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OLI Findings and Innovations Panel



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OLI Findings and Innovations Panel

  1. 1. April 2, 2013 Associate Director, User Experience Open Learning Initiative Bill Jerome @billjerome
  2. 2. “Improvement in post secondary education will require converting teaching from a solo sport to a community based research activity.” Herbert Simon Nobel Laureate & CMU Professor
  3. 3. One Complexity for Instructional Productivity: Baumol’s “Cost Disease” “A half hour horn quintet calls for the expenditure of 2.5- man hours in its performance, and any attempt to increase productivity here is likely to be viewed with concern by critics and audience alike.” (1967)
  4. 4. A false dichotomy for post-secondary education Low Quality, Hi Productivity Hi Quality, Hi Productivity Low Quality, Low Productivity Hi Quality, Low Productivity Quality Productivity Many, with Baumol, assume higher education has only these two options
  5. 5. Why a learner-centered approach? Learning results from what the student does and thinks and only from what the student does and thinks. The teacher can advance learning only by influencing what the student does to learn. Herbert Simon, 2001 It’s not teaching that causes learning. Attempts by the learner to perform cause learning, dependent upon the quality of feedback and opportunities to use it. Grant Wiggins President, Center of Learning Assessment
  6. 6. About the Open Learning Initiative
  7. 7. What is the Open Learning Initiative? Scientifically-based online learning environments based on the integration of technology and the science of learning with teaching. OLI is designed to simultaneously improve learning and facilitate learning research.
  8. 8. An approach to designing, developing, delivering and improving learning experiences • Science of Learning • Evaluation • Improvement Science • Platform • In-course Affordances Technology • Team-based Development • Communities of Research and Use Teams • Capture • In-course Use • Iterative Improvement • Research Data
  9. 9. How Will Technology Transform Higher Education?
  10. 10. Data drives powerful Feedback Loops
  11. 11.
  12. 12.
  13. 13. Learning Curve Analysis DataShop: Pittsburgh Science of Learning Center
  14. 14. (Semantic) Data Analytics • The driving forces behind the timely, actionable information are the result of rich data analytics • Real-time modeling • Post-processed “Big Data” to drive research and iterative improvement • Next steps include making real-time data available to learning engineers Join discussion about semantic data : analytics/
  15. 15. (Semantic) Data Analytics Join discussion about semantic data : analytics/
  16. 16. What Difference Does It Make?
  17. 17. Accelerated Learning Results • OLI students completed course in half the time with half the number of in-person course meetings • OLI students showed significantly greater learning gains (on the national standard “CAOS” test for statistics knowledge) and similar exam scores • No significant difference between OLI and traditional students in the amount of time spent studying statistics outside of class • No significant difference between OLI and traditional students in follow-up measures given 1+ semesters later M. Lovett, O. Meyer, & C. Thille, C., “The Open Learning Initiative: Measuring the effectiveness of the OLI statistics course in accelerating student learning,” Journal of Interactive Media in Education (2008).
  18. 18. Other Class Results  Large Public University: OLI Online vs. traditional. OLI 99% completion rate vs 41% completion rate traditional.  Community College accelerated learning study in Logic: An instructor with minimal experience in logic. Students obtained high levels of performance on more advanced content (~33%) not covered in traditional instruction.  OLI stoichiometry course: The number of interactions with the virtual lab outweighed ALL other factors including gender and SAT score as the predictor of positive learning outcome.
  19. 19. Results
  20. 20. Graduate Level Applications
  21. 21. Applications to Graduate Programs • Carnegie Mellon’s Master of Human-Computer Interaction degree • Multi-disciplinary professional masters program • Need to develop background for certain members of a cohort • Fully online utilization of OLI’s previously developed Introduction to Statistics • Development of all new course in Media Programming, also delivered online prior to attending. Free versions of the these courses available at
  22. 22. Applications to Graduate Programs • Many more projects and companies aiming to develop online graduate programs • Increase capacity of existing programs • Create new programs that do not include residential component • The decision to measure and evaluate the pedagogical effectiveness of these online components is a conscious one
  23. 23. Innovation: Defining a Discipline
  24. 24. Learning Engineering A work in progress: The development, evaluation and improvement of the processes, methodologies, and educational technologies that lead to predictable, repeatable development and improvement of learning environments which leverage learning science and the affordances of technology to address instructional challenges and create conditions that enable robust learning and effective instruction.
  25. 25. Team-based design and development
  26. 26. A Historical Comparison • There is a need to develop the field of Learning Engineering in order to build better online learning environments in effective ways • Comparison to software crisis of the 1970s • Software Engineering Institute founded at CMU in 1984 as a response to this growing problem • The problems aren’t that different in scale for higher education
  27. 27. Cost relative to median family income Source: “Measuring Up 2008”
  28. 28. Interesting Times • David Stevens (Udacity Co-founder): “I think the top 50 schools are probably safe. There’s a magic that goes on inside a university campus that, if you can afford to live inside that bubble, is wonderful.” • John Hennessy (Stanford President): “There’s a tsunami coming…I can’t tell you how it’s going to break, but my goal is to surf it, not just stand there.”
  29. 29. Software Engineering Institute Our Vision • Leading and advancing software and cybersecurity to solve the nation's toughest problems Our Mission • To advance the technologies and practices needed to acquire, develop, operate, and sustain software systems that are innovative, affordable, trustworthy, and enduring. We achieve our mission through : • Research – advancing the science and practice • Collaboration – bringing together and building on work found in industry, academia, and government • Development and Demonstration – maturing promising technologies and practices and demonstrating their utility through trial application and prototypes • Transition – propagating proven technologies and practices through publication, standards and other venues
  30. 30. Learning Engineering • Learning Engineers at OLI • Research • Collaboration • Development and Demonstration • Transition • OLI’s team of learning engineers are not great enough in number to solve the system wide problem, we need graduate programs to develop the field and the practitioners • No, you can’t have ours 
  31. 31. Learning Engineering • There is a need to develop the processes, methodologies, technologies • There is a need to evaluate the effectiveness of these • There is a need for in the field, starting yesterday • Graduate level programs to develop the above and those who will do the work in practice.
  32. 32. Next Steps • CMU Launching Learning Science and Engineering Professional Masters Program this fall • OLI collaborating with program • More work at CMU • Furthering the discussion • Expect posts on e-Literate and in the coming weeks • Another large effectiveness study being conducted this semester
  33. 33. Learn More
  34. 34. “Changing circumstances mandate that we shift the focus of higher education policy away from how to enable more students to afford higher education to how we can make a quality postsecondary education affordable.” - Clayton Christensen
  35. 35. Not only is there a need to seek entirely new approaches, insights and models, but that need is urgent. New approaches offer scalable processes that help colleges lower cost-per- degree and make significant improvements to student learning outcomes and retention rates. Insights from the science of learning combined with advances in information technology and alternative models of course design, implementation, and evaluation show promise in supporting traditional higher education to change the production function and meet the seemingly impossible challenge. -Candace Thille, Director OLI
  36. 36. I was one of ten university presidents invited to the White House to meet with President Barack Obama and Secretary of Education Arne Duncan to discuss a critical issue: how to reduce costs and improve the productivity of U.S. higher education. The other presidents there represented some of the nation’s largest public university systems (Maryland, New York, and Texas among them). I was there because Carnegie Mellon is the leader in creating technology for education. -Dr. Jared L. Cohen, CMU President
  37. 37. I am not a futurist but rather a maddeningly practical person who rarely has visions—and when I do they are usually the result of having had a bad meal! But let me put such predilections to one side and ask you to join me in imagining, just for a moment, how the intelligent harnessing of information technology through the medium of online learning might alter aspects of university life as we know it. Can we imagine a university in which: • faculty collaborate more on teaching (with technology serving as the forcing function)? • faculty devote more of their time to promoting the “active learning” of their students and are freed from much of the tedium of grading • students receive more, and more timely, individualized feedback on assignments • technology extends the educational process throughout one’s life through the educational equivalence of booster shots? And, ideally: • a university in which institutional costs and tuition charges rise at a slower rate?
  38. 38. OLI Generously Funded by: LearnLab is funded by The National Science Foundation award number SBE-0836012.
  39. 39. Questions? @billjerome These slides are available on SlideShare

Editor's Notes

  • Focus is on learning, not teachingAllows for application of science
  • Nearly a third of the world’s population is under 15. This is going to create a wave in higher ed that will peak ~2025. If we’re going to keep teaching students as we always have, that means we’ll need to build 4 major universities every week. For the next 15 years.Sir John Daniels: “Nearly one-third of the world’s populatin (29.3%) is under 15. There arecurrently 158 million people enrolled in tertiary education(UNESCO figures). Projections suggest that participation will peak at 263 million in 2025. Accommodating the additional 105 million students would require more than four major universities(30,000 students) to open every week for the next fifteen years.”
  • OPEN Ed conferenceEdx UTCarnegie/Time Higher Education SummitApollo closes 115 UP campusesApollo lms investment Trillion Dollar Student DebtBlackboard cofounder ceo steps down
  • Call to action: leveraging technology and science
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