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A new revolution in e-ducation quality at scale Vijay Kumar

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A new revolution in e-ducation quality at scale Vijay Kumar

  1. 1. A new Revolution in e-ducation Quality at Scale
  2. 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. 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. 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. 5. The Open Explosion Education 5
  6. 6. • MIT & Harvard invest $30M each • Free world education • Open source platform • We disrupt ourselves!! So we launched a new venture
  7. 7. Expand access to quality education Advance research Improve on campus education Non-profit venture founded by MIT & Harvard 7
  8. 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. 9. Video Vignettes 9 Personalization effect - Mayer 2003
  10. 10. Interactive Simulations: Physics 10
  11. 11. 11 Instant Feedback
  12. 12. Virtual Game-Like Laboratory 12
  13. 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. 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
  15. 15. 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
  16. 16. 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
  17. 17. 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
  18. 18. 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
  19. 19. Concept-Based Learning & Modularity 21 i2.002 Online Course Crosslinks Video Concept Browser
  20. 20. 5/20/2014 22
  21. 21. Caesar: Divide & Conquer 23 programs chopped into chunks and sent to many reviewers Courtesy, Eric Klopfer,MIT
  22. 22. Social Reviewing 24 reply & discuss upvote & downvote seeded by automatic style checker write new comments go beyond the chunk, if needed Courtesy, Eric Klopfe
  23. 23. Reason #1: Mens et Manus Industrial Chemistry Lab Project Whirwind 2.007 Leveraged Freedom Chair
  24. 24. MIT’s exertions reestablish hands-on Massively Flipped Classrooms using edX Platform Rogers: Learning by Doing ESG Concourse TEAL 6.01, 2.007
  25. 25. Reason #2: Instant Feedback
  26. 26. 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).
  27. 27. Reasons 3~n • More modularity • “Choose your own adventure” courses • More research apprenticeship • More field experiences • More internships/travel ☞ More Magic Time
  28. 28. 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
  29. 29. 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
  30. 30. 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
  31. 31. 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
  32. 32. 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
  33. 33. 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
  34. 34. Electricity & Magnetism with Studio Physics  Studio format  Visualization/simulation  Desktop lab experiments  Student teams
  35. 35. 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)
  36. 36. 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
  37. 37. 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
  38. 38. 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)
  39. 39. Credentials and Course Sequences ID Verified Certificates of Achievement Audit 42 60% pass 5% pass rate Honor Code Certificate 5% pass rate
  40. 40. 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
  41. 41. Unless otherwise specified this work is licensed under a Creative Commons Attribution 3.0 United States License. Modularity Activity 44

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