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Science of Social Learning (Learning Solutions 2016)

The document discusses social learning in adult education, emphasizing principles of andragogy and best practices for effective learning experiences. It highlights the importance of peer-to-peer interaction, the benefits of collaboration within teams, and provides data on the impact of social learning on engagement and completion rates in online courses. Additionally, it outlines the cost inefficiencies of traditional training models and suggests that online platforms can facilitate more scalable and effective learning solutions.

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Sharin’ Ain’t “Social” The Science of Social Learning Greg Bybee VP, Learning Solutions, NovoEd greg@novoed.com March 17, 2016
Introduction Principles of Andragogy Quick NovoEd Introduction Principles of Social Learning Research on Team Learning Other Best Practices Closing Thoughts Agenda
I’m an education technologist ● McKinsey & Company Consultant ● Coursera, Product Manager ● Renren, Education Business Development ● NewSchools Venture Fund, EdTech Fellow ● NovoEd, Learning Products (2013-present) At NovoEd, I lead our learning solutions team ● Learning experience design (and ISD) ● Learning solution strategy consulting ● Course and program operations and facilitation ● Customer success and support I have a diverse background in training ● MA-Ed & MBA @ Stanford ● Chair, Student Achievement @ Leadership High ● Instructor @ 辰熙中英文学校 (China) ● School Building @ ILAE in Ethiopia ● Education Market Consultant and Volunteer Hi, I’m Greg Nice to meet you, too!
Introduction Principles of Andragogy Quick NovoEd Introduction Principles of Social Learning Research on Team Learning Other Best Practices Closing Thoughts Agenda
Group Activity!! ● Form groups of 4-8. ● Answer the question: “what makes for an effective adult learning experience” ○ Focus not on outcomes of the learning, but the definition of the learning process ○ You’ll have 8 minutes. ● Add your ideas as text here: http://padlet.com/novoed/ls16 Weren’t you supposed to tell us that?
Source: Learning Solutions Session, March 17, 2016
Social collaborative - Metacognition, teaching - Multiple perspectives - Peer-to-peer adaptivity - Felt accountability Construction and Inquiry - Problem-Based - Project-Based - Role plays, scenarios - Case method Engaging - Intrinsically Motivated - Relevant, authentic My list (Okay admit I took more than 8 minutes...) Experiential + Coherent Self-directed, autonomous Mastery, goal attainment, progression Applied, relevant, authentic, purposeful Engaging, fun, captivating Inquiry-based, discovered Constructed, created, explored Scaffolded, workshopped Interactive, multimodal, multisensory “Knowing, being, doing” Accountable, measured, transparent Practiced, reinforced, rehearsed Leveled, ZPD, personalized, adaptive Chunked, cognitive load, working memory Coherent, sequenced, schematic Curricular Design - Sequencing, chunking - Scaffolded, coherent
Malcolm Knowles’ Theory of Andragogy Assumptions 1. Self-concept 2. Experience reservoir 3. Readiness to learn 4. Orientation to learning 5. Motivation to learn Therefore, learning must be: 1. Self-directed 2. Experiential 3. Relevant and authentic 4. Problem-based Sources: Knowles, M. (1984). The Adult Learner: A Neglected Species. & Kearsley, G. (2010). Andragogy: The theory Into practice database.
Source: Pappas, C. (2013). “The Adult Learning Theory.” eLearning Industry. Online.
Source: Pappas, C. (2013). “The Adult Learning Theory.” eLearning Industry. Online.
But this training is costly... Airfare – Average of $800 per person Hotel – 3 nights @ $200 per night $600 Catered Meals – 3 days @ $150 per day = $450 Labor – $500 per day (assuming $125k/yr) = $1,500 Transportation – $200 per person across 3 days Group Activity – $300 per person Room Rental of $2500 per day x 3 = $7500 Total Investment before a facilitator = $103,750 Facilitator = $15,000 per day x 3 = $45,000 --------------------------------------------------------------------------- Total Cost Per Person: $5,800 Source: Altman, Ian (2014) How Much Does Sales Training Cost? Forbes. Online.
...and it cannot scale across the organization Companies spend 78% more on Executives than Emerging Leaders (and 360% more per Leader) Source: Bersin by Deloitte (2014) Leadership Development Factbook 2014: Benchmarks and Trends in U.S. Leadership Development.
Online learning offered a solution, but didn’t deliver
My Background Principles of Andragogy Shameless Plug Principles of Social Learning Research on Team Learning Other Best Practices Closing Thoughts Agenda
Solutions for learning experience design and implementation Online platform for experiential learning NovoEd develops talent online.
We power the best talent development programs
Principles of NovoEd all learning Intuitive, User Friendly Experience Orientation Pervasive and Social Learning Data-Driven, Evidence-Based
These drive 20x higher engagement CompletionRate 2% 44% Traditional Social Stanford Professor Chuck Eesley conducted this research in 2014 based on data from Technology Entrepreneurship (12/13) with 26,248 students. 50% Figure 1. Completion Rate By Social Model in MOOCs
Learners are more engaged when they learn together. 68 NPS 50-50 0 95%+ User Satisfaction 60+ Net Promoter Score Source: Survey of NovoEd learners (January 2016)
My Background Principles of Andragogy Quick NovoEd Introduction Principles of Social Learning Research on Team Learning Other Best Practices Closing Thoughts Agenda
What is social learning? The use of peer-to-peer (social) interaction as a pedagogical technique to drive learning. Examples: ● 1:1 tutoring ● Reciprocal Teaching ● Think-Pair-share ● Jigsaw ● Group work ● Collaborative brainstorming Source: I made this up last night after talking to another speaker.
Social learning is more than (just) sharing. Communities visible to themselves with real identity Peer-to-peer feedback, coaching, and mentorship Collaboration in teams on relevant projects Discussions with forums, and messaging User generated content sharing with discovery
Why is social learning valuable? Theories ● Relatedness motivation (Deci & Ryan) ● Felt accountability (Sutton & Rao) ● Social context of learning (Bandura) ● Cooperative learning (Dewey, Ross, et al) ● Social constructivism (Piaget) ● Joint inquiry (Dewey) ● Shared reflection of ELM (Kolb) ● Diversity of Learning Styles (Kolb) ● Mastery learning (Bloom) ● Community of Inquiry (Peirce, Dewey, Garrison, et al) ● Social development theory (Vygotsky) ● Truly adaptive learning (Bybee) But you don’t have to subscribe to a single theory to leverage the techniques. Source: I compiled this list last night - send me any I missed!
The benefits of social learning Communities visible to themselves Peer-to-peer feedback and coaching Collaboration in teams on projects Discussions with forums, messaging User generated content sharing ● Social obligation, transparency, “felt accountability” ● Self-regulating and adapting ● Build networks, the new “content management system” ● Metacognition in providing feedback or mentorship ● Personalized and adaptive; “network of 1:1 tutors” ● More relevant guidance, “learning at speed of trust” ● Inquiry-driven, constructivist, PBL ● Practice, rehearsal, interactivity ● Self-directed and autonomous, right in ZPD ● Share diversity of skills, experiences, and perspectives ● Crowd sourced, rapid response time ● Relevant and authentic dialog drives connectedness ● Provides multiple representations & perspectives ● Application focused, authentic, and relevant ● Accountability and social proof
My Background Principles of Andragogy Quick NovoEd Introduction Principles of Social Learning Research on Team Learning Other Best Practices Closing Thoughts Agenda
Agenda My Background Principles of Andragogy NovoEd Introduction Social Learning Team Learning Best Practices Closing Thoughts Impact of Teams Felt Accountability Team Size Team Selection Team Heterogeneity Scaffolding Teamwork
Context and Methodology Chuck Eesley Assistant Professor, Stanford University ● Teaching online since 2012 ● Morgenthaler Faculty Fellow ● 2010 Best Dissertation Award, Academy of Management ● Ph.D., MIT; BS, Duke University Technology Entrepreneurship Chuck Eesley, Stanford University September 16, - November 17, 2013 ● Eight-week course offered on NovoEd ● Team-based, experiential pedagogy ● 8 assignments, each a part of a team-based project to find and evaluate a startup idea ● Taught on NovoEd 11+ times and at Stanford since 2004 View the course at https://novoed. com/venture17 Multivariate regressions, descriptive statistics, and t-tests of difference in means ● n = 26, 248 students ● Students self-selected into experimental groups ● Dependent Variables: engagement and satisfaction measures ● Independent variables: whether the student participated in a team, if they worked individually, and if they had a mentor ● Control Variables: demographics, engagement level, and others For more information, please contact Professor Eesley at cee@stanford.edu. Researcher Context Methodology
16x higher completion with peers and feedback CompletionRate 21% 2% 44% 293 Individual with Discussions Teams Teams with Feedback Chuck Eesley, Stanford Professor, conducted this research in 2014 based on data from Technology Entrepreneurship (12/13) with 26,248 students. 50% Figure 2. Completion Rate By Social ModelRESULTS:
5x more sign-ins by individuals in teams AverageSign-InsPerCourse 39 8 44 293 Individual with Discussions Teams Teams with Feedback Chuck Eesley, Stanford Professor, conducted this research in 2014 based on data from Technology Entrepreneurship (12/13) with 26,248 students. 50 Figure 3. Sign-Ins Per User, By CohortRESULTS:
Agenda My Background Principles of Andragogy NovoEd Introduction Social Learning Research on Teams Best Practices Closing Thoughts Impact of Teams Felt Accountability Team Size Team Selection Team Heterogeneity Scaffolding Teamwork
Rao & Sutton (2013) suggest felt accountability drives intrinsic motivation and engagement Sutton and Rao discuss NovoEd and the value of felt accountability in Scaling Up Excellence "[NovoEd] built in numerous clever and easy-to-use social features to create a peer-powered network that would link, organize, evaluate, and mentor students." Huggy Rao Robert Sutton
Agenda My Background Principles of Andragogy NovoEd Introduction Social Learning Research on Teams Best Practices Closing Thoughts Impact of Teams Felt Accountability (Stanford) Team Size (NovoEd) Team Selection (NovoEd) Team Heterogeneity (NovoEd) Scaffolding Teamwork (Presidio)
8 public MOOCs with self-formed teams on NovoEd from 2014-15 ● Stanford GSB - Scaling Up ● Stanford - Tech Entrepreneurship ● Stanford - Creativity: Music ● IDEO/ACUMEN - Design Kit ● Princeton- Global History Lab ● Princeton - Making Gov't Work ● Maastricht - Project-Based Learning 3866 teams total Important Note: Learners self-selected into various team sizes Context and Methodology Andrew Linford Instructional Programs, NovoEd ● Coro Fellow (2013-14) ● Instructor, Ministry of Education, Singapore (2011-13) ● BA, Stanford University Retrospective cohort data analysis and descriptive statistics. ● n1 = 10, 315 students n2 = 3,866 teams ● Dependent Variables: percentage of assignments completed ● Independent variables: team size ● Control Variables: none ● Analysis done Sept 2015 For more information, please contact Andrew at andrewl@novoed.com Researcher Context Methodology
Note: Team size one is off chart (1734). Average exclude team size of 1. Including that, average is 2.7. Source: NovoEd Analysis (2015). 8 MOOCs, 3,866 teams, 10,315 students Learners prefer smaller teams, average is 4 Figure 4. Team Size PreferencesRESULTS:
Source: NovoEd Analysis (2015). 8 MOOCs, 3,866 teams, 10,315 students Empirically, the optimal team size is 7. Figure 5. Team Size vs. Assignment Completion PercentofAssignmentsCompleted RESULTS:
Agenda My Background Principles of Andragogy NovoEd Introduction Social Learning Research on Teams Best Practices Closing Thoughts Impact of Teams (Stanford) Felt Accountability (Stanford) Team Size (NovoEd) Team Selection (NovoEd) Team Heterogeneity (NovoEd) Scaffolding Teamwork (Presidio)
3 private offerings of Presidio Institute’s Introduction to Cross Sector Leadership: Building Teams 420 learners total Important Note: In two of the courses, learners self-selected into teams (220 learners). In the other course (200 learners), learners were assigned teams by the teaching team based on meeting availability times. Context and Methodology Retrospective cohort data analysis and descriptive statistics. ● n1 = 420 learners ● Dependent Variables: ○ Learners engaging in course-wide discussions ○ Learners chatting with team in private work space ○ Learners messaging other learners ○ Learners commenting on assignment submissions ● Control Variables: course size ● Analysis done Feb 2016 For more information, please contact Andrew at andrewl@novoed.com Researcher Context Methodology Andrew Linford Manager, Support and Technical Ops NovoEd Alison Gold Manager of Leadership Education Course Instructor Presidio Institute AndrewAlison
Autonomous Team Formation Increases Engagement RESULTS: Source: NovoEd and Presidio Institute Analysis (2016). 3 Courses, 420 learners PercentLearnersEngaginginSocialActivity PercentLearnersEngaginginSocialActivity
Agenda My Background Principles of Andragogy NovoEd Introduction Social Learning Research on Teams Best Practices Closing Thoughts Impact of Teams (Stanford) Felt Accountability (Stanford) Team Size (NovoEd) Team Selection (NovoEd) Team Heterogeneity (NovoEd) Scaffolding Teamwork (Presidio)
● Focused on organic teams formed by the students and analyze preferences of students when selecting a team. ● Analyzed the differences between randomly-assigned and self-selected teams. ● Analyzed signals to discern which activities had the greatest correlation with course completion. ● n1 = 11 courses ● n2 = 24,000 active learners For more information, please contact Milad at m.eftekhar@gmail.com. Context and Methodology Milad Eftekhar Data Science Intern, NovoEd Co-authored with Amin Saberi and Farnaz Ronaghi ● Former data researcher at Microsoft and Stanford ● Ph.D., University of Toronto ● BS & MS, Computer Engineering, Sharif University of Technology ● Analysis conducted on 11 public MOOCs with teams offered summer 2014. ● Courses were four to eight weeks long focusing on various business topics. ● Enrollments ranged from 200 to more than 25,000. ● Demographic data comes from self-completed student profiles. Data includes age, education, gender, and location. Working Paper: “Team Formation Dynamics: A Study Using Online Learning Data.” Researcher Context Methodology
Learners preferred teams with similarly aged members. Figure 6. Homogeneity by age in team selection Source: Eftekhar, et al (2015) Team Formation Dynamics: A Study Using Online Learning Data. RESULTS:
Figure 7. Age is a homophilic preference. Source: Eftekhar, et al (2015) Team Formation Dynamics: A Study Using Online Learning Data. Age homophily resulted in more successful teams. CumulativeDensity Average Age Distance RESULTS:
Figure 8. Distance is a homophilic preference, particularly longitude due to timezones. Source: Eftekhar, et al (2015) Team Formation Dynamics: A Study Using Online Learning Data. Individuals prefer to join teams in similar time zones. CumulativeDensity Average Distance (km) RESULTS:
Figure 9. Education Level is a homogenous preference Source: Eftekhar, et al (2015) Team Formation Dynamics: A Study Using Online Learning Data. Teams preferred and worked best with similar education levels CumulativeDensity Average Education Distance RESULTS:
Figure 10. Skill diversity is a heterogenic preference Source: Eftekhar, et al (2015) Team Formation Dynamics: A Study Using Online Learning Data. Successful teams have diverse skill sets. CumulativeDensity Skill Entropy RESULTS:
Note: Courses tended to 2/3 male, 1/3 female. Source: Eftekhar, et al (2015) Team Formation Dynamics: A Study Using Online Learning Data. Learners prefer gender mix, though 2/3 identify as male RESULTS: Figure 11. Gender mix by course
Results are consistent across all courses. Source: Eftekhar, et al (2015) Team Formation Dynamics: A Study Using Online Learning Data. Team preferences are rational. Characteristic Most Effective SimilarAge SimilarLocation SimilarEducation Level DiverseGender DiverseSkill Set Preference Similar Similar Similar Diverse Diverse RESULTS: Table 1. Team characteristic preferences and effectiveness
Agenda My Background Principles of Andragogy NovoEd Introduction Social Learning Research on Teams Best Practices Closing Thoughts Impact of Teams (Stanford) Felt Accountability (Stanford) Team Size (NovoEd) Team Selection (NovoEd) Team Heterogeneity (NovoEd) Scaffolding Teamwork (Presidio)
How did you run your teams? Did any group... ● Use an ice breaker? ● Assign roles (timekeeper, note taker)? ● Divide into smaller groups? ● Google or use external sources?
● Students randomly assigned to two cohorts / groups. ● Group 1 was given team guidelines during week 2, with a suggested agenda and roles for the experience. Group 2 had no instructions. ● The post course survey then asked how well teams functioned and final projects were assessed. ● n1 = 97 students n2 = 103 students For more information, please contact Drew at drew@novoed.com Drew Remiker Instructional Programs NovoEd Alison Gold Manager of Leadership Education Course Instructor Presidio Institute Context and Methodology ● Course: Introduction to Cross Sector Leadership: Building Teams by the Presidio Institute ● Offered as private beta to members from United Way, Points of Light, Americorps, Kresge Foundation, ProInspire, WYMAN, and others ● Providing structure for team meetings and roles will result in a higher self-reported quality of teamwork and completion of final team assignment compared to organic team development. Researchers Context Methodology Alison Drew
Source: Presidio Institute (2015) Introduction to Cross Sector Leadership: Building Teams, Team Scaffolding Study. “Guidelines for First Team Meeting” Example of teamwork scaffolding EXHIBIT:
Source: Presidio Institute (2015) Introduction to Cross Sector Leadership: Building Teams, Team Scaffolding Study. Collaboration scaffolding improved completion and teamwork quality Characteristic Group 1 Group 2 Quality of teamwork 4.03 / 5.0 3.79 / 5.0 Completed final assignments 8 / 10 7 / 9 Figure 12. Team scaffolding results Marginal improvement in self-reported teamwork quality and final assignment completion RESULTS:
My Background Principles of Andragogy Quick NovoEd Introduction Principles of Social Learning Research on Team Learning Other Best Practices Closing Thoughts Agenda
Agenda My Background Principles of Andragogy NovoEd Introduction Social Learning Research on Teams Best Practices Closing Thoughts Notifications Course Champions
6 public MOOCs offerings before and after new notifications offering was released. ● Stanford GSB - Scaling Up Without Screwing Up ● Stanford - Tech Entrepreneurship Part 2 ● Agder - Success Unleashed 41,657 teams total Important Note: Almost nothing changed within the courses when offered a second time with the notifications feature available, although were slightly smaller. Learners self- selected teams in all courses. Context and Methodology Andrew Linford Manager, Support and Technical Ops NovoEd ● Coro Fellow (2013-14) ● Instructor, Ministry of Education, Singapore (2011-13) ● BA, Stanford University Retrospective cohort data analysis and descriptive statistics. ● n1 = 41,657 learners ● Dependent Variables: number of learners ● Independent variables: selection of different social indicators ● Control Variables: course size ● Analysis done March 2016 For more information, please contact Andrew at andrewl@novoed.com Researcher Context Methodology
Notifications ● Personal alerts about ongoing social activity (including responses in discussion forums), assignment reminders, and more ● Daily Course Digests with assignment reminders and an overview of course activity ● Easy reminders about and access to teaching team communication
Huge Impact on Submissions; Positive Impact on Other Social Activities RESULTS: Source: NovoEd Analysis (2016). 6 Free Public MOOCs, 41,657 learners Figure 13. Social Activities Pre/Post Notifications
Agenda My Background Principles of Andragogy NovoEd Introduction Social Learning Research on Teams Best Practices Notifications Course Champions
● Program: Philanthropy University ● September - December, 2015 ● Course champions chosen from active learners in the middle of the program (beginning of November) ● 7 courses, 200,291 unique learners Context and Methodology Lisa Brefini Philanthropy University TA Course Operations Specialist NovoEd Andrew Linford Manager, Support and Technical Ops NovoEd Retrospective learner and course champion data analysis. ● 7 courses, each with 5-12 course champions ● Comparison - course (and course champions) social activity before and after course champions are selected ● Analysis performed December 2015 For more information, please contact Andrew at andrewl@novoed.com Researchers Context Methodology Lisa Andrew
Course Champions at work
Course Champions increased course social activity RESULTS: Source: NovoEd (2015). Philanthropy University Courses from 2015. Course Champions Selected Figure 14. Weekly Discussion Activity
My Background Principles of Andragogy Quick NovoEd Introduction Principles of Social Learning Research on Team Learning Other Best Practices Closing Thoughts Agenda
● That experience must be engaging, driven by inquiry, social, and coherent. ● Adults require self-discovery and (extra) practice to overcome preexisting schema ● Knowledge acquisition < skill development < behavior change. Increasingly experiential. ● Online learning is no different. Scale the best of offline learning, not the worst (lectures). ● Social techniques include discussions, collaboration, sharing, feedback, community. ● Peer learning enables personalization, metacognition, and motivation. ● Teams and group work is the most critical. CLOSING THOUGHTS Learning must be experiential.
Learn Together. http://novoed.com
Thank you! Please feel free to contact me! Greg Bybee Vice President, Learning NovoEd greg@novoed.com @gregbybee http://linkedin.com/in/gregbybee Email me for slides or the research briefs. I’d also love to help you implement in your org.

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Science of Social Learning (Learning Solutions 2016)

  • 1.
    Sharin’ Ain’t “Social” TheScience of Social Learning Greg Bybee VP, Learning Solutions, NovoEd greg@novoed.com March 17, 2016
  • 2.
    Introduction Principles of Andragogy QuickNovoEd Introduction Principles of Social Learning Research on Team Learning Other Best Practices Closing Thoughts Agenda
  • 3.
    I’m an educationtechnologist ● McKinsey & Company Consultant ● Coursera, Product Manager ● Renren, Education Business Development ● NewSchools Venture Fund, EdTech Fellow ● NovoEd, Learning Products (2013-present) At NovoEd, I lead our learning solutions team ● Learning experience design (and ISD) ● Learning solution strategy consulting ● Course and program operations and facilitation ● Customer success and support I have a diverse background in training ● MA-Ed & MBA @ Stanford ● Chair, Student Achievement @ Leadership High ● Instructor @ 辰熙中英文学校 (China) ● School Building @ ILAE in Ethiopia ● Education Market Consultant and Volunteer Hi, I’m Greg Nice to meet you, too!
  • 4.
    Introduction Principles of Andragogy QuickNovoEd Introduction Principles of Social Learning Research on Team Learning Other Best Practices Closing Thoughts Agenda
  • 5.
    Group Activity!! ● Formgroups of 4-8. ● Answer the question: “what makes for an effective adult learning experience” ○ Focus not on outcomes of the learning, but the definition of the learning process ○ You’ll have 8 minutes. ● Add your ideas as text here: http://padlet.com/novoed/ls16 Weren’t you supposed to tell us that?
  • 6.
    Source: Learning SolutionsSession, March 17, 2016
  • 8.
    Social collaborative - Metacognition,teaching - Multiple perspectives - Peer-to-peer adaptivity - Felt accountability Construction and Inquiry - Problem-Based - Project-Based - Role plays, scenarios - Case method Engaging - Intrinsically Motivated - Relevant, authentic My list (Okay admit I took more than 8 minutes...) Experiential + Coherent Self-directed, autonomous Mastery, goal attainment, progression Applied, relevant, authentic, purposeful Engaging, fun, captivating Inquiry-based, discovered Constructed, created, explored Scaffolded, workshopped Interactive, multimodal, multisensory “Knowing, being, doing” Accountable, measured, transparent Practiced, reinforced, rehearsed Leveled, ZPD, personalized, adaptive Chunked, cognitive load, working memory Coherent, sequenced, schematic Curricular Design - Sequencing, chunking - Scaffolded, coherent
  • 9.
    Malcolm Knowles’ Theory of Andragogy Assumptions 1. Self-concept 2.Experience reservoir 3. Readiness to learn 4. Orientation to learning 5. Motivation to learn Therefore, learning must be: 1. Self-directed 2. Experiential 3. Relevant and authentic 4. Problem-based Sources: Knowles, M. (1984). The Adult Learner: A Neglected Species. & Kearsley, G. (2010). Andragogy: The theory Into practice database.
  • 10.
    Source: Pappas, C.(2013). “The Adult Learning Theory.” eLearning Industry. Online.
  • 11.
    Source: Pappas, C.(2013). “The Adult Learning Theory.” eLearning Industry. Online.
  • 13.
    But this training iscostly... Airfare – Average of $800 per person Hotel – 3 nights @ $200 per night $600 Catered Meals – 3 days @ $150 per day = $450 Labor – $500 per day (assuming $125k/yr) = $1,500 Transportation – $200 per person across 3 days Group Activity – $300 per person Room Rental of $2500 per day x 3 = $7500 Total Investment before a facilitator = $103,750 Facilitator = $15,000 per day x 3 = $45,000 --------------------------------------------------------------------------- Total Cost Per Person: $5,800 Source: Altman, Ian (2014) How Much Does Sales Training Cost? Forbes. Online.
  • 14.
    ...and it cannot scaleacross the organization Companies spend 78% more on Executives than Emerging Leaders (and 360% more per Leader) Source: Bersin by Deloitte (2014) Leadership Development Factbook 2014: Benchmarks and Trends in U.S. Leadership Development.
  • 15.
    Online learning offereda solution, but didn’t deliver
  • 16.
    My Background Principles ofAndragogy Shameless Plug Principles of Social Learning Research on Team Learning Other Best Practices Closing Thoughts Agenda
  • 19.
    Solutions for learning experiencedesign and implementation Online platform for experiential learning NovoEd develops talent online.
  • 20.
    We power thebest talent development programs
  • 21.
    Principles of NovoEd all learning Intuitive,User Friendly Experience Orientation Pervasive and Social Learning Data-Driven, Evidence-Based
  • 22.
    These drive 20x higher engagement CompletionRate 2% 44% TraditionalSocial Stanford Professor Chuck Eesley conducted this research in 2014 based on data from Technology Entrepreneurship (12/13) with 26,248 students. 50% Figure 1. Completion Rate By Social Model in MOOCs
  • 23.
    Learners are more engaged whenthey learn together. 68 NPS 50-50 0 95%+ User Satisfaction 60+ Net Promoter Score Source: Survey of NovoEd learners (January 2016)
  • 24.
    My Background Principles ofAndragogy Quick NovoEd Introduction Principles of Social Learning Research on Team Learning Other Best Practices Closing Thoughts Agenda
  • 25.
    What is social learning? Theuse of peer-to-peer (social) interaction as a pedagogical technique to drive learning. Examples: ● 1:1 tutoring ● Reciprocal Teaching ● Think-Pair-share ● Jigsaw ● Group work ● Collaborative brainstorming Source: I made this up last night after talking to another speaker.
  • 26.
    Social learning is morethan (just) sharing. Communities visible to themselves with real identity Peer-to-peer feedback, coaching, and mentorship Collaboration in teams on relevant projects Discussions with forums, and messaging User generated content sharing with discovery
  • 27.
    Why is social learning valuable? Theories ●Relatedness motivation (Deci & Ryan) ● Felt accountability (Sutton & Rao) ● Social context of learning (Bandura) ● Cooperative learning (Dewey, Ross, et al) ● Social constructivism (Piaget) ● Joint inquiry (Dewey) ● Shared reflection of ELM (Kolb) ● Diversity of Learning Styles (Kolb) ● Mastery learning (Bloom) ● Community of Inquiry (Peirce, Dewey, Garrison, et al) ● Social development theory (Vygotsky) ● Truly adaptive learning (Bybee) But you don’t have to subscribe to a single theory to leverage the techniques. Source: I compiled this list last night - send me any I missed!
  • 28.
    The benefits ofsocial learning Communities visible to themselves Peer-to-peer feedback and coaching Collaboration in teams on projects Discussions with forums, messaging User generated content sharing ● Social obligation, transparency, “felt accountability” ● Self-regulating and adapting ● Build networks, the new “content management system” ● Metacognition in providing feedback or mentorship ● Personalized and adaptive; “network of 1:1 tutors” ● More relevant guidance, “learning at speed of trust” ● Inquiry-driven, constructivist, PBL ● Practice, rehearsal, interactivity ● Self-directed and autonomous, right in ZPD ● Share diversity of skills, experiences, and perspectives ● Crowd sourced, rapid response time ● Relevant and authentic dialog drives connectedness ● Provides multiple representations & perspectives ● Application focused, authentic, and relevant ● Accountability and social proof
  • 29.
    My Background Principles ofAndragogy Quick NovoEd Introduction Principles of Social Learning Research on Team Learning Other Best Practices Closing Thoughts Agenda
  • 30.
    Agenda My Background Principles ofAndragogy NovoEd Introduction Social Learning Team Learning Best Practices Closing Thoughts Impact of Teams Felt Accountability Team Size Team Selection Team Heterogeneity Scaffolding Teamwork
  • 31.
    Context and Methodology ChuckEesley Assistant Professor, Stanford University ● Teaching online since 2012 ● Morgenthaler Faculty Fellow ● 2010 Best Dissertation Award, Academy of Management ● Ph.D., MIT; BS, Duke University Technology Entrepreneurship Chuck Eesley, Stanford University September 16, - November 17, 2013 ● Eight-week course offered on NovoEd ● Team-based, experiential pedagogy ● 8 assignments, each a part of a team-based project to find and evaluate a startup idea ● Taught on NovoEd 11+ times and at Stanford since 2004 View the course at https://novoed. com/venture17 Multivariate regressions, descriptive statistics, and t-tests of difference in means ● n = 26, 248 students ● Students self-selected into experimental groups ● Dependent Variables: engagement and satisfaction measures ● Independent variables: whether the student participated in a team, if they worked individually, and if they had a mentor ● Control Variables: demographics, engagement level, and others For more information, please contact Professor Eesley at cee@stanford.edu. Researcher Context Methodology
  • 32.
    16x higher completion with peersand feedback CompletionRate 21% 2% 44% 293 Individual with Discussions Teams Teams with Feedback Chuck Eesley, Stanford Professor, conducted this research in 2014 based on data from Technology Entrepreneurship (12/13) with 26,248 students. 50% Figure 2. Completion Rate By Social ModelRESULTS:
  • 33.
    5x more sign-ins byindividuals in teams AverageSign-InsPerCourse 39 8 44 293 Individual with Discussions Teams Teams with Feedback Chuck Eesley, Stanford Professor, conducted this research in 2014 based on data from Technology Entrepreneurship (12/13) with 26,248 students. 50 Figure 3. Sign-Ins Per User, By CohortRESULTS:
  • 34.
    Agenda My Background Principles ofAndragogy NovoEd Introduction Social Learning Research on Teams Best Practices Closing Thoughts Impact of Teams Felt Accountability Team Size Team Selection Team Heterogeneity Scaffolding Teamwork
  • 36.
    Rao & Sutton(2013) suggest felt accountability drives intrinsic motivation and engagement Sutton and Rao discuss NovoEd and the value of felt accountability in Scaling Up Excellence "[NovoEd] built in numerous clever and easy-to-use social features to create a peer-powered network that would link, organize, evaluate, and mentor students." Huggy Rao Robert Sutton
  • 37.
    Agenda My Background Principles ofAndragogy NovoEd Introduction Social Learning Research on Teams Best Practices Closing Thoughts Impact of Teams Felt Accountability (Stanford) Team Size (NovoEd) Team Selection (NovoEd) Team Heterogeneity (NovoEd) Scaffolding Teamwork (Presidio)
  • 38.
    8 public MOOCswith self-formed teams on NovoEd from 2014-15 ● Stanford GSB - Scaling Up ● Stanford - Tech Entrepreneurship ● Stanford - Creativity: Music ● IDEO/ACUMEN - Design Kit ● Princeton- Global History Lab ● Princeton - Making Gov't Work ● Maastricht - Project-Based Learning 3866 teams total Important Note: Learners self-selected into various team sizes Context and Methodology Andrew Linford Instructional Programs, NovoEd ● Coro Fellow (2013-14) ● Instructor, Ministry of Education, Singapore (2011-13) ● BA, Stanford University Retrospective cohort data analysis and descriptive statistics. ● n1 = 10, 315 students n2 = 3,866 teams ● Dependent Variables: percentage of assignments completed ● Independent variables: team size ● Control Variables: none ● Analysis done Sept 2015 For more information, please contact Andrew at andrewl@novoed.com Researcher Context Methodology
  • 39.
    Note: Team sizeone is off chart (1734). Average exclude team size of 1. Including that, average is 2.7. Source: NovoEd Analysis (2015). 8 MOOCs, 3,866 teams, 10,315 students Learners prefer smaller teams, average is 4 Figure 4. Team Size PreferencesRESULTS:
  • 40.
    Source: NovoEd Analysis(2015). 8 MOOCs, 3,866 teams, 10,315 students Empirically, the optimal team size is 7. Figure 5. Team Size vs. Assignment Completion PercentofAssignmentsCompleted RESULTS:
  • 41.
    Agenda My Background Principles ofAndragogy NovoEd Introduction Social Learning Research on Teams Best Practices Closing Thoughts Impact of Teams (Stanford) Felt Accountability (Stanford) Team Size (NovoEd) Team Selection (NovoEd) Team Heterogeneity (NovoEd) Scaffolding Teamwork (Presidio)
  • 42.
    3 private offeringsof Presidio Institute’s Introduction to Cross Sector Leadership: Building Teams 420 learners total Important Note: In two of the courses, learners self-selected into teams (220 learners). In the other course (200 learners), learners were assigned teams by the teaching team based on meeting availability times. Context and Methodology Retrospective cohort data analysis and descriptive statistics. ● n1 = 420 learners ● Dependent Variables: ○ Learners engaging in course-wide discussions ○ Learners chatting with team in private work space ○ Learners messaging other learners ○ Learners commenting on assignment submissions ● Control Variables: course size ● Analysis done Feb 2016 For more information, please contact Andrew at andrewl@novoed.com Researcher Context Methodology Andrew Linford Manager, Support and Technical Ops NovoEd Alison Gold Manager of Leadership Education Course Instructor Presidio Institute AndrewAlison
  • 43.
    Autonomous Team FormationIncreases Engagement RESULTS: Source: NovoEd and Presidio Institute Analysis (2016). 3 Courses, 420 learners PercentLearnersEngaginginSocialActivity PercentLearnersEngaginginSocialActivity
  • 44.
    Agenda My Background Principles ofAndragogy NovoEd Introduction Social Learning Research on Teams Best Practices Closing Thoughts Impact of Teams (Stanford) Felt Accountability (Stanford) Team Size (NovoEd) Team Selection (NovoEd) Team Heterogeneity (NovoEd) Scaffolding Teamwork (Presidio)
  • 45.
    ● Focused onorganic teams formed by the students and analyze preferences of students when selecting a team. ● Analyzed the differences between randomly-assigned and self-selected teams. ● Analyzed signals to discern which activities had the greatest correlation with course completion. ● n1 = 11 courses ● n2 = 24,000 active learners For more information, please contact Milad at m.eftekhar@gmail.com. Context and Methodology Milad Eftekhar Data Science Intern, NovoEd Co-authored with Amin Saberi and Farnaz Ronaghi ● Former data researcher at Microsoft and Stanford ● Ph.D., University of Toronto ● BS & MS, Computer Engineering, Sharif University of Technology ● Analysis conducted on 11 public MOOCs with teams offered summer 2014. ● Courses were four to eight weeks long focusing on various business topics. ● Enrollments ranged from 200 to more than 25,000. ● Demographic data comes from self-completed student profiles. Data includes age, education, gender, and location. Working Paper: “Team Formation Dynamics: A Study Using Online Learning Data.” Researcher Context Methodology
  • 46.
    Learners preferred teams with similarly agedmembers. Figure 6. Homogeneity by age in team selection Source: Eftekhar, et al (2015) Team Formation Dynamics: A Study Using Online Learning Data. RESULTS:
  • 47.
    Figure 7. Ageis a homophilic preference. Source: Eftekhar, et al (2015) Team Formation Dynamics: A Study Using Online Learning Data. Age homophily resulted in more successful teams. CumulativeDensity Average Age Distance RESULTS:
  • 48.
    Figure 8. Distanceis a homophilic preference, particularly longitude due to timezones. Source: Eftekhar, et al (2015) Team Formation Dynamics: A Study Using Online Learning Data. Individuals prefer to join teams in similar time zones. CumulativeDensity Average Distance (km) RESULTS:
  • 49.
    Figure 9. EducationLevel is a homogenous preference Source: Eftekhar, et al (2015) Team Formation Dynamics: A Study Using Online Learning Data. Teams preferred and worked best with similar education levels CumulativeDensity Average Education Distance RESULTS:
  • 50.
    Figure 10. Skilldiversity is a heterogenic preference Source: Eftekhar, et al (2015) Team Formation Dynamics: A Study Using Online Learning Data. Successful teams have diverse skill sets. CumulativeDensity Skill Entropy RESULTS:
  • 51.
    Note: Courses tendedto 2/3 male, 1/3 female. Source: Eftekhar, et al (2015) Team Formation Dynamics: A Study Using Online Learning Data. Learners prefer gender mix, though 2/3 identify as male RESULTS: Figure 11. Gender mix by course
  • 52.
    Results are consistentacross all courses. Source: Eftekhar, et al (2015) Team Formation Dynamics: A Study Using Online Learning Data. Team preferences are rational. Characteristic Most Effective SimilarAge SimilarLocation SimilarEducation Level DiverseGender DiverseSkill Set Preference Similar Similar Similar Diverse Diverse RESULTS: Table 1. Team characteristic preferences and effectiveness
  • 53.
    Agenda My Background Principles ofAndragogy NovoEd Introduction Social Learning Research on Teams Best Practices Closing Thoughts Impact of Teams (Stanford) Felt Accountability (Stanford) Team Size (NovoEd) Team Selection (NovoEd) Team Heterogeneity (NovoEd) Scaffolding Teamwork (Presidio)
  • 54.
    How did yourun your teams? Did any group... ● Use an ice breaker? ● Assign roles (timekeeper, note taker)? ● Divide into smaller groups? ● Google or use external sources?
  • 55.
    ● Students randomlyassigned to two cohorts / groups. ● Group 1 was given team guidelines during week 2, with a suggested agenda and roles for the experience. Group 2 had no instructions. ● The post course survey then asked how well teams functioned and final projects were assessed. ● n1 = 97 students n2 = 103 students For more information, please contact Drew at drew@novoed.com Drew Remiker Instructional Programs NovoEd Alison Gold Manager of Leadership Education Course Instructor Presidio Institute Context and Methodology ● Course: Introduction to Cross Sector Leadership: Building Teams by the Presidio Institute ● Offered as private beta to members from United Way, Points of Light, Americorps, Kresge Foundation, ProInspire, WYMAN, and others ● Providing structure for team meetings and roles will result in a higher self-reported quality of teamwork and completion of final team assignment compared to organic team development. Researchers Context Methodology Alison Drew
  • 56.
    Source: Presidio Institute(2015) Introduction to Cross Sector Leadership: Building Teams, Team Scaffolding Study. “Guidelines for First Team Meeting” Example of teamwork scaffolding EXHIBIT:
  • 57.
    Source: Presidio Institute(2015) Introduction to Cross Sector Leadership: Building Teams, Team Scaffolding Study. Collaboration scaffolding improved completion and teamwork quality Characteristic Group 1 Group 2 Quality of teamwork 4.03 / 5.0 3.79 / 5.0 Completed final assignments 8 / 10 7 / 9 Figure 12. Team scaffolding results Marginal improvement in self-reported teamwork quality and final assignment completion RESULTS:
  • 58.
    My Background Principles ofAndragogy Quick NovoEd Introduction Principles of Social Learning Research on Team Learning Other Best Practices Closing Thoughts Agenda
  • 59.
    Agenda My Background Principles ofAndragogy NovoEd Introduction Social Learning Research on Teams Best Practices Closing Thoughts Notifications Course Champions
  • 60.
    6 public MOOCsofferings before and after new notifications offering was released. ● Stanford GSB - Scaling Up Without Screwing Up ● Stanford - Tech Entrepreneurship Part 2 ● Agder - Success Unleashed 41,657 teams total Important Note: Almost nothing changed within the courses when offered a second time with the notifications feature available, although were slightly smaller. Learners self- selected teams in all courses. Context and Methodology Andrew Linford Manager, Support and Technical Ops NovoEd ● Coro Fellow (2013-14) ● Instructor, Ministry of Education, Singapore (2011-13) ● BA, Stanford University Retrospective cohort data analysis and descriptive statistics. ● n1 = 41,657 learners ● Dependent Variables: number of learners ● Independent variables: selection of different social indicators ● Control Variables: course size ● Analysis done March 2016 For more information, please contact Andrew at andrewl@novoed.com Researcher Context Methodology
  • 61.
    Notifications ● Personal alertsabout ongoing social activity (including responses in discussion forums), assignment reminders, and more ● Daily Course Digests with assignment reminders and an overview of course activity ● Easy reminders about and access to teaching team communication
  • 62.
    Huge Impact on Submissions; PositiveImpact on Other Social Activities RESULTS: Source: NovoEd Analysis (2016). 6 Free Public MOOCs, 41,657 learners Figure 13. Social Activities Pre/Post Notifications
  • 63.
    Agenda My Background Principles ofAndragogy NovoEd Introduction Social Learning Research on Teams Best Practices Notifications Course Champions
  • 64.
    ● Program: PhilanthropyUniversity ● September - December, 2015 ● Course champions chosen from active learners in the middle of the program (beginning of November) ● 7 courses, 200,291 unique learners Context and Methodology Lisa Brefini Philanthropy University TA Course Operations Specialist NovoEd Andrew Linford Manager, Support and Technical Ops NovoEd Retrospective learner and course champion data analysis. ● 7 courses, each with 5-12 course champions ● Comparison - course (and course champions) social activity before and after course champions are selected ● Analysis performed December 2015 For more information, please contact Andrew at andrewl@novoed.com Researchers Context Methodology Lisa Andrew
  • 65.
  • 66.
    Course Champions increased course social activity RESULTS: Source: NovoEd(2015). Philanthropy University Courses from 2015. Course Champions Selected Figure 14. Weekly Discussion Activity
  • 67.
    My Background Principles ofAndragogy Quick NovoEd Introduction Principles of Social Learning Research on Team Learning Other Best Practices Closing Thoughts Agenda
  • 68.
    ● That experiencemust be engaging, driven by inquiry, social, and coherent. ● Adults require self-discovery and (extra) practice to overcome preexisting schema ● Knowledge acquisition < skill development < behavior change. Increasingly experiential. ● Online learning is no different. Scale the best of offline learning, not the worst (lectures). ● Social techniques include discussions, collaboration, sharing, feedback, community. ● Peer learning enables personalization, metacognition, and motivation. ● Teams and group work is the most critical. CLOSING THOUGHTS Learning must be experiential.
  • 69.
  • 70.
    Thank you! Pleasefeel free to contact me! Greg Bybee Vice President, Learning NovoEd greg@novoed.com @gregbybee http://linkedin.com/in/gregbybee Email me for slides or the research briefs. I’d also love to help you implement in your org.