1. A new Revolution in e-ducation
Quality at Scale

2. Click to edit Master title style
Open
• Content
• Tools/Applications
– Finding; Getting; Using
– Knowledge
• Enabling Resources
– Legal
– Policy
– Community
Technology
• Networks; Devices; Software ;
Architecture; Processes
– Mobile Computing
– Cloud Computing
– Data Visualization & Analytics
– Simple Augmented Reality
– The Semantic Web
– Game-Based Learning
The Technology and Open Influence
Educational Innovation
and Transformation

3. Educational Technology Initiatives
Educational Value / Opportunity Potential Value / Impact
TEAL
(8.01, 8.02)
Create an active learning environment for
large lecture classes
Cost effective TEAL model for other
departments, Virtual TEAL
iLab Expand range of experiments available for
students via remote access to labs
Online lab courses, significantly
more lab experiences, more
sophisticated labs (utilization of
high cost/rare equipment)
Mathlets
(18.03, 8.07, 16.90)
Interactive applets to promote deeper
understanding of mathematical concepts
(relevance to systems behavior;
transference)
Utilization by other departments,
create additional Mathlets,
implement concept with other
content areas
STAR
(7.012, 7.03)
Bring research software into the classroom
bridging research and education
STAR resources enriching online
courses
HyperStudio
(Metamedia, Cultura)
Tools to support language and culture
education
Flexible online collaborative
environments
3

4. Educational Technology Initiatives
Educational Value / Opportunity Potential Value / Impact
NB
(2.003, 24.02)
Collaboratively annotate and review
documents and problem sets
Online discussion of problem sets,
exams, solutions; enable
interaction around OCW PDFs
Math CI Online community where instructors of
communication-intensive courses in
mathematics can share materials and
actively discuss teaching ideas. of
communication-intensive courses; Promote
pedagogical knowledge sharing;
Being used by the entire Math
Department; Possible use at other
MIT departments and beyond
OpenCourseWare Sharing MIT’s course materials with the
world
Self-learners, faculty can view
models of MIT courses
Experimental
Learning
Environments
Classrooms to support faculty experiments,
T/L Innovations, e,g., Project-Based
Learning
Continuous curriculum
improvement
Athena Clusters Contemporary learning spaces; student
community spaces
Support new collaboration forms
4

5. The Open Explosion Education
5

6. • MIT & Harvard invest
$30M each
• Free world education
• Open source platform
• We disrupt ourselves!!
So we launched a new
venture

7. Expand
access to
quality
education
Advance
research
Improve
on campus
education
Non-profit venture founded by MIT & Harvard
7

8. What’s unique?
• Scale
– Thousands – Tens of Thousands – Hundreds of Thousands
of simultaneous participants
– Communities
• Content (mostly video) and (formative) assessments
are tightly coupled
• Many innovative activities
– Assessments
– Tight Loop
– Automatically evaluated
8

9. Video Vignettes
9
Personalization effect - Mayer 2003

10. Interactive Simulations: Physics
10

11. 11
Instant Feedback

12. Virtual Game-Like Laboratory
12

13. 13
2MM Learners
196+
All Countries
4MM
Course Enrollments
157 Courses
English, French,
Mandarin, Hindi
44+
Institutions
130+
Blended Classes
13,500+ Enrollments
The edX Impact

14. Internal adoption has been amazing
Semesters
Number
of
Courses
Number
of
Students
Courses Offered
2012F 3 600 8.01rq, CC.801, ES.801
2013S 7 994
5.11x, 6.041,6.s064, 8.011, 18.05, CC.801,
ES.802
2013F 13 1689
2.01, 2.03, 3.012, 3.091, 5.37, 6.341, 6.042,
8.21, 8.33, 8.021, 8.13, 18.03, CC.801
2014S 27 2318
2.01, 2.003, 5.03, 3.039, 3.086, 3.091, 5.11x,
7.013, 7.014, 7.06, 7.28, 8.011, 8.02, 8.13,
8.421, 6.00, 6.002, 6.003, 6.042, 6.s076,
6.874, 16.003, 16.90,, 18.03, 18.05, 18.06,
CC.802

16. 3.091x
Introduction
to Solid State Chemistry
• “Treasure chest” of problems
(412)
• 277 videos
• 164-page e-text
• No home-works, no exams
• All proctored weekly quizzes

18. STAR: SoftwareTools for Academics & Research: http://web.mit.edu/star
Innovative tools to bring the practice of research to the process of learning
StarGenetics
StarBiochem
protein visualization
genetic cross simulator
StarOrf
gene finder
StarMolSim
materials
modeling
StarHydro
hydrology visualization
StarHPC
parallel programming
Expose students to the discovery aspect of research
and to the processes of doing research using interactive technology
18

19. iLabs:
“If you can’t come to the lab… the lab will come to you!”
U.S., Australia, China, India, Africa: iLabs
Consortium
19
Shake table (Civil Eng., 2004)Dynamic signal analyzer (EECS, 2004)
Order of magnitude more lab experiences
More lab time to users/researchers
More sophisticated labs available
Communities of scholars created around iLabs
Sharing educational & research content

20. MITCET Modularity Experiments
John Essigmann
Bridge challenging
concepts between
courses with similar
concepts
Chemistry
Ken Kamrin &
Pedro Reis
Modularize mechanics
and materials into
discrete learning
experiences
MechE
Wilcox, Darmofal,
Radovitzky, Wang
Transform 16.20 & 16.90
to modular, active
learning experiences,
and enable self-paced
completion of the
courses
Aero-Astro
20

21. Concept-Based Learning &
Modularity
21
i2.002 Online Course
Crosslinks
Video Concept Browser

22. 5/20/2014 22

23. Caesar: Divide & Conquer
23
programs chopped into chunks and
sent to many reviewers
Courtesy, Eric Klopfer,MIT

24. Social Reviewing
24
reply &
discuss
upvote &
downvote
seeded by
automatic
style
checker
write new
comments
go beyond
the chunk,
if needed
Courtesy, Eric Klopfe

25. Reason #1: Mens et Manus
Industrial Chemistry Lab
Project Whirwind
2.007
Leveraged Freedom Chair

26. MIT’s exertions reestablish hands-on
Massively Flipped
Classrooms using
edX Platform
Rogers: Learning by Doing
ESG Concourse TEAL
6.01,
2.007

27. Reason #2: Instant Feedback

28. Feedback
“I absolutely love the new way of doing
problem sets. It lets me know that I am
on the right track and helps me
understand the problems better.”
“One of the most rewarding things
about the first 8.02 problem set was
solving a problem on paper, then
immediately checking the answer online
to receive a confirmation (small
dopamine rush, confidence, motivation
to continue, and reinforcement of
concepts) or an error (immediate
feedback, prompt to go look over
solution and fix careless mistakes or
more importantly, correct fundamental
misunderstandings of the material).

29. Reasons 3~n
• More modularity
• “Choose your own
adventure” courses
• More research
apprenticeship
• More field experiences
• More internships/travel
☞ More Magic Time

30. Changing the Ecology and Economics of
Education
• Abundance
– A
• Actionable Access to Resources, Learning Experiences; Communities
• Alternate ways to learn: Models; Pathways
– B
• Blended Learning; Boundary-less Education
– C
• Customization and Continuous Improvement ;
– Learner feedback/Analytics /Open Design
• Continuous Education

31. 31
Online
textbook
Videos Assessments
Courtesy Seaton, Pritchard Aug 2012
Learner activity and performance
3) Research in Learning on an
Unprecedented Scale via “Big Data”
All learners
Those
who
passed

32. The Open Difference
– Generative
• 4Rs: Reuse; Remix, Revise, Redistribute
– Permitted by Technology Policy and Legally
– Boundary-less
• Access, Development and Use not limited by domain/
community/technology/Policy
– Bidirectional
– Distributed locus of control;
– Outcome and Process are shareable/transparent
– New Structural Relationships
• Access – Cost - Quality
• Individual – Institution – Knowledge
– Agency of the Community (Crwd)
– Learning Opportunities
– Disaggregation of educational services
32

33. The Future of MIT Education
• Taskforces
– MIT Education and Facilities for the Future
– Future Global Implications of edX and the
Opportunities It Creates
– New Financial Models for Education

34. Visible Usable;
Situated Anywhere; Virtual;
Blended
Receiving/Knowing Affecting
Limited Term Varying; Lifelong
Enrolled Student Registered; Life-long
Member
Dropouts 100% completion
DE as 2nd Class Net-Enabled, Open as
Central Modality
University Metaversity

36. The MC3 Service
Go to MAPS “Momentum and Impulse” Page
“Momentum” at Wikipedia
MIT 8.03 Vibrations &Waves, Lecture 23, Fall 2004
at 2824
MIT 8.01t, Fall 2004, Conservation of Momentum
(pdf)
The Physics Classroom, mentum and Impulse
YouTube, Julius Miller, Energy and Momentum Part
1
YouTube, Julius Miller, Energy and Momentum Part
2
The Physics Zone, Lessons in Momentum
Other

37. Electricity & Magnetism
with Studio Physics
 Studio format
 Visualization/simulation
 Desktop lab experiments
 Student teams

38. iLabs at MIT
Shake table (Civil Eng.,
deployed early 2004)
Flagpole (Civil Eng.,
deployed 2000,)
Polymer crystallization
(Chem. E., deployed
2003)
Microelectronics device characterization
(EECS, deployed 1998)
Heat exchanger (Chem. E., deployed 2001)

39. Click to edit Master title style
Open
• Content
• Tools/Applications
– Finding; Getting; Using
– Knowledge
• Enabling Resources
– Legal
– Policy
– Community
Technology
• Networks; Devices; Software ;
Architecture; Processes
– Mobile Computing
– Cloud Computing
– Data Visualization & Analytics
– Simple Augmented Reality
– The Semantic Web
– Game-Based Learning
– MOOCs?
The Technology and Open Influence
Educational Innovation
and Transformation

40. Goals to be served by research
• See how/place-based learning can leverage and benefit from
learnings
• Understand how online experiences can be made better/optimal
e.g. for different disciplines.
• Understand how OL affects overall, production, distribution, process,
and economics of education?
• Will enable us to develop and provide great on-line learning
environments through
- Leveraging distributed communities / self-organized groups
(instructor control Vs. student autonomy)
- Providing the right kinds of scaffolding to support optimal
student learning.
• Will enable us to provide great overall (diverse) learning experiences.
5/20/2014 40

41. Technologies
• Nb – Collaborative PDF Annotation (David Karger)
• Caesar - Crowdsourced Code Review (Rob Miller)
• Crosslinks – With and Across Course Concept Links (Haynes Miller + Karen
Wilcox, OEIT)
• MC3 – MIT Core Concept Catalog (OEIT)
• Video Capture (AMPS, OEIT)
• Video Editing/Mixing (Pete Donaldson)
• Online Course Data Mining (Dave Pritchard)
• Games (Eric Klopfer)
• Xblock (edX)

42. Credentials and Course Sequences
ID Verified
Certificates of
Achievement
Audit
42
60% pass
5% pass rate
Honor Code
Certificate
5% pass rate

43. Revenue approaches for sustainability of edX
• B2C
• Verified certificates
• B2B
• Author institution subscription fees
• While-label hosted platform with revenue share (e.g., World Economic Forum’s
Forum academy, MITx executive education OnlineX)
• B2N
• Course licensing to countries adopting OpenEdx (e.g., with edraak and
xuetangX)
• Philanthropy
• Individual donations
• Gates foundation
• Hewlett foundation
43

44. Unless otherwise specified this work is licensed under a Creative Commons Attribution 3.0 United States License.
Modularity Activity
44