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Rethinking Learning: Course Consumption & 21st Century Learning

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Presented by Brandon Muramatsu at Harvard Business Publishing Higher Education Lunch and Learn on April 22, 2013.

Published in: Education, Technology
  • Great thanks Brandon.I appreciate we ran out of time on Monday, but the question I was really asking was ' are you using anything like Nvivo or other technology as the next step after timecoding your lectures (you menitoned using a TA who was timecoding salient issues in the lecture - it wasn't a question about mass use of Nvivo for classwork - more from the MOOC presentation perspective. Secondly I am curious to see if the note taking/screen grab/documentation capabilities of Evernote are integrated on any MOOC you have developed. Thank you again for such an interesting discussion.
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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.RethinkingLearning: CourseConsumption &21st Century LearningBrandon Muramatsu, mura@mit.edu1Citation: 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 todistributed. 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 Me4 B.S. & M.S. in Mechanical Engineering Taught multimedia design and open education ~10 years in educational digital libraries Collections, nationwide collaborations, quality andpeer 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, LearningObjects, Open EducationalResources/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 thinkabout the world of learning that is changingaround us… Changes from monolithic and centralized todistributed Design of learning materials and interaction withthem 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 onthese issues, but by no means are theseapproaches universally accepted, and thusyou should take what’s about to follow aspersonal opinion… Much of what we’re doing is not new ornovel; we might be at a point wheretechnology and the environment may make iteasier 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 loandebt Changing perceptions of the value of adegree8
  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 learningassessment Recognition of the half-life of learning inmany disciplines Transition to continual learning in many careerpaths Rise of openly accessible information,learning materials and opportunities, at scale Wikipedia, Open EducationalResources/OpenCourseWare, CreativeCommons 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 HigherEd http://www.avc.com/a_vc/2013/04/online-learning-and-higher-ed.html11CC-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 ofwhat happens when ateacher and a small group ofstudents get together in aclassroom and real personalinteraction happens.So if you are in the higher educationbusiness, you had better be gettingyour hands dirty with this stuff. Theonly way to really learn something isto 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 tolearn/understand howto… (aka some ―goal‖) How do I know if I’velearned something? Well defined,measurable andtransparent learningobjectives Assessments thatdemonstrate masteryof the learningobjective(s)13What Learners WantHow LearningExperiences Should beDesignedThese 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, notmonths Modules on demand, formalor informal settings Assessment andcertification separated Distributed functionalitywhere it’s most effective14Today:Easy to AdministerPreferred Future:Focus on LearnerThis is how welearn asprofessionals!
  15. 15. Unless otherwise specified, this work is licensed under a Creative Commons Attribution 3.0 United States License.Course Consumption & 21stCentury Learning 2 examples as proxies, a bit of caricature A typical course in a university’s learningmanagement system, as well as coursematerials on the web throughOpenCourseWare sites Modular materials with integratedassessments15
  16. 16. Saylor.org Homepage http://www.saylor.org/16Credit:SaylorFoundation,CCBYwww.saylor.org
  17. 17. Saylor.org Precalculus II Course Homepage http://www.saylor.org/courses/ma003/17Credit:SaylorFoundation,CCBYwww.saylor.org
  18. 18. Saylor.org Precalculus II Unit http://www.saylor.org/courses/ma003/18Credit:SaylorFoundation,CCBYwww.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/?ismissing=0&resourcetype=419Credit:SaylorFoundation,CCBYwww.saylor.org
  20. 20. Saylor.org – ―Asssessment‖ http://www.saylor.org/site/wp-content/uploads/2011/11/MA003-1.2.5-PART2.pdf20Credit: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 bytype Self-scoring assessments within the course; don’t breakthe experience by linking elsewhere Course modularity and descriptive labels, whilesupporting monolithic course Do I find what I want in Unit 1 or Unit 2? Transparency would be improved by linkingassessments directly with learning objectives, masteryisn’t clearly defined21
  22. 22. TED-Ed22 TED-Ed Homepageeducation.ted.comCredits: TED Conferences, LLC, Used under
  23. 23. TED-Ed23 ―Peter Donnelly shows how stats fooljuries‖Credits: TED Conferences, LLC, Used undereducation.ted.com
  24. 24. TED-Ed24 Quiz for ―Peter Donnelly shows how stats fooljuries‖Credits: TED Conferences, LLC, Used undereducation.ted.com
  25. 25. TED-Ed – Flip (Create aLesson)25 Flip ―Peter Donnelly shows how stats fooljuries‖Credits: TED Conferences, LLC, Used undereducation.ted.com
  26. 26. TED-Ed Flip (create your own lesson) for ―PeterDonnelly shows how stats fool juries‖26Credits: TED Conferences, LLC, Used undereducation.ted.com
  27. 27. TED-Ed Flip (create your own lesson) for ―PeterDonnelly shows how stats fool juries‖27Credits: TED Conferences, LLC, Used undereducation.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 theFlip in my content!The approach is good to drive traffic toTEDEd, but less so for the learningexperienceI want to provide/take part in28
  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) learningexperiences from full term-long courses Embed assessments (formative) directly inlocally controlled content, and feedbackresults to learners and instructors Give more practice problems Wide range of sophistication, includingpsychometrics, IRT30
  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 learningthat they’re good at, combine with hands-on, small group experiences31
  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 andcentralized to distributed experiencesmean? What infrastructure, tools and services do youneed to enable this? Does the brand override the learningexperience?
  33. 33. Unless otherwise specified, this work is licensed under a Creative Commons Attribution 3.0 United States License.Brandon Muramatsumura@mit.edu@bmuramatsu (Twitter, Slideshare)www.mura.orgContact Me33Citation: Muramatsu, B. (2013, April). Rethinking education: Course consumption & 21st century learning. Invited Presentation at Harvard Business Publishing, April 22, 2013.

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