20130226 MOOCs and Learning Analytics

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Presentatie voor SurfAcademy seminar over MOOCs. Presentatie gaat in op TU Delft en MOOCs en MOOCs en Learning Analytics.

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  • OpenCourseWare: Course Materials available for use and re-use, for free, worldwide (700 visitors a day). No certificates, but pilot with Study Badges (informal certificates of Study Skills)Goal: Enlarge Acces to Educational Materials, empower institution’s reputationexample: publishing OCW led to Cooperation with ITB Bandung and Mozambique institutionsOnline Distance Education: Pilot starts september 2013, Students need to enroll but are not physically in Delft (everything happens online). Small numbers of enrolled studentsd (20?)Goal: provide a Masters degree via Online Education to those who want but are unable to come to Delft, enlarge audienceMOOCs: Online, MassiveGoal: strenghten reputation, enlarge access to Higher Education
  • 20130226 MOOCs and Learning Analytics

    1. 1. MOOCs and Learning Analytics ir. W.F. van ValkenburgOpen Education | open.tudelft.nl/education
    2. 2. Willem van Valkenburg Coordinator TU Delft Open Education Team Assistant to the President of the OpenCourseWare Consortium Projectleader EU-project OCW in the European HE context twitter.com/wfvanvalkenburg slideshare.net/wfvanvalkenburgOpen Education | open.tudelft.nl/education
    3. 3. Agenda 1. TU Delft and MOOCs 2. Learning Analytics 3. MOOCs and Learning AnalyticsOpen Education | open.tudelft.nl/education
    4. 4. DelftXOpen Education | open.tudelft.nl/education
    5. 5. Why MOOCs? •Delft is a strong advocate of Open Education •We believe the next step for education is online •MOOCs are an interesting step into this direction.Open Education | open.tudelft.nl/education
    6. 6. Online and Campus Education • Learning Activities & Course Materials • Free • Enrolled students only, massive numbers • Bachelors Level • Certificate of Completion Massive Open Online Courses (MOOCs) • Course Materials Open • Free Campus Course • Big Exposure, Worldwide audience Education Ware • Both Bachelor and Master level (OCW) • No interaction with faculty • No accredited certificate• On-campus Education• Top-class education and research facilities• World famous university library Online Distance Education • Learning Activities & Course Materials• Active student societies• Great opportunities to participate in special • Paid enrollment student projects • Enrolled students only, limited numbers • Master level • Accredited Course Certificate • Full Master Degree Open Education | open.tudelft.nl/education
    7. 7. Why EdX? •Consortium of top universities •Focus on improving campus education •It is not-for-profit •It has a focus on Open •Focus on research of innovation in educationOpen Education | open.tudelft.nl/education
    8. 8. DelftX Courses In the academic year 2013-2014 DelftX will offer 4 courses: • Fall 2013 • Prof Jules van Lier - Introduction to water treatment • Dr Arno Smets - Solar Energy • Spring 2014 • Prof Jacco Hoekstra - Introduction to Aerospace Engineering • The fourth course is to be announced.Open Education | open.tudelft.nl/education
    9. 9. Learning AnalyticsOpen Education | open.tudelft.nl/education
    10. 10. NMC Horizon Report 2013 More information: http://www.nmc.org/publications/2013-horizon-report-higher-edOpen Education | open.tudelft.nl/education
    11. 11. Learning Analytics Different definitions • Learning analytics is the use of intelligent data, learner- produced data, and analysis models to discover information and social connections for predicting and advising peoples learning. • Learning analytics is the measurement, collection, analysis and reporting of data about learners and their contexts, for purposes of understanding and optimizing learning and the environments in which it occurs. Bron: http://en.wikipedia.org/wiki/Learning_analyticsOpen Education | open.tudelft.nl/education
    12. 12. Learning Analytics • Het gaat er vooral om dat je met LA kunt begrijpen wat er plaatsvindt in leersituaties. • Dat je leeractiviteiten kunt tracken en kunt analyseren wat er nu echt gebeurt binnen leerprocessen. • Binnen het onderwijs baseren we ons vaak vaak vooral op intuïtie, in plaats van dat we besluiten kunnen nemen op basis van wetenschappelijke data. Bron: http://wilfredrubens.typepad.com/wilfred_rubens_weblog/2011/10/erik- duval-learning-analytics-geeft-student-meer-controle-over-leerproces-in.htmlOpen Education | open.tudelft.nl/education
    13. 13. “Learning Analytics is about confronting people with their progress on their own goals” Erik Duval op LIC12 Bron: https://twitter.com/#!/wfvanvalkenburg/statuses/184296937053372416Open Education | open.tudelft.nl/education
    14. 14. Based on 3 developments •Big data •Online learning •Studierendement Artikel Winst te behalen met Learning Analytics: http://www.surf.nl/nl/publicaties/Documents/SURF_25_jaar_learning_analytics.pdfOpen Education | open.tudelft.nl/education
    15. 15. The five steps of Learning Analytics Act Predict Refine Report CaptureAcademic AnalyticsCampbell J., DeBlois P., Oblinger D. EDUCAUSE White paper, 2007 Open Education | open.tudelft.nl/education
    16. 16. MOOCs and Learning AnalyticsOpen Education | open.tudelft.nl/education
    17. 17. MOOCs Teaching a Course in a StadiumOpen Education | open.tudelft.nl/education
    18. 18. Flipping the funnel 154.763 Registered for the course 26.349 Tried the first problem set 10.547 Made it to the midterm 9.358 Passed the midterm 8.240 Took the final 7.157 Certified Sources: • Clow, Doug (2013). MOOCs and the funnel of participation. In: LAK ’13: 3rd International Conference on Learning Analytics & Knowledge, 8-12 April 2013, Leuven, Belgium (forthcoming). • Blog: http://www.e-learn.nl/2012/06/26/mitx-flip-the-funnelOpen Education | open.tudelft.nl/education
    19. 19. Charles Severance: MOOCs Are Really Great! But Whats Next? - OWD2012 http://www.youtube.com/watch?v=p8ZItXwF2ysOpen Education | open.tudelft.nl/education
    20. 20. What can we learn with LA? For the instructor: • Clear indicators to enhance course content. • Pinpointing learners at the verge of dropping out For the learners: • It helps learners meaningfully filter web content. • It delivers meaningful support. • It helps you connect to parallel or complementary learner colleagues. • It offers guidance for correct participation/ quotation/ certification. Source: http://www.learningsolutionsmag.com/articles/1026/Open Education | open.tudelft.nl/education
    21. 21. Difference with formal education • Qualitative • a learner who starts but does not complete may well be seen as a success, depending on the reasons • Quantitative • the rate of dropout is so very much larger in MOOCsSource• Clow, Doug (2013). MOOCs and the funnel of participation. In: LAK ’13: 3rd International Conference on Learning Analytics & Knowledge, 8-12 April 2013, Leuven, Belgium (forthcoming). Open Education | open.tudelft.nl/education
    22. 22. Some interactions do not scale! Deep and meaningful formal learning occurs if one of the interactions is at a high level T. Anderson, 2003. Getting the Mix Right Again: An updated and theoretical rationale for interaction Equivalency of Interaction The International Review of Research in Open and Distance Learning, 4 (2)Open Education | open.tudelft.nl/education
    23. 23. Size vs interactivity Transition to MOOC easier when low interactivity Abelardo Pardo: Pushing the MOOC envelope with Learning Analytics http://www.slideshare.net/abelardo_pardo/pushing-the-mooc-envelope-with-learning-analyticsOpen Education | open.tudelft.nl/education
    24. 24. Size vs tutoring Technological intervention is essential! Abelardo Pardo: Pushing the MOOC envelope with Learning Analytics http://www.slideshare.net/abelardo_pardo/pushing-the-mooc-envelope-with-learning-analyticsOpen Education | open.tudelft.nl/education
    25. 25. Scope vs Automation Learning Analytics allow more generic interventions Abelardo Pardo: Pushing the MOOC envelope with Learning Analytics http://www.slideshare.net/abelardo_pardo/pushing-the-mooc-envelope-with-learning-analyticsOpen Education | open.tudelft.nl/education
    26. 26. Examples • Microscopic view of learning events • Collect interaction events • Automatic discovery of complementary learning resources • Collect feedback • Measure Engagement • Detect emotions with Facial Expressions Massive Personalization of InteractionsOpen Education | open.tudelft.nl/education
    27. 27. MassivelyPersonalizedOnlineOpenCourseOpen Education | open.tudelft.nl/education
    28. 28. Questions slideshare.net/wfvanvalkenburg twitter.com/DelftX twitter.com/wfvanvalkenburgOpen Education | open.tudelft.nl/education

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