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Social learning at massive scale LWMOOCs 2015 slideshare

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Keynote talk at 2015 Learning with MOOCs conference

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Social learning at massive scale LWMOOCs 2015 slideshare

  1. 1. Mike Sharples Twitter: @sharplm The Open University Social Learning at Massive Scale
  2. 2. Massive Open Online Courses FUTURELEARN 193 courses from 72 partners Broad range of business, health, science, arts Male: 41% Female: 59% Responsive platform 25% access on mobile devices Over 2 million learners 4 million course sign-ups Company formed by The Open University, launched in October 2013
  3. 3. PAGE 3 29 of the UK’s leading universities FUTURELEARN PARTNERS
  4. 4. PAGE 4PAGE 4 21 Global Universities FUTURELEARN PARTNERS
  5. 5. PAGE 5 22 Specialist Organisations FUTURELEARN PARTNERS
  6. 6. The BBC has co-developed its first four courses with partner universities A BROADER RANGE OF CULTURAL AND CONTENT PARTNERSHIPS BBC
  7. 7. PAGE 7 440,000 registrations (270,00 learners) for Understanding IELTS course from the British Council WORLD’S BIGGEST MOOC
  8. 8. ‘Institutional MOOC strategies in Europe’ - EADTU DIFFERENCES BETWEEN US AND EUROPE EATDUhttp://www.eadtu.eu/documents/Publications/OEenM/Institutional_MOOC_strategies_in_Europe.pdf
  9. 9. PEDAGOGY-INFORMED DESIGN How do we design successful pedagogy- informed massive open courses?
  10. 10. PEDAGOGY OF MOOCS http://en.m.wikipedia.org/wiki/File:Figure_1_MOOCs_and_Open_Education_Timeline_p6.jpg Creative Commons Attribution 3.0 Unported license. Connectivist learning Instructivist learning Social constructivist learning Open learning Social constructivism engages learners in working together to construct and share knowledge
  11. 11. PEDAGOGY-INFORMED DESIGN Social learning A.N. Meltzoff, P. K. Kuhl, J. Movellan, & T. J. Sejnowski (200) Foundations for a New Science of Learning, Science 325 (5938), 284. “A key component is the role of ‘the social’ in learning. What makes social interaction such a powerful catalyst for learning?” How do we design successful pedagogy- informed massive open courses?
  12. 12. PEDAGOGY-INFORMED DESIGN How do we design successful pedagogy- informed massive open courses? John Hattie – Visible Learning “What is most important is that teaching is visible to the student, and that the learning is visible to the teacher. The more the student becomes the teacher, and the more the teacher becomes the learner, then the more successful are the outcomes ” Hattie, p.17
  13. 13. PEDAGOGY-INFORMED DESIGN Storytelling and narrative “Narrative is central to our cognition … It helps us think, remember, communicate, and make sense of the world… Learners constantly adjust their understanding in accordance with their exposure to conventional narratives, making the construction of narrative a central cognitive goal.” Plowman et al. (1999) Designing multimedia for learning: Narrative guidance and narrative construction. CHI ’99. How do we design successful pedagogy- informed massive open courses?
  14. 14. Page PEDAGOGY-INFORMED DESIGN FORMATIVE ASSESSMENT AND MASTERY LEARNING COLLABORATIVE LEARNING REVIEW AND FEEDBACK REPUTATION AND REWARD VISIBLE LEARNING AND GOAL SETTING NARRATIVE LEARNING AND STORYTELLING We are not simply adopting methods from previous platforms such as Moodle. We have to rethink • for massive scale • a wide variety of learners with different abilities • self-motivation rather than learning for credit • multiple devices Effective methods of teaching, learning and assessment
  15. 15. SCALING LEARNING Some educational methods get worse with scale e.g. personal tutoring, sports coaching Some educational methods don’t change with scale e.g. lecturing, testing Which educational methods improve with scale?
  16. 16. Metcalfe, R.M.: It’s all in your head. Forbes, 20th April, 2007. http://www.forbes.com/forbes/2007/0507/052.html METCALFE’S LAW For some networked systems the value of a product or service increases with the number of people using it Telephone network
  17. 17. Downes, S.: The Personal Network Effect. Blog posting, 4th November 2007. http://halfanhour.blogspot.co.uk/2007/11/personal-network-effect.html. LEARNING NETWORKS Networks enable learning if they support conversations that are new, important, timely, usable, understandable, appropriate, trusted Develop effective social networks for learning
  18. 18. TWO-SIDED NETWORKS Opportunity to teach Manage complexity Gain insight from data Opportunity to learn Ease of use Value that increases with scale For a 2-sided network, both sides need to benefit EducatorsLearners
  19. 19. Learning as conversation (Pask, Laurillard) MASSIVE SCALE SOCIAL LEARNING Learner • demonstrates understanding • proposes solutions to problems Learner • acts to develop models • acts to solve problems Partner • demonstrates understanding • elaborates solutions to problems Partner • acts to develop models • helps to solve problems Level of descriptions Level of actions Shared medium • enables learners and partners to represent arguments and reach agreements Shared medium • enables learners and partners to access information, develop models and solve problems ‘what’ & ‘how?’ questions and responses ‘why?’ questions and responses offering conceptions and explanations proposing goals and modifying actions reflect adapt reflect adapt
  20. 20. MASSIVE SCALE SOCIAL LEARNING Enabling effective conversations for learning At levels of action (about activities) and description (about concepts) For hundreds of thousands of people From many cultures Conversations for learning
  21. 21. 21
  22. 22. PAGE 23 A visible and easy to follow structure and progress VISIBLE LEARNING Courses are made up of 6-8 weeks Weeks run Mon-Sun and have a title telling you what you’re going to learn Weeks are made up of activities An activity is a set of steps with a clear learning objective Activities are made up of steps A step could be an article, video, discussion, test, quiz, assignment…
  23. 23. Practical activity linked to conversation LEARNING THROUGH ACTIVITY
  24. 24. 270,000 learners From around the world For many, their first time learning online 35% contributed to discussions 25% on mobile devices
  25. 25. PAGE 34 Apply methods from social networking to manage the massive-scale conversations SOCIAL NETWORK METHODS Replies Likes FilteringFollowing
  26. 26. Learner • demonstrates understanding • proposes solutions to problems Learner • acts to develop models • acts to solve problems Partner • demonstrates understanding • elaborates solutions to problems Partner • acts to develop models • helps to solve problems Level of descriptions Level of actions Shared medium • enables learners and partners to represent arguments and reach agreements Shared medium • enables learners and partners to access information, develop models and solve problems ‘how?’ questions and responses ‘why?’ questions and responses offering conceptions and explanations proposing goals and modifying actions reflect adapt reflect adapt Discussions linked to content Peer review Exercise steps
  27. 27. Insightful Analytics from learning at massive scale
  28. 28. PAGE 37 DEMOGRAPHIC PROFILE FutureLearn is attracting a high proportion of female learners and an even spread of age groups 61% Female 39% Male Age in Years 0% 5% 10% 15% 20% 25% Under 18 years old 18 - 25 years old 26 - 35 years old 36 - 45 years old 46 - 55 years old 56 - 65 years old Over 66 years old Data from Pre-Course Survey January 2015
  29. 29. 40% 2.6m Joiners Someone who signed up for the course. 84% Active Learners Learners who marked steps as complete 43% Returning Learners Learners who marked steps as complete in more than one week 23% Fully Participating Learners Learners who marked the majority of steps as complete including all of the assessments Learners who make comments 52% Learners Joiners who viewed at least one step of the course 15
  30. 30. Data provided by FutureLearn from all 51 courses starting between 29 July 2013 and 1 December 2014, lasting 5 weeks or more, and offering tests. Coursera: N. Gillani, R. Eynon, Communication Patterns in Massively Open Online Courses. The Internet and Higher Ed 23, 18-26 (2014). EdX: A.D. Ho et al., HarvardX and MITx: “The first Year of Open Online Courses” (Working paper no. 1, HarvardX and MITx, Cambridge, MA, 2014). Edinburgh Coursera data provided by University of Edinburgh for 22 Coursera courses to 1st March 2015 COMPARISON WITH OTHER PLATFORMS FutureLearn data 2013-2014 for courses of 5 weeks or longer, with tests
  31. 31. The importance of responsive design ANYTIME LEARNING Learning for people’s lives While desktop users still make up the majority of our learners, tablet usage increases in the evenings, and mobile access remains constant through the day. Mon Tues Wed SatThur Fri Sun 12pm 12pm 12pm 12pm 12pm 12pm 12pm Time Visits Desktop Tablet Mobile
  32. 32. Video duration vs session exit rate ANALYTICS FOR LEARNING DESIGN Short videos retain learners Our goal is for steps to take no longer than 20 minutes. When videos last beyond 10 minutes, learners start to exit the site. Video Length Exit% 0 10 20 30 40 60 20 80
  33. 33. Duration of peer review assignment vs length of assignment ANALYTICS FOR PLATFORM DEVELOPMENT Looking for patterns Most assignments are around the guide length of 200 words. Some assignments are very short (0- 10 words) and can be ignored for review. Some assignments take less than a minute between first view and submission, but are up to 1000 words – suggests these learners copy and paste.
  34. 34. I am writing to you from the Medecins Sans Frontieres Bo-Ebola Treatment Centre in Sierra Leone. As an expat doctor, I have found your Course on "Ebola In Context" from the London School of Tropical Medicine and Hygiene to be excellent. Our National Staff, who are local Sierra Leone Nurses and Clinical Officers have enrolled in the course on their mobile phones, however because internet is poor or not available, they have been unable to attend the course/stream videos or download. In turn, with the help of MSF, I have been able to download the videos, and articles, and together in a group of around 40 people, we have completed your course. Courses make a real difference LEARNER FEEDBACK Sincerely, Keri Cohn, MD, MPH, DTMH Expatriate Responsible Doctor Bo-Ebola Treatment Center, Sierra Leone Medecins Sans Frontieres- OCA- Amsterdam
  35. 35. Learning as conversation (Pask, Laurillard) MASSIVE SCALE SOCIAL LEARNING Learner • demonstrates understanding • proposes solutions to problems Learner • acts to develop models • acts to solve problems Educator • demonstrates understanding • elaborates solutions to problems Educator • acts to develop models • helps to solve problems Level of descriptions Level of actions Shared medium • enables learners and partners to represent arguments and reach agreements Shared medium • enables learners and partners to access information, develop models and solve problems ‘how?’ questions and responses ‘why?’ questions and responses offering conceptions and explanations proposing goals and modifying actions reflect adapt reflect adapt Discussions linked to content Peer review Analytics for learning design Exercise steps
  36. 36. Learning as conversation (Pask, Laurillard) MASSIVE SCALE SOCIAL LEARNING Learner • demonstrates understanding • proposes solutions to problems Learner • acts to develop models • acts to solve problems Partner • demonstrates understanding • elaborates solutions to problems Partner • acts to develop models • helps to solve problems Level of descriptions Level of actions Shared medium • enables learners and partners to represent arguments and reach agreements Shared medium • enables learners and partners to access information, develop models and solve problems ‘how?’ questions and responses ‘why?’ questions and responses offering conceptions and explanations proposing goals and modifying actions reflect adapt reflect adaptDiscussions linked to content Peer review Analytics for learning designSocial annotation Group learning Peer assessment Exercise steps ArgueGraph
  37. 37. MOOCS How do we design successful open learning at massive scale? Massive scale open courses Pedagogies that improve with scale Connected with insightful analytics
  38. 38. Learning for life

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