MOOCs: A View from the Digital Trenches

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Virtual Presentation on Massive Open Online Courses and Gamification for the Train for Success series, May 30, 2013

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  • If you’re in the course, I’m not giving it away. If you took it before, please don’t.
  • MOOCs: A View from the Digital Trenches

    1. Professor Kevin WerbachDept. of Legal Studies & Business EthicsWharton School, Univ. of Pennsylvaniawerbach@wharton.upenn.eduTwitter: @kwerb
    2. • 132 years old• 10 academicdepartments• 20 research centers• 240 faculty• $900 million endowment• 92,000 alumni
    3. • 132 years old• 10 academicdepartments• 20 research centers• 240 faculty• $900 million endowment• 92,000 alumni• 43 years old• 2 sessions of 1 course• 1 webcam• 147,000 students
    4. https://www.coursera.org/course/gamification
    5. Believe theHype
    6. Believe theHypeDON’T
    7. “From a business perspective, this isa supply and demand problem in thatthe demand for quality education isnot being met by an adequatesupply of learning opportunities.From a technology perspective, this isa problem that can now be solvedwith software.”– Peter Levine, Andreessen Horowitz10/25/12(explaining $15 million investment inUdacity)
    8. The University BundleTeaching andknowledgedisseminationPersonaldevelopmentCredentialingand JobTrainingNetworkingResearch andscholarshipPublicintellectualdiscourseEducatingfuture facultyCommunitydevelopmentInnovation(IP, startups, etc.)
    9. The Real Story:Experimentation• Formats• Subjects• Pedagogy• Assessment (automated, peer-based, etc.)• Online interactivity and community• Credit and credentialing mechanisms• Price points
    10. Drilling down onone MOOC
    11. Course Overview• 6 weeks long• Introductory survey– How to apply techniques from digital game design tobusiness• Structured as a real course– 12 units (2/week) of approximately five 7-12 minutevideos– 4 multiple-choice quizzes (weekly deadlines)– 3 peer-assessed written assignments (300-1500words)– Multiple-choice final exam
    12. Stats from Session 1 (Fall2012)• 81,600 registrations– 2/3 non-U.S.; over 150 countries represented– 77% of participants not in school/university• Massive engagement– >2,200,000 video views– 19,513 forum posts– 187,028 peer assessments,by 13,088 students– Student-formed Facebookgroup: 3,468 members– Hashtag #gamification12:>2,700 tweets
    13. % of Registration% of Starters% of Submitters% of Writers0%10%20%30%40%50%60%70%80%90%100%61%31%23%19%16%15%13%11% 13%52%38%32%26%25%22%18% 21%74%61%50%48%42%35% 40%84%70%80%% of Registration% of Starters% of Submitters% of Writers≈81,600registered8,280Received Statementof Accomplishment2x-4x Typical Completion Rate
    14. Pedagogical Challenges• Novelty of MOOCs• Diverse globalstudents• Asynchronous andone-way• Assessing creativework
    15. Pedagogical Challenges• Novelty of MOOCs• Diverse globalstudents• Asynchronous andone-way• Assessing creativework• No prior courses on thesubject• WTF isgamification, anyway?
    16. ENGAGEMENT
    17. Traditional Course Design1 2 3 4 5 6 7UnitsMidterm Final
    18. OnboardingClimbingRestRestBossFightClimbingClimbingThe Player JourneyScaffoldingLevelUp
    19. Gamification Course DesignOnboard Climb Climb Climb RestBossFightRestQuizQuizFinalMajorProjectQuiz+ProjectQuiz+Project
    20. Student Motivation TypesSource: Richard Bartle(aka mandatory Bartle slide)
    21. PuzzlesNotice anydifferences?
    22. MOTIVATIONLEARNING
    23. Behavior GamesMarketing andeconomicsGame design andpsychologyIncentives ExperiencesSatisfying needs FunGame elements(inductive)Game thinking(deductive)Status MeaningPoints, Badges,LeaderboardsPuzzlesWould the Real Gamification StandUp?
    24. Behavior GamesLifelong learning online Lifelong learning onlineNew pedagogy New pedagogyPersonalization PersonalizationEmpowering activelearningEmpowering activelearningFeedback FeedbackCommon Ground
    25. Prof. Kevin Werbachwerbach@wharton.upenn.eduTwitter: @kwerbthank you!BOOKhttp://wdp.wharton.upenn.edu/books/for-the-win/COURSEhttps://www.coursera.org/course/gamification

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