Katerina Slipenyuk (ITEA-2013)


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"Successfully organizational, methodological and pedagogical approaches to Lifelong Learning programs in the United States"
Presentation at ITEA-2013, IRTC, Kyiv, Ukraine

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Katerina Slipenyuk (ITEA-2013)

  1. 1. Successfully organizational, methodological and pedagogical approaches to Lifelong Learning programs in the United States. International Conference “New Information Technologies in Education for All: Lifelong Learning” 26 November 2013 Katerina Slipenyuk, MBA Junior Associate/Professor’s assistant, Precedent Academics
  2. 2. Constant rise of online educational programs in the USA over the past 10 years More than 6.7 million of students have taken at least one online course in the fall of 2011, which adds up to 32% from the total student enrollment 2
  3. 3. Compound annual growth rate of on-line education is 17.3% during the last 10 years, while increase in overall student enrollment averages to only 2.6% 3
  4. 4. What are the reasons for such growth? Flexibility, effectiveness and variety of online methodological approaches Massive Open On-line Courses (MOOCs) Teaching through feedback in oneon-one communication with instructor 4
  5. 5. Massive Open Online Courses (MOOC) O Coursera, Udacity, Mitx, Edx – Organizations, partnering with multiple institutions that create online platform for FREE course enrollment and distribution. O MOOCs had exploded into the academic consciousness in summer 2011, when a FREE artificial-intelligence course offered by Stanford University in California attracted 160,000 students from around the world. 5
  6. 6. Coursera.org 6 5,520,530 registered users, 542 courses, 107 partner universities
  7. 7. Massive Open Online Courses (MOOC) O Resources – video and audio lectures, online libraries with journals and books. O Structure – discussions, papers, quizzes O Evaluation – quizzes – checked automatically, papers – students grade several other papers and average is estimated. O Role of instructor – set positive tone, ensure that discussion is going in the right direction, monitor inappropriate language and plagiarism. 7
  8. 8. 8
  9. 9. Massive Open Online Courses (MOOC) Advantages for Universities O Demand evaluation O Promotion and attraction of the students to the paid courses O Opportunity for the students to try online format Questions for students O Is MOOC certificate recognized by the employers? O How MOOC course fits into higher education degree? 9
  10. 10. Plans for MOOCs Have MOOC 2,6% At the planning stage 9,4% Do not plan to introduce 32,7% Undecided 55,4% 10
  11. 11. “Young people are interested and ready to invest time in education for a better quality of life. On-line education and MOOCs will take different shape in the near future and will influence overall approach to teaching”, as was discussed during RevolutiOnline.edu round table a part of World Economic Forum in Davos organized by Victor Pinchuk Foundation in the beginning of 2013. http://pinchukfund.org/ru/news/8709/?clear_cache =Y 11
  12. 12. Teaching through feedback in one-to-one interaction with instructor Northcentral University 12
  13. 13. Grading vs. Feedback Grading is providing information about performance on a specific assignment. It consists of giving a grade, indicating aspects of an assignment that are correct and incorrect, and making some corrections. Feedback encompasses grading, but its primary purpose is to impact a student’s knowledge, skills, and dispositions so that work on future assignments is better than it would have been without the feedback. 13
  14. 14. Steps to provide quality feedback 1. Requirements of the assignment are specific and instructor is well familiar with them. 2. Form a mental picture of a student and understand at what level a student is currently standing. Feedback takes a student from the present to the future, from current knowledge, skills, and attitudes to a next level. 14
  15. 15. Steps to provide quality feedback 3. Feedback helps students understand strengths and weaknesses of their work, it can affirm student strengths and accomplishments, explain weaknesses and deficiencies, and describe characteristics of good work commensurate with meeting learning outcomes. 15
  16. 16. Steps to provide quality feedback 4. Feedback to the student should be presented in warm, respectful, engaging, personal and professional tone. Choose 2-3 specific teaching points that could be recommended to a student for improvement. 5. Integrate Feedforward - provide models and resources that show students how they can improve, i.e. descriptive feedback with example of a better writing or reference to a source that has more information on how to improve student’s writing. 16
  17. 17. Conclusion Massive Open Online Courses and oneto-one teaching through feedback methodology practiced by Northcentral University make a strong contribution to the overall active development of online education in the USA. 17
  18. 18. References Allen I.E & Seaman J. (2013). Changing course: Ten years of tracking online education in the US. Retrieved from http://www.onlinelearningsurvey.com/reports/changingcourse.pdf Barwick, В W. (2007) Views: Does Class Size Matter? Inside Higher Ed. Retrieved from http://www.insidehighered.com/views/2007/12/06/barwick Northcentral Univeristy. (2013) Why Northcentral. Retrieved from http://www.ncu.edu/ Waldrop, M. (2013). Massive Open Online Courses, aka MOOCs, Transforming, Higher Education and Science. Scientific America. Retrieved from http://www.scientificamerican.com Victor Pinchuk Foundation. (2013) . News. Retrieved from http://pinchukfund.org/ru/news/8709/?clear_cache=Y 18
  19. 19. Thank you for your attention! Questions??? 19