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a bit about MOOCs: past, present and future

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Talk at UX Academia Industry, Media City, Manchester, UK, 8th March 2017

http://alandix.com/academic/talks/uxday-2017/

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a bit about MOOCs: past, present and future

  1. 1. a bit about MOOCs: past, present and future Alan Dix Talis and University of Birmingham http://alandix.com/academic/talks/uxday-2017/
  2. 2. Tiree Tiree Tech Wave 23-27 March 2017 University of Birmingham
  3. 3. today I am not talking about … • intelligent internet interfaces • visualisation and sampling • small device – large display interactions • fun and games, virtual crackers, artistic performance, slow time • physicality and product design • creativity and Bad Ideas • modelling dream, regret, the emergence of self
  4. 4. … or even lots of lights http:/www.hcibook.com/alan/projects/firefly/
  5. 5. REF analysis musicology data open data islands & communities Alan walks Wales OR …
  6. 6. Mathieu Plourde {(Mathplourde on Flickr) - http://www.flickr.com/photos/mathplourde/8620174342/sizes/l/in/photostream/
  7. 7. first MOOC? Sept/ 2011, Sebastian Thrun’s Intro. to Artificial Intelligence 160,000 signups … but for what? TAs doing assessment … but issues of accreditation filmed in his basement …
  8. 8. … and then …
  9. 9. benefits brand awareness (overseas student recruitment) development consultancy (platform providers) democratisation of education (… but who pays?) sustainable?
  10. 10. use? ‘drop out’ often 90-99% but does that matter? success as accomplishing own goals N.B. FutureLearn and P2PU a lot better democratisation? most students graduates and western
  11. 11. life before the MOOC?
  12. 12. … before the MOOC
  13. 13. let’s have a go
  14. 14. online HCI course ran early 2013 to gain experience with ‘MOOCs’ and reusable materials now hosted at OER site interaction-design.org Human–Computer Interaction
  15. 15. low cost production talk-over slides + head & shoulders video + additional resources development ~ 3–4 months ~ 25 hours video academic sharing quality
  16. 16. reuse in flip / blended learning Autumn 2014 course mix of UG3 & MSc portion of course (4 weeks) mixing video with face-to-face Spring 2015 course masters students only single session
  17. 17. different mixes basics + integration preparatory videos on ‘basics’ followed by integrative lecture (chalk & talk!) 2 fully flipped videos followed by discoursive F2F videos followed by group discussions 2 part & part all material on video, some also taught in class N.B. noticable attendance fall-off when told in advance! 70 students 20 students
  18. 18. Talis lighthouse pilot universal player micro-analytics … individual course resource student
  19. 19. analytics – who read/viewed what typically about 1/3 watch everything, 1/3 some, 1/3 none at all! used stats to ‘encourage’ students in class N.B. did not look at individual student analytics students did not seem phased by this level of analytics
  20. 20. analytics – how much journal paper PDF recommended reading most students just read beginning in class explained structure of paper
  21. 21. every one loves a MOOC (well they did in 2013!) but what does it cost?
  22. 22. Effort: Glasgow University FutureLearn Two courses: Right vs Might 360 hours academic + 800 hrs learning technologist (development only) 2.5 hours of video + supporting resources 656 participants (first run) Genomics 2236 hours academic (development only) 6 hours video + supporting resources 747 participants (first run) Source: Building and Executing MOOCs: A practical review of Glasgow’s first two MOOCs J. Kerr, S. Houston, L. Marks, A. Richford (2015)
  23. 23. Comparison • MOOCs – 400 hours development time per hour video – 700 participants per run (time amortised) – £29 statement of participation (~15% takeup) • Traditional Classroom – 2–4 hours preparation per hour lecture – 50-200 students per lecture (time repeated) – £9000 fees (for ~ 200-300 hours lectures)
  24. 24. Bottom line MOOCs vs classroom 10 times as many students 100 times the effort 1/30 payment / student–hour
  25. 25. other estimates? $39K to $325K per MOOC $74-$272 per completer Source: Resource Requirements and Costs of Developing and Delivering MOOCs. Hollands and Tirthali (2014) Udacity ~ $200K per course EdX ~ $250K design + $50K per run Source: Why MOOCs Aren't So Cheap ... for Colleges. Fiscal Times (2013) High quality video ~ $4K per hour (1) ~ $2.5K–10K per minute (2) Source: (1) MOOCs: Expectations and Reality Hollands and Tirthali (2014) (2) What does a corporate web video cost? Fox (2010)
  26. 26. massive does size matter?
  27. 27. what is scale? Seminar – 10s of students Lecture – 100s of students MOOC – 10,000s of students
  28. 28. … but …
  29. 29. 1 0 0 million new tertiary students every year face to face learning …
  30. 30. growth … total tertiary students 2010 – 180 million 2025 – 260 million 40%
  31. 31. face to face learning is @ scale
  32. 32. Talis Aspire Reading List store and structure course resources embedded in VLE connects with course management and learning analytics
  33. 33. Talis Aspire Reading Lists … scale …
  34. 34. Talis lighthouse pilot universal player micro-analytics … individual course resource student
  35. 35. scale up and down
  36. 36. reuse offline?
  37. 37. reuse and online ’content’ online ‘content delivery’: senior mgt pressure since 1990s principally for cost saving! reuse: LOs, SCORM, Tin-Can API we all know it’s good  in HE use still limited Jorum https://pixabay.com/en/headstone-cemetery-grave-graveyard-312540/ http://iwantmyanime.deviantart.com/art/Stork-Commission-180796355
  38. 38. small is beautiful video length: often suggested 4 mins or even 2 mins smaller resources improve engagement (Ferriday) we saw 10 mins OK  but 20 mins too long  => need better ways to create, edit and manage smaller videos both for in-class and flipped use
  39. 39. small things matter already added end as well as start times in Player maybe need better fade-in – fade-out for audio sharing portions not just whole videos narrative matters
  40. 40. all digital?
  41. 41. semantic textbook – data meets text book MCQs videos slides
  42. 42. learning analytics big data for education
  43. 43. MOOC scale lots of students following the same course large volumes of homogeneous data
  44. 44. heterogeneity courses and institutions individuality learning styles patterns of viewing cross-institutional issues ownership and privacy
  45. 45. abstracting heterogeneity ? individual traces  classes of behaviour  big data analysis  pedagogic feedback
  46. 46. reality more complex
  47. 47. … and very messy lots of work still to do!
  48. 48. both user and researcher ~ 3 ½ mins skim to page 21 1 min skim to page 14 50 secs on pages 14&15 25 secs on page 21 skim to end
  49. 49. in summary MOOCs (potential) benefits … but costly … sustainability? face to face is also massive! (re)use MOOC-like material in class? analytics of heterogeneity
  50. 50. beer …

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