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MOOCs: A View from the Digital Trenches

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Virtual Presentation on Massive Open Online Courses and Gamification for the Train for Success series, May 30, 2013

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MOOCs: A View from the Digital Trenches

  1. Professor Kevin WerbachDept. of Legal Studies & Business EthicsWharton School, Univ. of Pennsylvaniawerbach@wharton.upenn.eduTwitter: @kwerb
  2. • 132 years old• 10 academicdepartments• 20 research centers• 240 faculty• $900 million endowment• 92,000 alumni
  3. • 132 years old• 10 academicdepartments• 20 research centers• 240 faculty• $900 million endowment• 92,000 alumni• 43 years old• 2 sessions of 1 course• 1 webcam• 147,000 students
  4. https://www.coursera.org/course/gamification
  5. Believe theHype
  6. Believe theHypeDON’T
  7. “From a business perspective, this isa supply and demand problem in thatthe demand for quality education isnot being met by an adequatesupply of learning opportunities.From a technology perspective, this isa problem that can now be solvedwith software.”– Peter Levine, Andreessen Horowitz10/25/12(explaining $15 million investment inUdacity)
  8. The University BundleTeaching andknowledgedisseminationPersonaldevelopmentCredentialingand JobTrainingNetworkingResearch andscholarshipPublicintellectualdiscourseEducatingfuture facultyCommunitydevelopmentInnovation(IP, startups, etc.)
  9. The Real Story:Experimentation• Formats• Subjects• Pedagogy• Assessment (automated, peer-based, etc.)• Online interactivity and community• Credit and credentialing mechanisms• Price points
  10. Drilling down onone MOOC
  11. Course Overview• 6 weeks long• Introductory survey– How to apply techniques from digital game design tobusiness• Structured as a real course– 12 units (2/week) of approximately five 7-12 minutevideos– 4 multiple-choice quizzes (weekly deadlines)– 3 peer-assessed written assignments (300-1500words)– Multiple-choice final exam
  12. Stats from Session 1 (Fall2012)• 81,600 registrations– 2/3 non-U.S.; over 150 countries represented– 77% of participants not in school/university• Massive engagement– >2,200,000 video views– 19,513 forum posts– 187,028 peer assessments,by 13,088 students– Student-formed Facebookgroup: 3,468 members– Hashtag #gamification12:>2,700 tweets
  13. % of Registration% of Starters% of Submitters% of Writers0%10%20%30%40%50%60%70%80%90%100%61%31%23%19%16%15%13%11% 13%52%38%32%26%25%22%18% 21%74%61%50%48%42%35% 40%84%70%80%% of Registration% of Starters% of Submitters% of Writers≈81,600registered8,280Received Statementof Accomplishment2x-4x Typical Completion Rate
  14. Pedagogical Challenges• Novelty of MOOCs• Diverse globalstudents• Asynchronous andone-way• Assessing creativework
  15. Pedagogical Challenges• Novelty of MOOCs• Diverse globalstudents• Asynchronous andone-way• Assessing creativework• No prior courses on thesubject• WTF isgamification, anyway?
  16. ENGAGEMENT
  17. Traditional Course Design1 2 3 4 5 6 7UnitsMidterm Final
  18. OnboardingClimbingRestRestBossFightClimbingClimbingThe Player JourneyScaffoldingLevelUp
  19. Gamification Course DesignOnboard Climb Climb Climb RestBossFightRestQuizQuizFinalMajorProjectQuiz+ProjectQuiz+Project
  20. Student Motivation TypesSource: Richard Bartle(aka mandatory Bartle slide)
  21. PuzzlesNotice anydifferences?
  22. MOTIVATIONLEARNING
  23. Behavior GamesMarketing andeconomicsGame design andpsychologyIncentives ExperiencesSatisfying needs FunGame elements(inductive)Game thinking(deductive)Status MeaningPoints, Badges,LeaderboardsPuzzlesWould the Real Gamification StandUp?
  24. Behavior GamesLifelong learning online Lifelong learning onlineNew pedagogy New pedagogyPersonalization PersonalizationEmpowering activelearningEmpowering activelearningFeedback FeedbackCommon Ground
  25. Prof. Kevin Werbachwerbach@wharton.upenn.eduTwitter: @kwerbthank you!BOOKhttp://wdp.wharton.upenn.edu/books/for-the-win/COURSEhttps://www.coursera.org/course/gamification

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