Pamela Fox & Julia Stiglitz - Achievement and Progress: The Massive Education Example

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Coursera is hard at work transforming post-secondary education through its innovative partnerships and use of MOOC (Massively Online Open Course) approaches. Behind their breakneck success is the deisre of learners around the world to progress in their own lives and achieve something greater than themselves. In this insightful talk, Julia will share Coursera's insights about the need for progress, what drives user behavior in a lifelong learning context, and how to deliver this sense of achievement intrinsically.

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Pamela Fox & Julia Stiglitz - Achievement and Progress: The Massive Education Example

  1. 1. Achievement andProgress: The MassiveOnline Education ExampleJulia Stiglitz and Pamela FoxCoursera
  2. 2. Enrolled(31,000 - 56,000)Watched a lecture(21,000 - 40,000)Attempted a quiz(6,000 - 16,000)Submitted an assignment(900 - 6,500)Earned an SoA(1,100 - 3,500)55%33%43%43%45% of studentswho complete thefirst assignment,successfullycomplete the courseRoughly 5% ofstudents who enrollsuccessfullycomplete a courseAverage course retention
  3. 3. What in it for me??But this is hard!This is soooo boring.Im lonely.
  4. 4. Whats in it for me?
  5. 5. People have different motivation for takings an online course
  6. 6. People engage in an online course in different ways55%33%43%43%Density maps illustrating patterns of activity among students on Coursera,aggregated across 86 Coursera classes.A) Lecture watchingand assignmentcompletionB) Lecture watchingand quiz takingC) Quiz taking andassignmentcompletionD) Forum activity andassignmentcompletion
  7. 7. Signature Track
  8. 8. Picture of a cert
  9. 9. Signature track students have higher rates of retention
  10. 10. But this is hard!
  11. 11. Prove that no three positiveintegers a, b, and c can satisfythe equation an+ bn= cnfor anyinteger value of n greater thantwo.
  12. 12. Multivariate course email experiment
  13. 13. Multivariate course email experiment: preliminary results
  14. 14. Letting students try multiple times
  15. 15. Letting students try multiple times
  16. 16. I am soooo bored.
  17. 17. What is boredom?“Boredom results from being attentive to the passage of time itself” - William James, philosopher"Boredom can be described as a negative affective state associated with increased arousal(i.e., increasing HR; higher cortisol levels), and decreased attention (lower SCL)." [1]Design Guidelines for Arousing Boredom [2]● Induce sensory deprivation by reducing external stimuli to a minimum● Create monotony, by using highly predictive repetitive stimuli● Prevent drowsiness by using stimuli with high intensity.● Do not satisfy the need for excitement; rather use the user’s expectation to create an anti-climax.● Avoid any novelties, changes and surprises; everything should seem in place and make sense.● Do not mentioning a wait on forehand, nor explaining the length and reason of it.● Emphasize the passage of time during a wait."All things considered, the required time to get someone in the state of boredom is likelyto equal less than or around 10 minutes."[1] Merrifield, C. 2010. Characterizing the Psychophysiological Signature of Boredom. University of Waterloo, Waterloo.[2] J. van Aart, B. Salem, C. Bartneck, J. Hu, and M. Rauterberg, “Designing for Experience: Arousing Boredom to Evoke Predefined
  18. 18. Making Lectures More Engaging:Reduce and document duration"I like the videos which allows you to take small bites if you dont have a whole hour.""Brain Rules", Joe Medina
  19. 19. Making Lectures More Engaging:Reduce monotony"Discussions instead of lectures, live sessions that involve a call in / tweet in / drop in element, poems beingread by the poet who wrote them..""There were no lectures per se, but rather seminar-style Socratic discussions with graduate teachingassistants. "http://knollop.com/courses/3156/Modern-&-Contemporary-American-Poetry/
  20. 20. Making Lectures More Engaging:Reduce monotony"There was lots of student interest and Im convinced it contributed to success of the course."- Kevin Werbach, Professorhttp://knollop.com/courses/3065/Gamification/
  21. 21. Making Assignments More Engaging:Encourage creativity and noveltyWeekly design challenges test your ability to apply those ideas to solve real problems."The assignments are very helpful to understand the lessons and also very exciting, as you can see howyour project grows and turns into reality."http://knollop.com/course-reviews/view/283/http://spark-public.s3.amazonaws.com/design/PDFs/Student%20Project%20Examples.pdf
  22. 22. Making Assignments More Engaging:Encourage creativity and novelty"Assignments will ask you to post something for peer review—sometimes lyric lines or sections, sometimesmelodies, sometimes both. None of it has to be polished. The course is about writing, not performing."
  23. 23. Im lonely.
  24. 24. What is social learning and why does it matter?"Students with high overall perceptions of social presence also scored high in terms of perceived learning."“Collaborative learning leads to deeper level learning, critical thinking, sharedunderstanding, and long term retention of the learned material"
  25. 25. What makes social learning harder in MOOCs?1000s of strangersworldwideContent centricenvironment
  26. 26. Increasing Social PresenceScheduled sessions and deadlines
  27. 27. Increasing Collaborative LearningAsynchronous Forums
  28. 28. Increasing Collaborative LearningGamifying the Forums
  29. 29. Increasing Collaborative LearningFace to Face Hangouts
  30. 30. Increasing Collaborative LearningMeetups (TODO Numbers)24,000 joined from2,200 cities
  31. 31. Increasing Social PresenceCommitments and social feedbackMicro commitment:Social feedback:
  32. 32. AppendixThank you!
  33. 33. Conclusion1. Onlines have different motivations----students will be need to show achievement and progress indifferent ways2. The things that seem obvious, dont always work. Its more nuanced.----------3. Learning about our learners4. Structured experiments to study thisThis is really fun and exciting and just the very beginning.
  34. 34. 2/3 of students are from outside of the United States85% of students have at least aBachelors degreeThe majority of our current students are international and withat least a Bachelors degreeMost of our students are aged around 20-29Roughly 60% male, 40% female
  35. 35. Making Lectures More Engaging:Reduce monotony"The professors are sincere, amusing, imminently watchable and kept me interestedthrough the entire 8 week course. ""The videos were clearly designed for internet learning and they tried to be fun."
  36. 36. Why does boredom matter?"Our findings:(1) learning is the opposite of boredom, and(2) learning is the antidote to boredom." [1]"Higher levels of boredom were associated withan increased number of missed classes." [2]
  37. 37. Making Lectures More Engaging:Reduce monotonyInternet History, "Dr. Chuck"Calculus, Robert GhristDan Arielys Extras

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