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

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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.

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 and Progress: The Massive Online Education Example Julia Stiglitz and Pamela Fox Coursera
  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 students who complete the first assignment, successfully complete the course Roughly 5% of students who enroll successfully complete a course Average course retention
  3. 3. What in it for me?? But this is hard! This is soooo boring. I'm lonely.
  4. 4. What's 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 ways 55% 33% 43% 43% Density maps illustrating patterns of activity among students on Coursera, aggregated across 86 Coursera classes. A) Lecture watching and assignment completion B) Lecture watching and quiz taking C) Quiz taking and assignment completion D) Forum activity and assignment completion
  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 positive integers a, b, and c can satisfy the equation an + bn = cn for any integer value of n greater than two.
  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 likely to 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 don't 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 being read by the poet who wrote them.." "There were no lectures per se, but rather seminar-style Socratic discussions with graduate teaching assistants. " http://knollop.com/courses/3156/Modern-&-Contemporary-American-Poetry/
  20. 20. Making Lectures More Engaging: Reduce monotony "There was lots of student interest and I'm convinced it contributed to success of the course." - Kevin Werbach, Professor http://knollop.com/courses/3065/Gamification/
  21. 21. Making Assignments More Engaging: Encourage creativity and novelty Weekly 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 how your 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, sometimes melodies, sometimes both. None of it has to be polished. The course is about writing, not performing."
  23. 23. I'm 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, shared understanding, and long term retention of the learned material"
  25. 25. What makes social learning harder in MOOCs? 1000s of strangers worldwide Content centric environment
  26. 26. Increasing Social Presence Scheduled sessions and deadlines
  27. 27. Increasing Collaborative Learning Asynchronous Forums
  28. 28. Increasing Collaborative Learning Gamifying the Forums
  29. 29. Increasing Collaborative Learning Face to Face Hangouts
  30. 30. Increasing Collaborative Learning Meetups (TODO Numbers) 24,000 joined from 2,200 cities
  31. 31. Increasing Social Presence Commitments and social feedback Micro commitment: Social feedback:
  32. 32. Appendix Thank you!
  33. 33. Conclusion 1. Onlines have different motivations----students will be need to show achievement and progress in different ways 2. The things that seem obvious, don't always work. It's more nuanced. ---------- 3. Learning about our learners 4. Structured experiments to study this This is really fun and exciting and just the very beginning.
  34. 34. 2/3 of students are from outside of the United States 85% of students have at least a Bachelors degree The majority of our current students are international and with at least a Bachelor's degree Most of our students are aged around 20-29 Roughly 60% male, 40% female
  35. 35. Making Lectures More Engaging: Reduce monotony "The professors are sincere, amusing, imminently watchable and kept me interested through 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 with an increased number of missed classes." [2]
  37. 37. Making Lectures More Engaging: Reduce monotony Internet History, "Dr. Chuck" Calculus, Robert Ghrist Dan Ariely's Extras

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