people who share a concern or a passion for something they do and learn how to do it better as they interact regularly” Social learning is the acquisition of knowledge that happens within a social group—the process by which individuals observe the behavior of others and modify their own behavior according. It is noted that individuals learn best by observing others, and are tremendously influenced by the role models they observe. Communities succeed through social learning because they provide opportunities for its members to observe others, to pay attention to role models, and to be motivated by the group to succeed. This, then, is the theory of change that informs our project: learners in a community of practice are more likely to have improved engagement and learning outcomes than solitary learners.
  • Teach, motivate, and validate each other
  • To Mooc or Not: Leveraging New Interaction Models in ICT Programs

    1. 1. To MOOC or NOT: How College ICT Programs CanLeverage New Interaction ModelsUna Daly, OpenCourseWare Consortium Dr. Preetha Ram, OpenStudy Mid-Pacific ICT 2013 Conference 1
    2. 2. IntroductionsUna DalyDirector, Community College OutreachOCW ConsortiumDr. Preetha RamCEO, OpenStudy.comAssociate Dean Emory College
    3. 3. Agenda 9:30-10:20 am• Introductions• Community College Consortium• MOOC Overview• Community College MOOC Vortex• Open Study• Questions & Answers
    4. 4. OpenCourseWare Consortium (founded MIT in 2001)“Advance formal and informal learning through the worldwide sharing and use of free, open, high- quality education materials organized as courses.” Nearly 300 institutions in 46 Countries
    5. 5. 109+ Community & Technical Colleges OCW Consortium
    6. 6. CCCOER Mission• Promote adoption of OER to enhance teaching and learning – Expand access to education – Support professional development – Advance community college mission Funded by the William & Flora Hewlett Foundation
    7. 7. 2012 Year of the MOOC NYTimes
    8. 8. What are MOOCs?• Massive (1000’s of students)• Online (registration, videos, quizzes, social networking)• Open (enrollment, content?)• Course (expert facilitators, credit?) 2008 Pioneered by George Siemens
    9. 9. MOOC Providers Grow Source: Justin Reich, Ed Tech Researcher Blog, May 7 2012
    10. 10. Four Barriers to Overcome • Revenue Models • Credentials for Students • Course completion rates • Student authenticationPhil Hill, Educational Technology Consultant, July 2012, http://mfeldstein.com/four-barriers-that-moocs-must- overcome-to-become-sustainable-model/
    11. 11. Completion Rates• Coursera (1.9 million registered)• Udacity (500,000 registered)• edX (155,000 registered) Sources: Wikipedia(Dapne Kohler), Web.mit.edu (Anant Agarwal), Sebastien Thrun
    12. 12. Duke’s MOOC Report Card Biomedical Engineering Fall 2012• 12,461 students registered• 7593 watched at least one video.• 1,267 answered one question correctly week 1.• 358 earned one point or more on final exam.• 313 earned certificates, 260 with distinction. First report card on a Duke MOOC, December 5, 2012 http://dukecheck.com/?p=9053
    13. 13. Learning Python Mechanical Mooc• Gentle Intro to Python• Interactive coding tools• Email Scheduler• Peer Tutoring & Mentoring
    14. 14. Completion & Costs• Research MOOC practices in classroom – Impact – Access• Developmental Math – Cuyahoga, Wake Tech Community Colleges• Developmental English – Mount San Jacinto Community College• EdX Partnership – Mass Bay and Bunker Hill Community Colleges
    15. 15. OpenStudyNew Models of MOOCs for Community Colleges Dr. Preetha Ram, CEO, Cofounder, Assoc Dean, EmoryChris Sprague, CTO, Cofounder Dr. Ashwin Ram, Chairman, Cofounder “top 10 most innovative education companies of 2011” Copyright © 2012 Inquus Corporation. Proprietary and Confidential
    16. 16. The Problem• 1 Million US high school dropouts• Only 10-15% of community college students will graduate• 53% of college graduates will be unemployed or underemployed What is needed? New Academic Experiences Copyright © 2012 Inquus Corporation. Proprietary and Confidential
    17. 17. The Complexities• Factors that affect graduation rates: • Financial • Psychological • Academic (Tinto, 1999: 75% of dropout decisions are non academic) “Create opportunities for high school and adult students to earn college credit. … Emerging evidence suggests thatsome form of college experience in high school increasescollege going, college readiness, and college success among lower-achieving populations as well.” White House Toolkit Copyright © 2012 Inquus Corporation. Proprietary and Confidential
    18. 18. An OpenStudy Story • Meet Sergio, 9th grader, New York • Fails math regularly • Meets Hero, an OpenStudy user, who helps him regularly. • Sergio’s two latest tests >90.Between Failure and Success there is a Human Blog.openstudy.co Copyright © 2012 Inquus Corporation. Proprietary and Confidential
    19. 19. The OpenStudy Community200,000 users >40 Institutions 160 countries >2000 Q/day Answer in <5 min80% report better understanding. Copyright © 2012 Inquus Corporation. Proprietary and Confidential
    20. 20. The Research Framework Fuchs, 1997 Lave & Wenger, 1991 Peer-to-Peer Communities learning, of Practice Blended Social Learning Constructivism OpenStudyDziuban et al, 2004; Means et al, 2010, Bandura, Vygotsky, 1978 Twigg (2003 Copyright © 2012 Inquus Corporation. Proprietary and Confidential
    21. 21. The OpenStudy MOOC Model 1 Learn 2 Progress 3 CertifyLearn material on MOOCs Learners earn a Offered by We assess certificate. Universities learning, progressi Providers make With support of on and soft skills revenues OpenStudy Copyright © 2012 Inquus Corporation. Proprietary and Confidential
    22. 22. Deeper Learning on OpenStudy Asssesment of Deeper Learning Progression through Questions and Answers Medals and Answers Progression 120 200 180Q 100 Helper-->u 160 Medals or Answerse 140 A 80s 120 nt s <---Asking 100 AravindG answersi w 60 AravindG questionso 80 e <--Answering AravindG answersn AravindG medals r 60s 40 received s 40o 20 20r 0 1 5 9 13 17 21 25 29 33 37 41 45 49 0 1 5 9 13 17 21 25 29 33 37 41 45 49 Weeks Study performed by Georgia Tech researchers for the Gates/Hewlett project with Stanford Research Institute Evaluators Copyright © 2012 Inquus Corporation. Proprietary and Confidential
    23. 23. The Right Support: OpenStudyUnowen: I always come here to ask and end up helping – lol who says math wasn’t addictive? Copyright © 2012 Inquus Corporation. Proprietary and Confidential
    24. 24. Study Groups for MOOCsCopyright © 2012 Inquus Corporation. Proprietary and Confidential
    25. 25. Working together politely is never easy. We make it happen.Copyright © 2012 Inquus Corporation. Proprietary and Confidential
    26. 26. Where else will you find people willing to take so much timeand help a stranger? Here someone studying a MIT OCWcourse gets help and support. Copyright © 2012 Inquus Corporation. Proprietary and Confidential
    27. 27. The Right Assessment Certificate of Participation In Univ. Notre Dame OCW course: Thermodynamics A self directed learner of this course. Global Smart Score: 52 Problem Team Engagement Solving 45 Work 39 59 Course Activity Index: 65 Questions: 40 Answers: 50 Medals:60 Copyright © 2012 Inquus Corporation. Proprietary and Confidential
    28. 28. SmartScoreed by Behavioral Profiling and Social AnaDOPTED BY: Engagement Teamwork Notre Dame Problem Solving Copyright © 2012 Inquus Corporation. Proprietary and Confidential
    29. 29. Time on Collaborat >30 Questions Answers Chats Medals Task ions Indicators Measure and Raw Behavioral Profiling analyze onsite Score Social Analytics interactions. AssessNormalized quality, peer Score Assessment Engine reputation, intera ction dynamics. Engagemen Problem Teamwork t Solving SmartScore Copyright © 2012 Inquus Corporation. Proprietary and Confidential
    30. 30. RecognitionCopyright © 2012 Inquus Corporation. Proprietary and Confidential
    31. 31. RecognitionCopyright © 2012 Inquus Corporation. Proprietary and Confidential
    32. 32. User FeedbackCopyright © 2012 Inquus Corporation. Proprietary and Confidential
    33. 33. Benefits of OpenStudyFor Students• Prepare for placement exams with the support of a learning community by working through MOOCs – place out of developmental courses• Improve their employability• Reengage with learningFor Course Providers• We have a learning community for academic help• Simple, scalable assessment to turn on revenuesContact: preetha.ram@openstudy.com Copyright © 2012 Inquus Corporation. Proprietary and Confidential
    34. 34. THANK YOUPreetha Ram preetha.ram@openstudy.com Twitter @preetharamCEO, CoFounderAssociate Dean, Emory Copyright © 2012 Inquus Corporation. Proprietary and Confidential
    35. 35. Thank you for coming!!• Questions?• Contact Info: Una Daly, unatdaly@ocwconsortium.org Dr. Preetha Ram, preetha.ram@openstudy.com
    36. 36. Description• The NY Times declared 2012 the year of the MOOC as the number of institutions jumping on the MOOC bandwagon grew almost weekly. Many MOOC programming and computer science classes have soaring enrollments but completion rates are low. Lacking effective feedback and course structure, a large percentage of students lose interest or become discouraged.• New models for creating open, online learning communities are being explored to support students in MOOCs and traditional courses. These learning communities promote problem solving, teamwork, and peer mentoring – all of which contribute to a student’s ICT job readiness skills. Find out how open courseware and online learning communities can enhance learning outcomes and employability for students in your ICT programs.

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