Canary in the Coal Mine of Online Learning
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Canary in the Coal Mine of Online Learning

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Presentation for the HighEdWeb 2013 conference in Buffalo, NY.

Presentation for the HighEdWeb 2013 conference in Buffalo, NY.

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Canary in the Coal Mine of Online Learning Presentation Transcript

  • 1. A Canary in the Coal Mine of Online Learning Lori Packer HighEdWeb October 8, 2013 #tie11 Sunday, October 6, 2013
  • 2. “Online” learning isn’t new Walter Lewin, “Electricity and Magnetism” http://ocw.mit.edu/courses/physics/8-02-electricity- and-magnetism-spring-2002/ License: Creative Commons BY-NC-SA Sunday, October 6, 2013
  • 3. “Online” learning isn’t new Walter Lewin, “Electricity and Magnetism” http://ocw.mit.edu/courses/physics/8-02-electricity- and-magnetism-spring-2002/ License: Creative Commons BY-NC-SA Sunday, October 6, 2013
  • 4. “Online” learning isn’t new Walter Lewin MIT Physics professor Courses have been on MIT CableTV for 20 years. Broadcast on PBS stations in 1990s. Offered as EdX MOOC in 2013. Walter Lewin, “Electricity and Magnetism” http://ocw.mit.edu/courses/physics/8-02-electricity- and-magnetism-spring-2002/ License: Creative Commons BY-NC-SA Sunday, October 6, 2013
  • 5. Technology has changed. Business models have changed. Expectations have changed. Commitment to open learning and teaching is the same. #tie11 Sunday, October 6, 2013
  • 6. Case Study #1: Traditional Online degree in Library and Information Sciences from Syracuse University’s iSchool #tie11 Sunday, October 6, 2013
  • 7. Gamification course offered by University of Pennsylvania’s Wharton School through Coursera Taught by Kevin Werbach (@kwerb) #tie11 Case Study #2: MOOC Sunday, October 6, 2013
  • 8. What is a MOOC, you ask? Massive Open Online Course Free, open to anyone who signs up, all online (no classroom component) Udacity (Stanford) edX (MIT and Harvard, Berkeley) Coursera (now up to 88 partner schools) #tie11 Sunday, October 6, 2013
  • 9. What is Coursera, you ask? Start-up founded by two Stanford professors in April 2012; spawned consortium with Penn, Michigan, Princeton Major expansions in September 2012 (17 new schools added) and February 2013 (29 new schools added) Huge growth overseas: 31 of 88 partners are now outside the U.S. #tie11 Sunday, October 6, 2013
  • 10. What is Coursera, you ask? For-profit, venture capital funded Reported first revenues in first quarter of 2013 after offering “Signature Track” 452 courses, 4.9 million students Costs universities ~$30K-50k to produce a Coursera MOOC #tie11 Sunday, October 6, 2013
  • 11. Students Sunday, October 6, 2013
  • 12. Case Study #1: Traditional Apply to grad program, are accepted or rejected 20-30 students per class Mix of students who need the MLS credential and students changing, expanding careers Most work full-time, do not live in Syracuse #tie11 Sunday, October 6, 2013
  • 13. 80,000 students enrolled 43,000 watched 1st lecture video 12,800 submitted 1st written assignment 10,700 submitted 2nd written assignment 8,280 completed course & earned certificate #tie11 Case Study #2: MOOC Sunday, October 6, 2013
  • 14. Case Study #2: MOOC Study in April 2013 showed average completion rates for MOOCs at around 7% http://www.insidehighered.com/news/2013/05/10/new-study-low-mooc-completion-rates Should we care about completion rates? Do we know the intent of the thousands of students who enroll in a MOOC? The “Netflix effect” http://wjspaniel.wordpress.com/2013/05/27/can-we-stop-caring-about-mooc-completion-rates/ #tie11 Sunday, October 6, 2013
  • 15. Faculty Sunday, October 6, 2013
  • 16. Personal Takeaway #1 Faculty are HUGELY important to an online learning experience, both traditional and MOOC ... ... and maybe even more so than in an in-person classroom experience. #tie11 Sunday, October 6, 2013
  • 17. Case Study #1: Traditional • Create syllabi • Prepare lectures (usually) • Moderate discussions forums (usually) • Devise assignments • Grade assignments #tie11 Sunday, October 6, 2013
  • 18. • Prepare lectures • Devise assignments • ... and thatʼs pretty much it. • Grading = online quizzes, peer grading #tie11 Case Study #2: MOOC Sunday, October 6, 2013
  • 19. More on Peer Grading Must complete 3 written assignments Must evaluate essays from 3 students BUT ... why would another student in this class know more than me on this topic? #tie11 Sunday, October 6, 2013
  • 20. Lectures Sunday, October 6, 2013
  • 21. Case Study #1: Traditional Sunday, October 6, 2013
  • 22. Case Study #1: Traditional Sunday, October 6, 2013
  • 23. Case Study #2: MOOC Sunday, October 6, 2013
  • 24. Case Study #2: MOOC Sunday, October 6, 2013
  • 25. Personal Takeaway #2 The lecture isn’t going away. The lecture -- as a format, as content -- is what binds the students together in an online class, more so than “discussions.” It’s what we have in common. It provides structure. Sunday, October 6, 2013
  • 26. Collaboration Sunday, October 6, 2013
  • 27. Personal Takeaway #3 “Discussions” are not discussions. Discuss. #tie11 Sunday, October 6, 2013
  • 28. Case Study #1: Traditional Discussions are treated as homework Effectiveness depends on the role taken by the professor Blackboard makes following discussion threads difficult #tie11 Sunday, October 6, 2013
  • 29. Case Study #1: Traditional Other “collaboration” tools in Blackboard: • Blogs • Wikis • Messaging • File sharing However, real collaboration took place on Google Docs, Facebook groups #tie11 Sunday, October 6, 2013
  • 30. I’ve found MOOCs a solitary experience Discussion forums actually didn’t play a role in the class for me at all Real discussions were on Twitter, mostly with friends outside the class Discussion platform in Coursera more user-friendly Case Study #2: MOOC #tie11 Sunday, October 6, 2013
  • 31. Technology Sunday, October 6, 2013
  • 32. Personal Takeaway #4 Less is more with educational technology. I don’t need a Swiss-army-knife, kitchen-sink LMS. Make it easy to use, easy to collaborate. #tie11 Sunday, October 6, 2013
  • 33. Case Study #1: Traditional http://goddessofclarity.com/ 2011/07/18/blackboard-is-not- awesome/ “Blackboard is not awesome.” #tie11 Sunday, October 6, 2013
  • 34. Case Study #1: Traditional http://goddessofclarity.com/ 2011/07/18/blackboard-is-not- awesome/ “Blackboard is not awesome.” #tie11 Sunday, October 6, 2013
  • 35. Case Study #2: MOOC #tie11 Sunday, October 6, 2013
  • 36. The Future of Higher Ed? Sunday, October 6, 2013
  • 37. “Rarely is the question asked, ‘Is our children learning?’” http://www.insidehighered.com/blogs/hack-higher-education/dropping-out-moocs-it-really-okay Sunday, October 6, 2013
  • 38. “MIT and Harvard will use the jointly operated edX platform to research how students learn and how technologies can facilitate effective teaching both on-campus and online. The edX platform will enable the study of which teaching methods and tools are most successful. ” http://web.mit.edu/newsoffice/2012/mit-harvard-edx- announcement-050212.html #tie11 Sunday, October 6, 2013
  • 39. “Data from edX’s first course offer preliminary insights into online learning” http://web.mit.edu/newsoffice/2013/6002x-data-offer- insights-into-online-learning-0611.html #tie11 Only 3% of students used forums Peer interaction increased student’s chance of success Video lectures most popular resource when completing assignments; online textbook for taking exams Sunday, October 6, 2013
  • 40. Online learning != MOOCs #tie11 Sunday, October 6, 2013
  • 41. Inside Higher Ed 2013 Survey on Faculty Attitudes on Technology http://www.insidehighered.com/sites/default/server_files/ files/FacTech%20webinar.pdf #tie11 Make syllabus available on LMS? 76% = always; 7% = never Lecture capture? 11% = always; 69% = never Identify those needing help? 24% = always; 34% = never Sunday, October 6, 2013
  • 42. “Every course I’ve ever taken in Blackboard has been different than every other course I’ve taken in Blackboard.” #tie11 Personal Takeaway #5 Sunday, October 6, 2013
  • 43. Coursera courses approved for college credit by ACE http://www.informationweek.com/education/online-learning/coursera-courses-approved-for-college-cr/ 240148119 Rubber hits the road: Half dozen institutions to grant transfer credit http://www.insidehighered.com/news/2013/08/08/researchers-wait-see-if-students-want-transfer- credits-moocs MOOC ‘revolution’ may not be as disruptive as some had imagined http://chronicle.com/article/MOOCs-May-Not-Be-So-Disruptive/140965/ Credentialling and Transfer Credits Sunday, October 6, 2013
  • 44. Adding value: Education or Prestige? “Think about how impressed you’d be if your cousin got into Harvard. Then think about how impressed you’d be if your cousin told you she was going to enroll in Harvard’s free online course. Then subtract those two. The difference is the value of a Harvard education.” --University of Rochester professor Ben Hayden http://www.psychologytoday.com/blog/the-decision-tree/ 201205/how-harvard-and-mit-can-give-away-their-only- product-free #tie11 Sunday, October 6, 2013
  • 45. “In five to 10 years, people are going to look back and wonder why universities ever crammed 500 students into an auditorium to listen to a lecture for an hour and a half.” -- Coursera co-founder Daphne Koller http://www.npr.org/2012/09/30/162053927/online-education- grows-up-and-for-now-its-free #tie11 Sunday, October 6, 2013
  • 46. Questions? I’m all ears. < do canaries have ears? > @LoriPA Sunday, October 6, 2013