Massive           Open                     Online            CoursesEmerging and         Katy Jordan, The Open University ...
+            What is a MOOC?    • MOOCs: Massive Open Online Courses    • Main platforms: Coursera, EdX, Udacity    • Lots...
+         Some basic questions    • In the MOOC context, how massive is massive?    • Completion rates are reputedly low, ...
+    Synthesis of enrollment and         completion data
+           Some observations    • While MOOC enrollment has approached 180,000 in     some cases, the median average is j...
+           Emerging challenges    • Openness of data     – Data is a valuable commodity. But is ‘closed’ feasible or     ...
+              Further information    • Discussion about what types of data the Learning Analytics community     would lik...
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Emerging and potential learning analytics from MOOCs

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Jordan, K. (2013) Emerging and potential learning analytics from MOOCs. Presentation given at 'Let the Learners Speak for themselves: The Potential of Learning Analytics and Big Data', 8th 'What the research says' seminar, London Knowledge Lab, 21st March 2013.

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Emerging and potential learning analytics from MOOCs

  1. 1. Massive Open Online CoursesEmerging and Katy Jordan, The Open University Katy.jordan@open.ac.ukpotential learning @katy_jordananalytics fromMOOCs 11/04/2013
  2. 2. + What is a MOOC? • MOOCs: Massive Open Online Courses • Main platforms: Coursera, EdX, Udacity • Lots of attention in education and the media, but little data
  3. 3. + Some basic questions • In the MOOC context, how massive is massive? • Completion rates are reputedly low, but how low? • What factors might affect completion rate? • Can I explore this using data that is publicly- available online?
  4. 4. + Synthesis of enrollment and completion data
  5. 5. + Some observations • While MOOC enrollment has approached 180,000 in some cases, the median average is just over 50,000 • Completion rates can be as high as ~20%, but the average is approximately 7% • Assessment types may possibly play a role in completion rate • Longer courses do not appear to have higher attrition • Weak correlation between enrollment and completion is interesting • but need more data
  6. 6. + Emerging challenges • Openness of data – Data is a valuable commodity. But is ‘closed’ feasible or ethical in massive and open courses? • Is completion rate important? – Completion rate may not be the only way to acknowledge achievement or measure success – But if completing the course is significant, it should not be ignored – Potential for learning analytics to develop understanding how to enhance MOOCs & alternative ways of recognising meaningful interaction
  7. 7. + Further information • Discussion about what types of data the Learning Analytics community would like to see from MOOCs: https://groups.google.com/forum/#!topic/learninganalytics/rQmAophTas4 /discussion • Audrey Watters blog post and comments ‘Massive MOOC dropouts: are we really ok with that?’: http://hackeducation.com/2012/07/23/mooc- drop-out/ • Kizilcec et al. (2013) – an example of applying LA to Coursera data: http://tinyurl.com/kizilcec2013 •Interactive version of my chart of enrollment and completion figures: http://www.katyjordan.com/MOOCproject.html • My MOOC blog: http://moocmoocher.wordpress.com

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