You Can't Stop the Signal Mal

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This document discusses MOOCs and online education models. It provides statistics showing the subject breakdown of students in MOOCs, including 45% in programming and 6% each in business, humanities and social science. The document raises questions about student engagement and retention in MOOCs, and explores supplemental models where MOOCs are used to support traditional classroom courses, including examples from the University of Puerto Rico and UC Davis. It emphasizes that an educator's love and engagement are important aspects of successful online education.

Education

3%

3%

4%

6

45%

6

6

6

7%

2%

6

6

CS101

from Edward R. Tufte, The Visual Display of Quantitative Information, Graphics Press LLC

March of the moocs

from Wikimedia Commons, this 1869 image is in the public domain

very
drop-outs

involved

explorers

auditors

Wrapped mooc?
Doug Fisher,
U of Puerto Vanderbilt,
Rico: Students not-required
join MOOC, supplemental
Databases
class time used materials
MOOC*

for contextual
activities
Supplemental
materials in
UC Davis
*RE-USE LICENSING? course

“it ain’t all buttons and charts,
little albatross. You know what
the ﬁrst rule of teaching online is?
Love. You can teach all the math in the
‘verse, but you take a course online
that you don’t love and she’ll shake you
oﬀ as sure as the turning of the world”

amycollier@stanford.edu

A
online.stanford.edu
@amcollier

@amcollier

Statistics involves the collection, analysis, and presentation of numerical data to aid decision-making. It deals with large groups of values and aspects that can be described quantitatively. Descriptive statistics summarizes and describes data through methods like condensing data, graphical displays, and computing measures of center and spread. Inferential statistics makes inferences about populations from samples using techniques like parameter estimation and hypothesis testing, based on probability theory. It distinguishes between populations, parameters, samples, quantitative and qualitative variables, and scales of measurement.

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Richter Scale 1 To 10

guest61f30cd

Richter Scale

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The document describes the effects of earthquakes at increasing levels of intensity on the Richter scale. Minor quakes below level 3 are felt indoors as a rumble but do little visible damage. Between levels 4-5, hanging objects sway, furniture moves, and windows break as buildings are damaged. Major quakes from 6-7 see widespread structural damage as houses collapse, bridges are destroyed, and large cracks form in the ground.

Richter scale and mercalli scale

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This document discusses analyzing social networks in learning communities. It outlines the data landscape in educational institutions, including institutional data, personal learning environments, and social media. It provides examples of visualizing and interpreting relationships in social networks using tools like Twitter, Facebook, LinkedIn, and course data. Finally, it discusses future scenarios for using social networks in educational research and visualization.

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This document summarizes key ideas from a presentation by Dr. Alec Couros on networked learning. In 3 sentences: Couros discusses how Web 2.0 tools can transform research, teaching and service if academics build serious online presences. He advocates for innovation networks among educators that embrace open principles like those of open source communities. Couros shares lessons on knowledge, connections, openness and teaching from his experience participating in online networks and using open educational practices.

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Educational technologies are increasingly playing a role in the steady march of education towards compliance and sinister simplicity. The push toward rigid accountability, sometimes expressed in calls for “impact,” has placed educational technology in a strategic role to monitor, track, and report on measurements against standards and to increase productivity relative to those standards. But what gets lost when we push to simplify for the sake of impact? What is at stake when we hand over the “beautiful risk of education” to technology companies and tools with views of impact that devalue the richness of the educational relationship? In this talk, Dr. Amy Collier will offer “not-yetness” as a lens for returning to complexity in impact.

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You Can't Stop the Signal Mal

4. 30+ Public courses

5. Class2Go

6. 30+ Seed grants

7. D c b C a

8. 3% 3% 4% 6 45% 6 6 6 7% 2% 6 6 CS101

9. 9 Motivation

10.

11. v time?

12.

13. EF Engagement models

14. from Edward R. Tufte, The Visual Display of Quantitative Information, Graphics Press LLC

15. March of the moocs from Wikimedia Commons, this 1869 image is in the public domain

16. very drop-outs involved explorers auditors

17. V Connections & MODELS

18. Wrapped mooc? Doug Fisher, U of Puerto Vanderbilt, Rico: Students not-required join MOOC, supplemental Databases class time used materials MOOC* for contextual activities Supplemental materials in UC Davis *RE-USE LICENSING? course

19. H platform

20.

21. ? More questions

22. “it ain’t all buttons and charts, little albatross. You know what the ﬁrst rule of teaching online is? Love. You can teach all the math in the ‘verse, but you take a course online that you don’t love and she’ll shake you oﬀ as sure as the turning of the world”

23. amycollier@stanford.edu A online.stanford.edu @amcollier @amcollier

You Can't Stop the Signal Mal

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