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Rethinking Learning: Course Consumption & 21st Century Learning

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Rethinking Learning: Course Consumption & 21st Century Learning

  1. 1. Unless otherwise specified, this work is licensed under a Creative Commons Attribution 3.0 United States License. Rethinking Learning: Course Consumption & 21st Century Learning Brandon Muramatsu, mura@mit.edu 1 Citation: Muramatsu, B. (2013, April). Rethinking education: Course consumption & 21st century learning. Invited Presentation at Harvard Business Publishing, April 22, 2013.
  2. 2. Unless otherwise specified, this work is licensed under a Creative Commons Attribution 3.0 United States License. Outline  Introduction  Learning in the 21st Century “The world is changed.”  A preferred future? From monolithic and centralized to distributed.  What might this mean? 2
  3. 3. Unless otherwise specified, this work is licensed under a Creative Commons Attribution 3.0 United States License. Introduction3
  4. 4. Unless otherwise specified, this work is licensed under a Creative Commons Attribution 3.0 United States License. About Me 4  B.S. & M.S. in Mechanical Engineering  Taught multimedia design and open education  ~10 years in educational digital libraries  Collections, nationwide collaborations, quality and peer review  9+ years in Open Education  Open Educational Resources and OpenCourseWare  ―Been There, Done That‖  Multimedia courseware design and course support, Software design, Digital Libraries, Metadata, Learning Objects, Open Educational Resources/OpenCourseWare
  5. 5. Unless otherwise specified, this work is licensed under a Creative Commons Attribution 3.0 United States License. Outcomes  An understanding of how we might think about the world of learning that is changing around us…  Changes from monolithic and centralized to distributed  Design of learning materials and interaction with them  Implications for design of systems and tools  A healthy discussion! 5
  6. 6. Unless otherwise specified, this work is licensed under a Creative Commons Attribution 3.0 United States License. Disclaimers  This is very much a work in progress…  We are working with a number of faculty on these issues, but by no means are these approaches universally accepted, and thus you should take what’s about to follow as personal opinion…  Much of what we’re doing is not new or novel; we might be at a point where technology and the environment may make it easier to do these things. 6
  7. 7. Unless otherwise specified, this work is licensed under a Creative Commons Attribution 3.0 United States License. “The world is changed.” Learning in the 21st Century7 — Galadriel, Lord of the Rings
  8. 8. Unless otherwise specified, this work is licensed under a Creative Commons Attribution 3.0 United States License. Confluence of Events  Global financial crisis…  Dramatic reduction in education budgets, continuing rise in costs, and rise in student loan debt  Changing perceptions of the value of a degree 8
  9. 9. Unless otherwise specified, this work is licensed under a Creative Commons Attribution 3.0 United States License. Confluence of Events (cont.)  Competency-based education/prior learning assessment  Recognition of the half-life of learning in many disciplines  Transition to continual learning in many career paths  Rise of openly accessible information, learning materials and opportunities, at scale  Wikipedia, Open Educational Resources/OpenCourseWare, Creative Commons licensing  Khan Academy, Codecademy  And… 9
  10. 10. Unless otherwise specified, this work is licensed under a Creative Commons Attribution 3.0 United States License. 10
  11. 11. Unless otherwise specified, this work is licensed under a Creative Commons Attribution 3.0 United States License. AVC Online Learning and Higher Ed  http://www.avc.com/a_vc/2013/04/online- learning-and-higher-ed.html 11 CC-BY • Wilson, F. (2013, April 21). Online learning and higher ed. Retrieved from http://www.avc.com/a_vc/2013/04/online-learning-and-higher- But I am also a big fan of what happens when a teacher and a small group of students get together in a classroom and real personal interaction happens. So if you are in the higher education business, you had better be getting your hands dirty with this stuff. The only way to really learn something is to do it yourself.
  12. 12. Unless otherwise specified, this work is licensed under a Creative Commons Attribution 3.0 United States License. A Preferred Future?12
  13. 13. Unless otherwise specified, this work is licensed under a Creative Commons Attribution 3.0 United States License. A Similarity of Goals  I need to learn/understand how to… (aka some ―goal‖)  How do I know if I’ve learned something?  Well defined, measurable and transparent learning objectives  Assessments that demonstrate mastery of the learning objective(s) 13 What Learners Want How Learning Experiences Should be Designed These apply to ―traditional‖ instruction, as well as any of the new- fangled approaches like edX/Coursera/Udacity, Khan Academy, Codecademy, etc.
  14. 14. Unless otherwise specified, this work is licensed under a Creative Commons Attribution 3.0 United States License. A Difference in Control  Instructor-driven  Monolithic terms: 10, 12, 14, 15 weeks  Whole courses for full- time, college enrolled  Assessment (learning) and certification (grade/credit/degree) bundled together  Monolithic systems (LMS), textbooks  Learner-requested  Shorter: Days and weeks, not months  Modules on demand, formal or informal settings  Assessment and certification separated  Distributed functionality where it’s most effective 14 Today: Easy to Administer Preferred Future: Focus on Learner This is how we learn as professionals!
  15. 15. Unless otherwise specified, this work is licensed under a Creative Commons Attribution 3.0 United States License. Course Consumption & 21st Century Learning  2 examples as proxies, a bit of caricature  A typical course in a university’s learning management system, as well as course materials on the web through OpenCourseWare sites  Modular materials with integrated assessments 15
  16. 16. Saylor.org  Homepage  http://www.saylor.org/ 16 Credit:SaylorFoundation,CCBY www.saylor.org
  17. 17. Saylor.org Precalculus II  Course Homepage  http://www.saylor.org/courses/ma003/ 17 Credit:SaylorFoundation,CCBY www.saylor.org
  18. 18. Saylor.org Precalculus II  Unit  http://www.saylor.org/courses/ma003/ 18 Credit:SaylorFoundation,CCBY www.saylor.org
  19. 19. Unless otherwise specified, this work is licensed under a Creative Commons Attribution 3.0 United States License. Saylor.org Precalculus II  Course Assessments  http://www.saylor.org/courses/ma003/?ism issing=0&resourcetype=4 19 Credit:SaylorFoundation,CCBY www.saylor.org
  20. 20. Saylor.org – ―Asssessment‖  http://www.saylor.org/site/wp- content/uploads/2011/11/MA003-1.2.5- PART2.pdf 20 Credit:WashingtonSBCTC,CCBY
  21. 21. Unless otherwise specified, this work is licensed under a Creative Commons Attribution 3.0 United States License. Analysis  What’s good?  Learning objectives clearly stated  Organized to match current models of college courses  What could be improved?  Interleave assessments with readings, don’t separate by type  Self-scoring assessments within the course; don’t break the experience by linking elsewhere  Course modularity and descriptive labels, while supporting monolithic course  Do I find what I want in Unit 1 or Unit 2?  Transparency would be improved by linking assessments directly with learning objectives, mastery isn’t clearly defined 21
  22. 22. TED-Ed 22  TED-Ed Homepage education.ted.com Credits: TED Conferences, LLC, Used under
  23. 23. TED-Ed 23  ―Peter Donnelly shows how stats fool juries‖ Credits: TED Conferences, LLC, Used under education.ted.com
  24. 24. TED-Ed 24  Quiz for ―Peter Donnelly shows how stats fool juries‖ Credits: TED Conferences, LLC, Used under education.ted.com
  25. 25. TED-Ed – Flip (Create a Lesson)25  Flip ―Peter Donnelly shows how stats fool juries‖ Credits: TED Conferences, LLC, Used under education.ted.com
  26. 26. TED-Ed  Flip (create your own lesson) for ―Peter Donnelly shows how stats fool juries‖ 26 Credits: TED Conferences, LLC, Used under education.ted.com
  27. 27. TED-Ed  Flip (create your own lesson) for ―Peter Donnelly shows how stats fool juries‖ 27 Credits: TED Conferences, LLC, Used under education.ted.com
  28. 28. Unless otherwise specified, this work is licensed under a Creative Commons Attribution 3.0 United States License. Analysis  What could be improved? Is the ability to embed the Flip in my content! The approach is good to drive traffic to TEDEd, but less so for the learning experience I want to provide/take part in 28
  29. 29. Unless otherwise specified, this work is licensed under a Creative Commons Attribution 3.0 United States License. What might this mean?29
  30. 30. Unless otherwise specified, this work is licensed under a Creative Commons Attribution 3.0 United States License. Here’s what we’re thinking…  Transition to modular (granular) learning experiences from full term-long courses  Embed assessments (formative) directly in locally controlled content, and feedback results to learners and instructors  Give more practice problems  Wide range of sophistication, including psychometrics, IRT 30
  31. 31. Unless otherwise specified, this work is licensed under a Creative Commons Attribution 3.0 United States License. Here’s what we’re thinking… (cont.)  Use MOOCs to scale aspects of learning that they’re good at, combine with hands- on, small group experiences 31
  32. 32. Unless otherwise specified, this work is licensed under a Creative Commons Attribution 3.0 United States License. What might this mean for you? 32  What are your unique contributions?  What does a move from monolithic and centralized to distributed experiences mean?  What infrastructure, tools and services do you need to enable this?  Does the brand override the learning experience?
  33. 33. Unless otherwise specified, this work is licensed under a Creative Commons Attribution 3.0 United States License. Brandon Muramatsu mura@mit.edu @bmuramatsu (Twitter, Slideshare) www.mura.org Contact Me33 Citation: Muramatsu, B. (2013, April). Rethinking education: Course consumption & 21st century learning. Invited Presentation at Harvard Business Publishing, April 22, 2013.

Editor's Notes

  • Citation: Muramatsu, B. (2013, April). Rethinking education: Course consumption & 21st century learning. Invited Presentation at Harvard Business Publishing, April 22, 2013.Unless otherwise specified, this work is licensed under a Creative Commons Attribution 3.0 United States License.
  • Galadriel. The Lord of the Rings
  • Citation: Muramatsu, B. (2013, April). Rethinking education: Course consumption & 21st century learning. Invited Presentation at Harvard Business Publishing, April 22, 2013.Unless otherwise specified, this work is licensed under a Creative Commons Attribution 3.0 United States License
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