This is the paper is presented in the ICKM 215 in Osaka, Japan. This paper investigates learners' recurrent interaction during online discussions in MOOCs and its possible relation to completion rate.
Assessing critical thinking in moo cs preliminary proposal 201309Su-Tuan Lulee
This document discusses a study assessing critical thinking skills in MOOCs through content analysis and social network analysis. The study aims to determine if results from these two methods are highly related. It will analyze discussion data from the learning management systems of several MOOCs to examine levels of critical thinking and how interaction in discussions relates to knowledge construction. The researcher assumes more interaction leads to higher critical thinking and that measures from social network analysis will highly correlate with critical thinking levels from content analysis. Limitations include only analyzing LMS discussions, convenience sampling, and a small sample size of 2-3 MOOCs.
PhDchat: brief summary of my thesis and thoughts about my PhD journey Ayse Saliha Sunar
This presentation is prepared as a brief summary for my final thesis viva in the University of Southampton. It also contains slides about self-evaluation of my PhD journey
This document summarizes a presentation given by Nikki Tummon and Sandy Hervieux at the LILAC Conference in April 2018 about delivering information literacy instruction through virtual reference services. The presentation discussed McGill University's virtual reference context, reviewed relevant literature on instruction and chat reference, outlined the presenters' methodology for analyzing chat transcripts to identify instances and types of instruction, and shared preliminary findings. Key findings included that 52% of questions did not enable instruction, modeling and resource sharing were the most common instruction methods, and instruction occurred in 22.9% of interactions. The presenters planned to further refine their research design and study information literacy instruction in virtual reference.
Pre and post- measures in introduction to communicationsMark Coltrain
This document discusses assessment measures used for an online Introduction to Communications course that included an embedded librarian. It summarizes pre- and post-tests administered to measure students' library/information literacy and computer literacy skills. Results found that more students turned to the embedded librarian for research help and used library databases. The document also reviews end-of-course student surveys that provided positive feedback on the embedded librarian and assessments of the course effectiveness. While most students succeeded, those who did not engage or stopped attending generally earned lower grades. The lessons learned were that online student success requires an involved instructor, support services like an embedded librarian, and ensuring students start with the necessary computer and research skills.
Integrating moocs into university practice Lisa Harris
This document discusses integrating MOOCs into university practice for education and research purposes. It describes a series of MOOCs created by the University of Southampton's Web Science Institute on topics like digital marketing, social media, and learning in a networked age. Students participated in these MOOCs and provided feedback. The document advocates that MOOCs can be used for blended learning, to gather large research samples, and should be designed from the start with clear pedagogical and research goals.
Integrating moo cs into university practiceNic Fair
This document discusses integrating MOOCs into university practice for education and research purposes. It provides examples of MOOCs created at the University of Southampton covering topics such as digital marketing, social media, and learning in a networked age. Students participated in these MOOCs and provided feedback. The MOOCs helped provide blended learning opportunities for students and allowed researchers to gather large datasets to inform their work. The document argues that MOOCs should be designed from the start to address pedagogical and research goals to maximize their benefits for learners, educators, and researchers.
Presentation by Rebecca Ferguson at Learning and Knowledge 2015 (LAK15), Poughkeepsie, NY, USA.
Massive open online courses (MOOCs) are now being used across the world to provide millions of learners with access to education. Many learners complete these courses successfully, or to their own satisfaction, but the high numbers who do not finish remain a subject of concern for platform providers and educators. In 2013, a team from Stanford University analysed engagement patterns on three MOOCs run on the Coursera platform. They found four distinct patterns of engagement that emerged from MOOCs based on videos and assessments. However, not all platforms take this approach to learning design. Courses on the FutureLearn platform are underpinned by a social-constructivist pedagogy, which includes discussion as an important element. In this paper, we analyse engagement patterns on four FutureLearn MOOCs and find that only two clusters identified previously apply in this case. Instead, we see seven distinct patterns of engagement: Samplers, Strong Starters, Returners, Mid-way Dropouts, Nearly There, Late Completers and Keen Completers. This suggests that patterns of engagement in these massive learning environments are influenced by decisions about pedagogy. We also make some observations about approaches to clustering in this context.
Co-Owners in Engaged Learning: Reimagining the Library-First Year Writing Par...TheILC
This document discusses the partnership between Belk Library and the First-Year Writing program (FYW) at Elon University. It describes how the library instruction coordinator (Patrick) and FYW coordinator (Paula) worked together to develop a collaborative model where the library conducts research sessions within FYW courses. This model increased research assignments in FYW courses and improved student information literacy skills. The partnership functions as a community of practice where faculty share the goal of teaching information literacy and learn from each other through instruction, conversations, and professional development. Looking forward, the community will continue working to improve teaching for information literacy.
Assessing critical thinking in moo cs preliminary proposal 201309Su-Tuan Lulee
This document discusses a study assessing critical thinking skills in MOOCs through content analysis and social network analysis. The study aims to determine if results from these two methods are highly related. It will analyze discussion data from the learning management systems of several MOOCs to examine levels of critical thinking and how interaction in discussions relates to knowledge construction. The researcher assumes more interaction leads to higher critical thinking and that measures from social network analysis will highly correlate with critical thinking levels from content analysis. Limitations include only analyzing LMS discussions, convenience sampling, and a small sample size of 2-3 MOOCs.
PhDchat: brief summary of my thesis and thoughts about my PhD journey Ayse Saliha Sunar
This presentation is prepared as a brief summary for my final thesis viva in the University of Southampton. It also contains slides about self-evaluation of my PhD journey
This document summarizes a presentation given by Nikki Tummon and Sandy Hervieux at the LILAC Conference in April 2018 about delivering information literacy instruction through virtual reference services. The presentation discussed McGill University's virtual reference context, reviewed relevant literature on instruction and chat reference, outlined the presenters' methodology for analyzing chat transcripts to identify instances and types of instruction, and shared preliminary findings. Key findings included that 52% of questions did not enable instruction, modeling and resource sharing were the most common instruction methods, and instruction occurred in 22.9% of interactions. The presenters planned to further refine their research design and study information literacy instruction in virtual reference.
Pre and post- measures in introduction to communicationsMark Coltrain
This document discusses assessment measures used for an online Introduction to Communications course that included an embedded librarian. It summarizes pre- and post-tests administered to measure students' library/information literacy and computer literacy skills. Results found that more students turned to the embedded librarian for research help and used library databases. The document also reviews end-of-course student surveys that provided positive feedback on the embedded librarian and assessments of the course effectiveness. While most students succeeded, those who did not engage or stopped attending generally earned lower grades. The lessons learned were that online student success requires an involved instructor, support services like an embedded librarian, and ensuring students start with the necessary computer and research skills.
Integrating moocs into university practice Lisa Harris
This document discusses integrating MOOCs into university practice for education and research purposes. It describes a series of MOOCs created by the University of Southampton's Web Science Institute on topics like digital marketing, social media, and learning in a networked age. Students participated in these MOOCs and provided feedback. The document advocates that MOOCs can be used for blended learning, to gather large research samples, and should be designed from the start with clear pedagogical and research goals.
Integrating moo cs into university practiceNic Fair
This document discusses integrating MOOCs into university practice for education and research purposes. It provides examples of MOOCs created at the University of Southampton covering topics such as digital marketing, social media, and learning in a networked age. Students participated in these MOOCs and provided feedback. The MOOCs helped provide blended learning opportunities for students and allowed researchers to gather large datasets to inform their work. The document argues that MOOCs should be designed from the start to address pedagogical and research goals to maximize their benefits for learners, educators, and researchers.
Presentation by Rebecca Ferguson at Learning and Knowledge 2015 (LAK15), Poughkeepsie, NY, USA.
Massive open online courses (MOOCs) are now being used across the world to provide millions of learners with access to education. Many learners complete these courses successfully, or to their own satisfaction, but the high numbers who do not finish remain a subject of concern for platform providers and educators. In 2013, a team from Stanford University analysed engagement patterns on three MOOCs run on the Coursera platform. They found four distinct patterns of engagement that emerged from MOOCs based on videos and assessments. However, not all platforms take this approach to learning design. Courses on the FutureLearn platform are underpinned by a social-constructivist pedagogy, which includes discussion as an important element. In this paper, we analyse engagement patterns on four FutureLearn MOOCs and find that only two clusters identified previously apply in this case. Instead, we see seven distinct patterns of engagement: Samplers, Strong Starters, Returners, Mid-way Dropouts, Nearly There, Late Completers and Keen Completers. This suggests that patterns of engagement in these massive learning environments are influenced by decisions about pedagogy. We also make some observations about approaches to clustering in this context.
Co-Owners in Engaged Learning: Reimagining the Library-First Year Writing Par...TheILC
This document discusses the partnership between Belk Library and the First-Year Writing program (FYW) at Elon University. It describes how the library instruction coordinator (Patrick) and FYW coordinator (Paula) worked together to develop a collaborative model where the library conducts research sessions within FYW courses. This model increased research assignments in FYW courses and improved student information literacy skills. The partnership functions as a community of practice where faculty share the goal of teaching information literacy and learn from each other through instruction, conversations, and professional development. Looking forward, the community will continue working to improve teaching for information literacy.
The document discusses assessing information literacy skills in three key areas:
1) Why assessment is important to demonstrate student learning outcomes and obtain institutional buy-in.
2) How to create reusable assessments that are portable across departments by explicitly linking to learning outcomes and assessing skills separately from subject content.
3) How assessment data can critically inform teaching by identifying areas for improvement in content sequencing, delivery, and contextualization of skills.
Students in the sandbox - developing professionals?Alan Cann
The document discusses several pedagogical approaches to online education. It outlines Martin Weller's view that complexity arises from how people collaborate online. It also discusses Vygotsky's zone of proximal development and how online learning allows interaction with more capable peers. Finally, it proposes that connectivism sees learning as connecting information sources and that maintaining connections is important for learning.
Using digital technologies to transform library training for distance student...northerncollaboration
Using digital technologies to transform library training for distance students - Fiona Durham. Open University presentation at the Northern Collaboration 2017 Conference
The document discusses the evolution of subject guides at the University of Bolton library from 2008 to 2017. It describes how the guides have become more comprehensive over time, providing detailed descriptions of databases and links to additional help resources. Usage statistics show the guides are popular with over 31,000 views of 97 guides. The most viewed guides cover subjects like law, health, and business. The number of questions received about electronic resources has decreased as the guides have improved. Future work includes usability testing and expanding guide content for researchers.
This document discusses a project to evaluate different methods of collecting feedback on information literacy training. The project tested 7 different feedback collection methods, including online surveys, print surveys, and real-time polling. Response rates varied significantly depending on the method, from 24% for an online survey with a 24-hour delay to 95% for real-time polling. Short surveys and online surveys were easiest to administer and analyze, while methods like comments and votes took more effort. The results will be used to select the most effective feedback methods and improve information literacy teaching.
In this talk I'll introduce the audience to the issues of predictive modelling and identify how it is poised to enable personalized learning at scale. I'll contrast predictive analytic techniques with descriptive inferential techniques, and identify some specific opportunities in higher education for predictive modelling to have significant impact. I'll share some of my own experiments in the area, and conclude with some of the challenges facing educational technology researchers as we move towards more personalized learning ecosystems.
ABLE - Inside Government E Foster 26th November 2015Ed Foster
1) NTU developed a student dashboard using learning analytics to improve student retention, engagement, and attainment.
2) The dashboard provides data on student engagement like library usage, VLE access, and attendance to students and staff.
3) Analysis found students with high engagement were more likely to progress to the next year and receive higher degrees.
4) Both students and staff reported changing their behaviors due to the insights from the dashboard. Students increased engagement activities while staff targeted interactions.
The document summarizes research on course production in the Peer 2 Peer University (P2PU), an open education platform where users can create or take courses. The researchers found that only 12% of courses on P2PU were ever launched publicly. Their analysis showed that factors most strongly correlated with successful course launches were prior participation in P2PU courses and collaborating with other course organizers. Interviews revealed the course development process took 2-4 weeks and benefited from multiple iterations and collaborative tools. The findings have implications for the design of online communities and peer production platforms to support open education.
Is there a statistically significant relationship between library resource ac...northerncollaboration
The Open University Library Data Project aims to determine if there is a statistically significant relationship between student attainment and library resource access at the Open University. The project is exploring library data to better understand student success factors and inform improvements. Initial findings show higher library access is correlated with higher attainment levels. Further analysis is being done to replicate a previous study methodology and more conclusively determine the impact of library engagement on student achievement and retention.
This document summarizes the key findings of a study that examined how faculty and librarians perceive information literacy. The study found that while faculty and librarians generally agreed on the importance of information literacy, they sometimes differed in their views. Faculty saw librarians as experts and valued collaboration, while librarians perceived some misalignment or narrower understandings of information literacy among faculty. Both groups saw value in information literacy programs but librarians were less optimistic about shared concepts between the two groups. The study highlights opportunities for increasing awareness of programs and designing curriculum to improve alignment between faculty and librarians on information literacy.
LibQUAL is a standardised survey instrument developed by the Association of Research Libraries (ARL) that measures user perceptions of library services. Libraries implement LibQUAL periodically to better understand user priorities and to monitor library performance relative to student and faculty expectations.
UBC Library ran LibQUAL in 2007, 2010, 2013, and 2016. While survey questions are broad and results do not prescribe specific actions, the survey helps libraries understand their longitudinal performance in four areas:
Library collections
Access to collections
Library spaces
Customer service
As in past years, UBC Library ran LibQUAL separately at the Okanagan and Vancouver locations. At both locations the survey opened Monday, January 18 and ran for 3 weeks, closing Friday February 5. This report is limited to results of the Vancouver survey.
Five short presentations from a panel session at the Learning Analytics and Knowledge Conference 2015, on the topic of "Learning Analytics - European Perspectives", held at Marist College, Poughkeepsie on March 18th 2015. The speakers are: Rebecca Ferguson, Alejandra Martinz Mones, Kairit Tammets, Alan Berg, Anne Boyer, and Adam Cooper.
"OER Research Hub Overview" was presented by Beck Pitt at Thompson Rivers University (TRU), Kamloops, B.C. Canada on 26 May 2015.
This presentation was developed from the slide deck created and presented by Bea de los Arcos at Open Education Global in Banff and OER15 with the addition of slides and content focused on open textbook research.
NKI Learning Partner Service, Fluid Conference 2007Astrid de Mora
NKI is a Norwegian distance education institution that offers over 470 online courses to about 8,000 students in 37 countries. NKI has developed a Learning Partner Service to facilitate voluntary cooperation between online students. The service allows students to find potential partners based on course enrollment, location, or other criteria. A survey found that over 600 students had used the service, with most being satisfied and feeling it improved their understanding and progression. The service received an award for furthering flexible distance education through peer support.
This slide is an overview of my works during my first year of the PhD at Southampton University. This research aims to contribute to studies on personalisation of MOOCs.
This document describes a study that used an automated rhetorical parser called XIP to analyze 1,307 student essays. It found correlations between the types of rhetorical sentences identified by XIP (such as CONTRAST and BACKGROUND) and the grades assigned by tutors. While XIP showed promise, its accuracy could be improved by customizing it for the domain of literature analysis and accounting for literary writing styles. Further validation is needed across other academic disciplines.
Predicting and Preparing For Emerging Learning Technologieslisbk
The document summarizes Brian Kelly's presentation on predicting and preparing for emerging learning technologies. It discusses identifying technology trends, drivers, and challenges through the Delphi process used by the NMC Horizon Report. It also provides tools and methods for institutions to plan for future technologies, including scenario planning, acknowledging risks, and engaging with challenges. The presentation aims to help attendees understand limitations of future forecasting and apply similar methodologies to plan locally.
International Challenges for Technology Enhanced LearningMike Sharples
1) The document discusses four challenges for technology enhanced learning: making education more efficient, making it more cost-effective and open, sustaining innovation, and developing education for the future.
2) To address these challenges in Europe, the document proposes replicating promising studies on techniques like productive failure and spaced learning to build an evidence base, creating an open education platform for blended learning, funding sustained research through networks of schools/colleges, and engaging with technology enhanced learning as a major industry.
3) The overall goal is to modernize education by drawing on evidence from around the world, providing cost-effective open resources, continuously innovating through collaboration, and preparing students for a digital world.
Where is the evidence? A call to action for learning analyticsRebecca Ferguson
This document contains links and citations to various external sources including photos, cartoons, and websites. The sources relate to topics around education, student assessments, and evidence-based research. Randall Munro's xkcd cartoon on copyright and licensing is referenced multiple times.
The document discusses assessing information literacy skills in three key areas:
1) Why assessment is important to demonstrate student learning outcomes and obtain institutional buy-in.
2) How to create reusable assessments that are portable across departments by explicitly linking to learning outcomes and assessing skills separately from subject content.
3) How assessment data can critically inform teaching by identifying areas for improvement in content sequencing, delivery, and contextualization of skills.
Students in the sandbox - developing professionals?Alan Cann
The document discusses several pedagogical approaches to online education. It outlines Martin Weller's view that complexity arises from how people collaborate online. It also discusses Vygotsky's zone of proximal development and how online learning allows interaction with more capable peers. Finally, it proposes that connectivism sees learning as connecting information sources and that maintaining connections is important for learning.
Using digital technologies to transform library training for distance student...northerncollaboration
Using digital technologies to transform library training for distance students - Fiona Durham. Open University presentation at the Northern Collaboration 2017 Conference
The document discusses the evolution of subject guides at the University of Bolton library from 2008 to 2017. It describes how the guides have become more comprehensive over time, providing detailed descriptions of databases and links to additional help resources. Usage statistics show the guides are popular with over 31,000 views of 97 guides. The most viewed guides cover subjects like law, health, and business. The number of questions received about electronic resources has decreased as the guides have improved. Future work includes usability testing and expanding guide content for researchers.
This document discusses a project to evaluate different methods of collecting feedback on information literacy training. The project tested 7 different feedback collection methods, including online surveys, print surveys, and real-time polling. Response rates varied significantly depending on the method, from 24% for an online survey with a 24-hour delay to 95% for real-time polling. Short surveys and online surveys were easiest to administer and analyze, while methods like comments and votes took more effort. The results will be used to select the most effective feedback methods and improve information literacy teaching.
In this talk I'll introduce the audience to the issues of predictive modelling and identify how it is poised to enable personalized learning at scale. I'll contrast predictive analytic techniques with descriptive inferential techniques, and identify some specific opportunities in higher education for predictive modelling to have significant impact. I'll share some of my own experiments in the area, and conclude with some of the challenges facing educational technology researchers as we move towards more personalized learning ecosystems.
ABLE - Inside Government E Foster 26th November 2015Ed Foster
1) NTU developed a student dashboard using learning analytics to improve student retention, engagement, and attainment.
2) The dashboard provides data on student engagement like library usage, VLE access, and attendance to students and staff.
3) Analysis found students with high engagement were more likely to progress to the next year and receive higher degrees.
4) Both students and staff reported changing their behaviors due to the insights from the dashboard. Students increased engagement activities while staff targeted interactions.
The document summarizes research on course production in the Peer 2 Peer University (P2PU), an open education platform where users can create or take courses. The researchers found that only 12% of courses on P2PU were ever launched publicly. Their analysis showed that factors most strongly correlated with successful course launches were prior participation in P2PU courses and collaborating with other course organizers. Interviews revealed the course development process took 2-4 weeks and benefited from multiple iterations and collaborative tools. The findings have implications for the design of online communities and peer production platforms to support open education.
Is there a statistically significant relationship between library resource ac...northerncollaboration
The Open University Library Data Project aims to determine if there is a statistically significant relationship between student attainment and library resource access at the Open University. The project is exploring library data to better understand student success factors and inform improvements. Initial findings show higher library access is correlated with higher attainment levels. Further analysis is being done to replicate a previous study methodology and more conclusively determine the impact of library engagement on student achievement and retention.
This document summarizes the key findings of a study that examined how faculty and librarians perceive information literacy. The study found that while faculty and librarians generally agreed on the importance of information literacy, they sometimes differed in their views. Faculty saw librarians as experts and valued collaboration, while librarians perceived some misalignment or narrower understandings of information literacy among faculty. Both groups saw value in information literacy programs but librarians were less optimistic about shared concepts between the two groups. The study highlights opportunities for increasing awareness of programs and designing curriculum to improve alignment between faculty and librarians on information literacy.
LibQUAL is a standardised survey instrument developed by the Association of Research Libraries (ARL) that measures user perceptions of library services. Libraries implement LibQUAL periodically to better understand user priorities and to monitor library performance relative to student and faculty expectations.
UBC Library ran LibQUAL in 2007, 2010, 2013, and 2016. While survey questions are broad and results do not prescribe specific actions, the survey helps libraries understand their longitudinal performance in four areas:
Library collections
Access to collections
Library spaces
Customer service
As in past years, UBC Library ran LibQUAL separately at the Okanagan and Vancouver locations. At both locations the survey opened Monday, January 18 and ran for 3 weeks, closing Friday February 5. This report is limited to results of the Vancouver survey.
Five short presentations from a panel session at the Learning Analytics and Knowledge Conference 2015, on the topic of "Learning Analytics - European Perspectives", held at Marist College, Poughkeepsie on March 18th 2015. The speakers are: Rebecca Ferguson, Alejandra Martinz Mones, Kairit Tammets, Alan Berg, Anne Boyer, and Adam Cooper.
"OER Research Hub Overview" was presented by Beck Pitt at Thompson Rivers University (TRU), Kamloops, B.C. Canada on 26 May 2015.
This presentation was developed from the slide deck created and presented by Bea de los Arcos at Open Education Global in Banff and OER15 with the addition of slides and content focused on open textbook research.
NKI Learning Partner Service, Fluid Conference 2007Astrid de Mora
NKI is a Norwegian distance education institution that offers over 470 online courses to about 8,000 students in 37 countries. NKI has developed a Learning Partner Service to facilitate voluntary cooperation between online students. The service allows students to find potential partners based on course enrollment, location, or other criteria. A survey found that over 600 students had used the service, with most being satisfied and feeling it improved their understanding and progression. The service received an award for furthering flexible distance education through peer support.
This slide is an overview of my works during my first year of the PhD at Southampton University. This research aims to contribute to studies on personalisation of MOOCs.
This document describes a study that used an automated rhetorical parser called XIP to analyze 1,307 student essays. It found correlations between the types of rhetorical sentences identified by XIP (such as CONTRAST and BACKGROUND) and the grades assigned by tutors. While XIP showed promise, its accuracy could be improved by customizing it for the domain of literature analysis and accounting for literary writing styles. Further validation is needed across other academic disciplines.
Predicting and Preparing For Emerging Learning Technologieslisbk
The document summarizes Brian Kelly's presentation on predicting and preparing for emerging learning technologies. It discusses identifying technology trends, drivers, and challenges through the Delphi process used by the NMC Horizon Report. It also provides tools and methods for institutions to plan for future technologies, including scenario planning, acknowledging risks, and engaging with challenges. The presentation aims to help attendees understand limitations of future forecasting and apply similar methodologies to plan locally.
International Challenges for Technology Enhanced LearningMike Sharples
1) The document discusses four challenges for technology enhanced learning: making education more efficient, making it more cost-effective and open, sustaining innovation, and developing education for the future.
2) To address these challenges in Europe, the document proposes replicating promising studies on techniques like productive failure and spaced learning to build an evidence base, creating an open education platform for blended learning, funding sustained research through networks of schools/colleges, and engaging with technology enhanced learning as a major industry.
3) The overall goal is to modernize education by drawing on evidence from around the world, providing cost-effective open resources, continuously innovating through collaboration, and preparing students for a digital world.
Where is the evidence? A call to action for learning analyticsRebecca Ferguson
This document contains links and citations to various external sources including photos, cartoons, and websites. The sources relate to topics around education, student assessments, and evidence-based research. Randall Munro's xkcd cartoon on copyright and licensing is referenced multiple times.
This document discusses barriers to faculty adoption of open textbooks and strategies to address them. It identifies key barriers as lack of awareness about open textbooks and concerns about quality. Workshop attendees had a 39% adoption rate on average. The Oregon Community College Distance Learning Association partners with 76 institutions. The Open Textbook Network is working to strengthen member programs through a summer institute and research fellows program to further evaluate open textbooks. The overall goal is to develop strategies to scale open textbook adoption.
MOOCs Completion Rates and Possible Methods to Improve Retention - A Literatu...Martin Ebner
This document reviews literature on MOOC completion rates and possible methods to improve retention. It finds that while thousands enroll in MOOCs, completion rates average only around 7.6% due to factors like lack of time, feelings of isolation, insufficient background knowledge, and hidden costs. Suggested techniques to increase retention include accommodating flexible schedules, promoting completion through recognition and professional development, enhancing student-instructor and peer interaction through teaching assistants, tutoring and developing online learning skills. Improving retention rates could make MOOCs more effective by understanding why students drop out and implementing strategic solutions.
If MOOCs are the answer, did we ask the right questions? Implications for the...Marco Kalz
Kalz, M. (2013). If MOOCs are the answer, did we ask the right questions? Implications for the design of large-scale online courses. Presentation given at the 3rd Annual Research Conference of the Maastricht School of Management. Revolutions in Education: New Opportunities for Development? 6 September 2013, Maastricht, The Netherlands.
To download this presentation please see http://dspace.ou.nl
This slideshow is from a workshop I did at the Rutgers University Online Learning Conference in March 2017 with Amy Spagnolo and Fae Cushing. In the workshop we describe a pilot project we did looking at the integration of social networking sites such as Facebook and college online courses.
FLAN conference: MOOCs, personalisation, social networks Ayse Saliha Sunar
This is the work presented at FutureLearn Academic Network Conference on 15.06.2015, in UK Open University. The presentation gives a brief explanation of analysis I have done to understand the importance of social network analysis in MOOCs through personalised MOOCs.
The document discusses public assessment and student performance. It describes three case studies of university courses that incorporated public or shared assessment components, such as Twitter essays, music blogs, and contributing to Wikipedia. For each case study, it provides the course learning objectives and types of assessment. It also includes comparative grade data and examples of student feedback, which was generally positive about the value of public assessment. The document argues that making student work publicly available and assessing work intended for broader audiences can motivate students and shift the focus of feedback to a more social practice.
This document summarizes a workshop on linking learning analytics, learning design, and MOOCs. It discusses how learning analytics can provide actionable intelligence for learners and educators. Group activities involved analyzing MOOCs to identify learning outcomes, assessments, and how analytics could support learning. The document suggests learning design tools like templates, planners, and maps can help identify useful analytics and frame analytics questions. The goal is to use analytics to facilitate learning, identify struggles, engagement, and address problems by starting with pedagogy.
EMMA Summer School - Rebecca Ferguson - Learning design and learning analytic...EUmoocs
This hands-on workshop will work with learning design tools and with massive open online courses (MOOCs) on the FutureLearn platform to explore how learning design can be used to influence the choice and design of learning analytics. This workshop will be of interest to people who are involved in the design or presentation of online courses, and to those who want to find out more about learning design, learning analytics or MOOCs. Participants will find it helpful to have registered for FutureLearn and explored the platform for a short time in advance of the workshop.
This presentation was given during the EMMA Summer School, that took place in Ischia (Italy) on 4-11 July 2015.
More info on the website: http://project.europeanmoocs.eu/project/get-involved/summer-school/
Follow our MOOCs: http://platform.europeanmoocs.eu/MOOCs
Design and deliver your MOOC with EMMA: http://project.europeanmoocs.eu/project/get-involved/become-an-emma-mooc-provider/
The Learning Analytics tool is used to analyse students’ activity from automatically recorded user log data and to build interactive visualizations, which provide valuable insights into the learning process and participation of students in a course offered to teachers and students.
Reflecting on the Diverse Innovations and Impacts prompted by an OER projectBeck Pitt
The project aimed to provide open educational resources (OER) to help adults transition successfully to college in the US. Follow up research interviewed students, administrators, and educators and found that the OER led some institutions like the University of Maryland University College to pursue lower-cost course materials. However, educators in different contexts found the content did not always align with their needs and audiences. OER were found to have different usage patterns than other online resources and can help bridge formal education, though content must be appropriate for the target learners and contexts.
Integrating MOOCs into University ModulesLisa Harris
1) The document discusses integrating Massive Open Online Courses (MOOCs) into existing university modules to enhance student learning.
2) It describes a study where two MOOCs were integrated into an undergraduate module in real-time for exam revision. Student surveys found mixed results, but exam grades increased 3% on average.
3) Next steps include repeating the intervention on an online marketing module, having students engage with global learners in the integrated MOOC in real-time.
But Were We Successful: Using Online Asynchronous Focus Groups to Evaluate Li...Andrea Payant
USU launched a program in 2016 to connect researchers seeking federal funding with librarians to assist them with data management. This program assisted over 100 researchers, but was it successful? Our presentation will discuss how we evaluated the success of this program using online asynchronous focus groups (OAFG) in conjunction with a traditional survey. Our cross-institutional research team will share our findings as well as the challenges and successes of using OAFGs to assess library services.
A MOOL in a MOOC: Librarians in massive open online coursesLaureen Cantwell
This document discusses the role of librarians in Massive Open Online Courses (MOOCs). MOOCs are a hot topic in global education but also controversial regarding copyrighted resources. The document reports on a survey of MOOC faculty that found most are tenured. Faculty understand librarians' campus roles but are unclear how librarians could contribute to MOOCs. However, librarians could create resources, provide expertise in course content and design, and advise on copyright and access issues. As MOOCs and open access courses grow, there are opportunities for future research on librarian involvement and impacts on students and faculty.
The document discusses the history and importance of online learning for engaging distance learners. It notes that early distance learning involved independent study with limited interaction, while modern online learning allows for more institutionally-controlled learning through virtual learning environments and social media. The key benefits of online learning are that it is convenient for learners, facilitates various learning strategies and communication, and can improve learner engagement through collaborative online tasks. Successful online learning requires components like enthusiastic teachers, learner support services, aligned learning outcomes and assessments, and clear instructions. The document also discusses strategies for determining one's approach to online learning and considerations for teaching and learning online.
Workshop run at the European Conference for e-Learning 2015 (ECEL 2015) at the University of Hertfordshire, UK. The workshop included an introduction of both learning analytics and learning design, as well as an exploration of how these could be employed in MOOCs. Some of the group work was focused on the Agincourt MOOC run by the University of Southampton on the FutureLearn platform.
For the full video of this presentation, please visit: https://www.edge-ai-vision.com/2024/06/temporal-event-neural-networks-a-more-efficient-alternative-to-the-transformer-a-presentation-from-brainchip/
Chris Jones, Director of Product Management at BrainChip , presents the “Temporal Event Neural Networks: A More Efficient Alternative to the Transformer” tutorial at the May 2024 Embedded Vision Summit.
The expansion of AI services necessitates enhanced computational capabilities on edge devices. Temporal Event Neural Networks (TENNs), developed by BrainChip, represent a novel and highly efficient state-space network. TENNs demonstrate exceptional proficiency in handling multi-dimensional streaming data, facilitating advancements in object detection, action recognition, speech enhancement and language model/sequence generation. Through the utilization of polynomial-based continuous convolutions, TENNs streamline models, expedite training processes and significantly diminish memory requirements, achieving notable reductions of up to 50x in parameters and 5,000x in energy consumption compared to prevailing methodologies like transformers.
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👉 Check out our full 'Africa Series - Automation Student Developers (EN)' page to register for the full program:
https://bit.ly/Automation_Student_Kickstart
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The typical problem in product engineering is not bad strategy, so much as “no strategy”. This leads to confusion, lack of motivation, and incoherent action. The next time you look for a strategy and find an empty space, instead of waiting for it to be filled, I will show you how to fill it in yourself. If you’re wrong, it forces a correction. If you’re right, it helps create focus. I’ll share how I’ve approached this in the past, both what works and lessons for what didn’t work so well.
1. ANALYSING AND PREDICTING
RECURRENT INTERACTIONS AMONG
LEARNERS DURING ONLINE
DISCUSSIONS IN A MOOC
Ayşe Saliha Sunar
06/11/15 ICKM 2015 Osaka @aysesCS
1
ass1a12@soton.ac.uk
@aysesCS
2. My background
Gazi University, TURKEY
BSc in Mathematics
Non-thesis master in Teaching mathematics to
secondary school students
06/11/15 ICKM 2015 Osaka @aysesCS 2
Nagoya University, JAPAN
MSc in Computer Supported Education
& Intelligent Tutoring Systems
University of Southampton,
UNITED KINGDOM
PhD in Learning Analytics
& Personalisation
& MOOCs
3. • MOOC Datasets management
• Data Analysis
• Curation:
• Academic Literature (Mendeley)
• Journalistic literature (Scoop.it)
• Blog
• Training
• Publications
06/11/15 ICKM 2015 Osaka @aysesCS 3
4. • MOOC Datasets management
• Data Analysis
• Curation:
• Academic Literature (Mendeley)
• Journalistic literature (Scoop.it)
• Blog
• Training
• Publications
06/11/15 ICKM 2015 Osaka @aysesCS 4
Massive
Open
Online
Courses
Since 2007…
Learners communicate
5. • MOOC Datasets management
• Data Analysis
• Curation:
• Academic Literature (Mendeley)
• Journalistic literature (Scoop.it)
• Blog
• Training
• Publications
06/11/15 ICKM 2015 Osaka @aysesCS 5
6. My motivation in
• Track and contribute to the development in
mass personalisation in MOOCs
06/11/15 ICKM 2015 Osaka @aysesCS 6
Some issues:
• Heterogeneity of learners
• High dropouts
• Low participation in online
discussions
Possible solution:
Personalisation services
by using learning
analytics
7. First task: To Understand the Current
Situation in Personalisation of MOOCs
• 7th International Conference on Computer Supported
Education, 23-25 May, 2015, Lisbon available on eprints
http://eprints.soton.ac.uk/381181/
06/11/15 ICKM 2015 Osaka @aysesCS 7
Ayse Saliha SUNAR
Nor Aniza ABDULLAH
Hugh C DAVIS
Su WHITE
8. Results from the Literature Review
• Some personalisation services aim at helping learners
through online communication
• Excessive information on discussion forums
• Less number of participants
• Difficulty in finding like-minded peer to discuss
06/11/15 ICKM 2015 Osaka @aysesCS 8
• If we predict learners’ future activity in online
discussions, it could be very helpful to intervene
their learning by offering personalised service.
And, eventually learners may even complete the
course.
9. Preliminary experiment: The Nature of
Social Learning Networks in MOOCs
• Focus of study:
• How much did the learners contribute to online discussions?
• Did they sustain their contribution to online discussions?
• Did recurrent interactions occur over the weeks?
• Can we predict learners’ potential relationships?
06/11/15 ICKM 2015 Osaka @aysesCS 9
It is important to understand learners’ behaviour and the
nature of their communications in MOOCs.
10. Methodology
• Analysis of Develop Your Research Project MOOC on
FutureLearn MOOC platform (15 September – 5 November
2014 )
• Dataset: Learners’ comments on the discussion boards (15
September – 22 November 2014
06/11/15 ICKM 2015 Osaka @aysesCS 10
• A tool is developed to
identify relationships
between learners through
their communication on
discussion board.
11. Identifying Social Learning Networks
06/11/15 ICKM 2015 Osaka @aysesCS 11
• There are two types of comments
• Individual comment: single comments reflecting learner’s opinion,
thought, question and so on.
• Interaction (between two learners): reply to somebody’s comment.
• The strength of relationships based on a peer’s interactions is
calculated.
• These directed and weighted relationships are illustrated by a
graph and matrix.
12. Results of General Analysis (1/4)
General Analysis of the Data
• Funnel participation (Clow, 2013) has been observed in
the studied MOOC’s course i.e. Developing Your
Research Project
30/09/15 12
13. Results of General Analysis (2/4)
• Learners’ interactions and the strength of their interactions
in each week
13
Week1
Week4
Week7
Week2
Week5
Week8
Week3
Week6
14. Results of General Analysis (3/4)
• The illustrations denote that while 1867 learners
contributed to online discussions by posting at least one
comment, only less than half of them replied to the
comments.
30/09/15 14
15. Results of General Analysis (4/4)
• Recurrent interactions in a week and over the weeks.
30/09/15 15
• Despite the low
number of
recurrent
interactions, their
interactions have a
pattern.
• When an interaction occurred, it is more likely recur in the
immediate week.
16. Strength of Relationships
06/11/15 ICKM 2015 Osaka @aysesCS 16
Strength of relationship between the learner u and the
learner v
• The frequency of interactions between them is considered
by this formula:
where is the number of interaction from the learner
u to the learner v and is the total number of contributions
the learner has done in the MOOC.
17. Learner’s Overall Interest
Learner’s Overall Interest towards Online Discussions in a
MOOC
• Overall interest is the social interest that a learner has
shown from the beginning of the course until a current
week. It is calculated as follows:
30/09/15 17
where cu denotes the total number of comments made by
the learner u and c is the total number of comments made
by all learners.
18. Prediction Method
Predicted Social Learning Networks
• If a learners has not initiate any friendship yet in the course, it
might be possible to predict their potential social learning
network.
• In order to identify a learner’s predicted social learning
networks, predicted strength of friendships with every other
learner needs to be first determined.
• However, the predicted strength of friendship between two
learners varies according to their kind of friendship history.
30/09/15 18
19. Prediction Method
Case 1 – friendship with zero-comment learners:
• Learners in this category have not contributed to the
online discussions yet.
• Therefore, they have no social learning network
and learning history in the MOOC.
• Thus, strength of a possible friendship cannot be
predicted.
30/09/15 19
20. Prediction Method
Case 2 – persistent friendship:
• Friendship between learners who have been friends
before
• Use arithmetic mean to predict the strength of
relationship between the learner u and the learner v
whom the learner u has previously interacted with
30/09/15 20
where n is the number of mutual courses taken by the
learner u and v.
21. Prediction Method
Case 3 – indirect friendship:
• Friendship with the learner v through mutual friend(s)
• Use correlation between the learner u and the
learner v through the mutual friend(s) j
30/09/15 21
where k is the number of mutual friends of the learner
u and the learner v.
22. Prediction Method
Case 4 – isolated friendship (1/3):
• Friendship with the learner v who has no mutual
friend
• Use a probabilistic model for prediction of the
strength of possible friendship between the learner u
and the learner v
• Therefore, learners possible interest to the new
course is calculated first based on their previous
activities.
30/09/15 22
23. Prediction Method
Case 4 – isolated friendship (2/3):
30/09/15 23
• Therefore, each learner’s interest in common courses are:
where A and B are the sets of learners enrolled in the
MOOC A and B, respectively.
Overall common interest towards two MOOCs
• If the number of common learners are high, it is assumed
that the overall interest towards MOOCs is high.
where ci is the set of MOOCs previously taken by the
learner u.
24. Prediction Method
Case 4 – isolated friendship (3/3):
30/09/15 24
• Finally, the predicted strength of friendship between the
learner u and the learner v in the new MOOC A is
estimated by the following formula:
25. Results of Prediction Method (1/3)
• Comparison of prediction values and strengths in each week
25
26. Results of Prediction Method (2/3)
• Results are promising.
• For example, in Week 4, the method predicts possible
interactions for learners who have persisted and indirect
friendships. These learners get interacted in real and
have relatively higher friendship strength value.
26
27. Results of Prediction Method (3/3)
• Negatively, even though the method predicts some
interactions could happen, some of those interactions
are never observed between learners and vice versa.
• For example, there are several interactions occurred
in Week 3 that have not been predicted.
27
28. Conclusion and Future Work
• Most of the participations in online discussions are one-
time posting
• Interactions between learners are remarkably low in
comparison to number of comments posted to the online
discussion board
• If learners interacted with each other once, it appears
likely that they will interact again in subsequent weeks
• We are going to test our method on the other MOOCs’
discussion forums to statistically show the causality
between participation in online discussions and the
attrition rate.
06/11/15 ICKM 2015 Osaka @aysesCS 28
29. Mendeley
• Collection of paper on personalisation in MOOCs
23-25 May 2015 29Ayse Saliha Sunar @aysesCS
https://www.mendeley.com/groups/4715311/mooc-personalisation
30. • Find this
presentation
online!
23-25 May 2015 Ayse Saliha Sunar @aysesCS 30
http://www.slideshare.net/aysessunar/ickm-2015-analysing-predicting-recurrent-
interaction-in-moocs-forums
SlideShare
I am a member of MOOC Observatory in the University of Southampton. For those who may not familiar with MOOCs, I like to briefly mention about them.
For those who may not familiar with MOOCs, I like to briefly mention about them. MOOC stands for massive open online courses. Since 2007, many universities, profit and non-profit private initiatives launched their online courses for public, free. These courses have been welcomed well by the public and we have hundred and thousands of online learners in return. Learners are able to interact with the course content and communicate each other through the course’s discussion forums and social media tools.
Ikonlari ekle
So, in MOOC Observatory group, we are doing
Researchers and educationalists are dealing with many issues in MOOCs. Some of them are heterogeneity of learners. We have thousands of learners. Good.. We have large amounts of data produced from the learners. Because everyone is from different background, different culture, speaks different language, is used to different learning method and MOOCs are offering the same course content to everyone in the same way. This could be the cause of high dropouts and low participation in MOOCs. Possible solution could be offering personalisation services to learners. That is why, my interest and my specific role in MOOC Observatory group is to track and contribute to the the development in personalisation of massive audience’s learning activity.
As a first task in my research, I have completed a literature survey on personalisation of MOOCs and we had critically analysed the literature with my mentor and supervisors and published the results last May.
There were many significant results related to different issues such as personalised assessments. Some of the studies we analysed, aim at helping learners through online communication. However, they identified there is excessive information in discussion forums and they do not know what to read. Even though thousands of learners enrol in the course, only small portion of them participate in online communication. Also, when they participate, it is still difficult to find a person they may share interest on the
Therefore, for this aim, it is important to understand learners’ behaviour and the nature of their communications in MOOCs first. We have conducted a preliminary case study to understand …
We chose a MOOC course delivered by the university of Southampton. Also, we develop a tool to automatically identify the relationships between learners.
Now, I like to explain how we identify social networks. First, we define two different types of comments.
First results were not surprising.
Those were the general analysis. Now, I like to explain how we applied the prediction method and its results.
The ration of the number of posts posted by learner u to the all comments posted.
You can find all the literature reviewed in this paper and more papers related to MOOCs personalisation in this Mendeley group. Also, you all are kindly invited to contribute to this collection.
You can also find this presentation and contact me on Slideshare.