2013 06 13 (uc3m) emadrid pmitros edx effective moocs
Upcoming SlideShare
Loading in...5
×
 

2013 06 13 (uc3m) emadrid pmitros edx effective moocs

on

  • 497 views

2013 06 13

2013 06 13
(uc3m)
emadrid
pmitros
edx
effective moocs

Statistics

Views

Total Views
497
Views on SlideShare
497
Embed Views
0

Actions

Likes
0
Downloads
9
Comments
0

0 Embeds 0

No embeds

Accessibility

Categories

Upload Details

Uploaded via as Adobe PDF

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment

2013 06 13 (uc3m) emadrid pmitros edx effective moocs 2013 06 13 (uc3m) emadrid pmitros edx effective moocs Presentation Transcript

  • Effective MOOCs
  • Access Educate 1 billion people Research Understand learning Quality Improve learning
  • Quality
  • Can we improve on the in- person experience?
  • Yes, we can! ● Most MIT students preferred pure online to residential (sample bias) ● 98.6% of on-line alumni found it as good as or better than residential (sample bias) ● SJSU: Randomized experiment – Completion rate: 59% → 91% – Midterm scores: up 5.6 points, 9.6 points
  • How can we improve on the in-person experience?
  • ● Centralization – Data and crowdsourcing ● Deeply adapt pedagogy to technology ● Aim for better-than-residential ● Research-based practices
  • ● Centralization – Data and crowdsourcing ● Deeply adapt pedagogy to technology ● Aim for better-than-residential ● Research-based practices
  • Mastery learning Students do not move on until they've mastered a concept
  • Process ● Surveyed all of the problems in 6.002 (regular) ● Virtually all of the problems could be covered with numeric, symbolic equation, and circuit inputs ● Added one additional type (custom) to take advantage of the platform ● No multiple choice, true/false, etc.
  • Self-paced learningSelf-paced learning
  • ICAP Passive Active Constructive ● Generating information ● Socratic- style learning sequences ● Write an article ● Manipulating information ● Videos with interspersed problems ● Highlight a passage ● Receiving information ● Attending lecture ● Reading text Chi's ICAP framework
  • Learning objectives Introduce problem 5 Students discover paradox Students work through math Set up next equation Explain paradox. Guide students to resolution “If you did this correctly, you ought have gotten...” ...
  • $500,000
  • 5000
  • 1.6 million
  • Problem
  • Problem Problem
  • Problem Problem Problem ProblemProblem
  • Problem Problem Problem Problem Problem Problem Problem Problem
  • Mining data on real student points of confusion Research, on-line, and residential as complementary Using master/novice interactions Free and open, not "open"
  • Past ● More resources per course ● Deep integration of technology and pedagogy ● Research-based practices Present ● Big data Future ● Distributed classroom: crowds, open content