Learn How Emergent Online Models Serve as Innovation Incubators


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Learn How Emergent Online Models Serve as Innovation Incubators

  1. 1. http://tinyurl.com/collegesummit14
  2. 2. Learn How Emergent Online Models Serve as Innovation Incubators 2014 Veronica Diaz, PhD Associate Director EDUCAUSE Learning Initiative EDUCAUSE
  3. 3. The Map • Innovation in the portfolio • What are some of the innovations in the online learning space • Tools for getting started
  4. 4. 10%
  5. 5. Increase agility and innovation in the other portfolio areas
  7. 7. WHAT IS IN YOUR REVOLUTIONARY BUCKET? http://tinyurl.com/collegesummit14
  9. 9. Go to http://tinyurl.com/collegesummit14 And download Emerging Technology Rubrics
  10. 10. Gyorke/Penn State Rubric utility creativity efficacy feasibility risk resistance West FL Rubric strategic alignment potential value student count impact ROI resources student engagement impact Hopkins Rubric curriculum connection authenticity feedback differentiation user friendliness student motivation reporting Duke Rubric analysis methodology data gathering analysis drafting recommendations advocacy
  11. 11. Discuss which of the rubrics would be most useful to you? Why?
  12. 12. Competency based learning Learner analytics Adaptive learning/assessments Learner authentication Disaggregated instruction
  13. 13. Poor access Diminishing returns Rising costs Uninformed consumer
  14. 14. Source: http://www.educause.edu/ero/article/online-educational-delivery-models-descriptive-view
  15. 15. April 2012
  16. 16. October 2013
  17. 17. Increase agility and innovation in the other portfolio areas
  18. 18. So what?
  19. 19. Flipped Resources
  20. 20. https://www.youtube.com/watch?v=zU126VRv_6Y
  21. 21. Research and the MOOC
  22. 22. Research Directions: Gates Foundation  Drive scaled adoption of MOOCs for intro and remedial learning content and competencies, for low-income young adults, and in the blended format  Research use cases, efficacy, and cost savings of MOOC implementations  Drive evolution of MOOC conversations and MOOC platforms toward higher quality, improved pedagogy, and improved authoring/integration support
  23. 23. http://www.moocresearch.com/research-initiative/about
  24. 24. Research Questions  What data needs to be captured and how open will it be for the advancement of learning?  What are the purposes and designs of different types of MOOCs?  Related to the above, what are the various instructional models?  For which students, courses, and contexts are MOOCs effective and where are they not?  How rich and deep is the learning with MOOCs – e.g., knowledge transfer vs. connectivism, deeper learning outcomes?
  25. 25. Research Questions  Which components drive impact for our target learners and what additional supports need to be added online or face-to-face?  What is the faculty role, time commitments, and work conditions versus face-to-face and traditional online? Which faculty are well suited?  What are the costs and barriers for development? Local customization? Implementation?  How can MOOCs serve broader goals of both students and institutions?
  26. 26. University of Wisconsin La Crosse: Remedial Math MOOCs https://www.youtube.com/watch?v=0C6lpOK-FTM https://sites.google.com/a/uwlax.edu/math-mooc-data/student-activity2
  27. 27. Source: http://wcetblog.wordpress.com/2013/07/25/ace-review-moocs-for-credit/
  28. 28. Competency-Based Learning
  29. 29. http://net.educause.edu/ir/library/pdf/NGB1402.pdf
  30. 30. What’s next for the MOOC?
  31. 31. http://www.utexas.edu/ce/uex/utpsych301
  32. 32. What’s next for the MOOC?
  33. 33. Corporate MOOCs
  34. 34. Small MOOC Changes (technologically)
  35. 35. MOOCs go Global
  36. 36. More personalized and adaptive learning
  37. 37. “credentials remain the last economic value point of higher education”
  38. 38. https://www.youtube.com/watch?v=yray1mOMpIo
  39. 39. Personalized Learning @ ASU http://www.educause.edu/events/eli-online-fall-focus-session-2013-2/2013/personalized-learning-using- continuously-adaptive-technology
  40. 40. Objectives • Improve student critical reasoning and subject mastery • Increase student retention • Increase student satisfaction • Improve instructor insight and performance
  41. 41. Pedagogy
  42. 42. Pedagogy
  43. 43. Learning Analytics
  44. 44. Learning Analytics Implementation 1. We’re doing it! 2. We need a little planning, but we are basically ready 3. We’ve talked about learning analytics, but made no plans 4. We are not ready
  45. 45. http://www.educause.edu/library/learning-analytics
  46. 46. LA Readiness Factors 1. Ability 2. Data 3. Culture and Process 4. Governance and Infrastructure 5. Overall Readiness Perception
  47. 47. http://www.educause.edu/library/resources/2012-ecar-study-analytics-higher-education
  48. 48. https://www.surveygizmo.com/s3/1020013/Analytics-Maturity-Index
  49. 49. ECAR Analytics Maturity Index
  50. 50. What Is In Place for Analytics
  51. 51. tinyurl.com/seicases
  52. 52. 3 Simple Questions 1. Briefly describe what you will actually do in your X initiative. 2. List 3 goals that you hope to accomplish in your initiative (e.g., students will increase their time on task; students will learn foundational knowledge faster and more thoroughly; students will better organize their course materials; students will adhere more closely to course deliverable deadlines). 3. How will you know if you are successful in meeting the goals you outlined above? What indicators will you look at to see signs of that success (e.g., how will you know students are spending more time on task or performing better on assessments)?
  53. 53. ACTIVITY Go to: http://tinyurl.com/collegesummit14
  54. 54. http://www.educause.edu/ELI139/Program • Promotion of personalization, engagement, and efficiency in learning through the development of new instructional delivery models that make creative use of content and • Use of learner analytics to support quality, affordability, and continuous improvement in instructional programs • Tools, such as service blueprinting, that can help us to serve students through our innovations • Use of instructional technologies and platforms that support competency-based learning, adaptive learning, and other customized learning approaches
  55. 55. ELI Online Spring Focus Session Learning and the MOOC ….. http://www.educause.edu/eli/e vents/eli-online-spring-focus- session/2013 http://tinyurl.com/elimooc
  56. 56. http://www.educause.edu/library
  57. 57. Veronica Diaz, PhD Associate Director, EDUCAUSE Learning Initiative Director, EDUCAUSE Online Programs @drvdiaz vdiaz@educause.edu http://www.educause.edu/eli