Farewell to MOOCs: Now Can Real Innovation Begin?

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Presented on May 14, 2014 at EdFuture2014: Global Collaboration in Online Higher Education (Presented by the American Distance Education Consortium).
Presenter: Karen Vignare, Associate Provost, UMUC Center
for Innovation in Learning
Champion entrepreneurial educators are providing online learning advocacy, leadership, and instructional assistance
to their organizations across all levels and disciplines, promoting quality practices and programs to increase student success. This session will provide insight in applying new approaches to student onboarding, competency-based assessments, predictive analytics and adaptive learning as well as advice to counter organizational mindsets that call for taking a “wait and see” approach before applying innovative ideas to existing programs.

Takeaways Include:
• Gain an overview of many of the changes and flexibility that are being built into online learning programs
• Getting and staying ahead of the curve: decide what your organization needs, and whether/how to take the
leap into new areas
• Examples of what the best are doing and where they are focusing their educational efforts

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Farewell to MOOCs: Now Can Real Innovation Begin?

  1. 1. Farewell to MOOCs: Now Can Real Innovation Begin? Karen Vignare Associate Provost UMUC
  2. 2. Defining MOOCs MOOC poster April 4, 2013 by Mathieu Plourde licensed CC-BY on Flickr
  3. 3. Less Media Hype Better Decisions?  Why do the MOOC?  Experimentation  Brand Awareness  Remediation  Move into Online Learning  Move to Informal Learning
  4. 4. Less Media Hype Better Decisions…  Why do the MOOC? (cont’d)  Access to new students (marketing?)  Change role of faculty  Change intellectual property rights/ownership  Collaboration externally  Others?
  5. 5. Mixed Results • Completion Rates • Surveys of learners • Big Populations • Who Benefits
  6. 6. There is no REAL business model  Venture Capital and others are throwing money at potential  Remember the OL market shifted pretty quickly within 10 years, for-profits owned 50% market share of OL  So now what is the model—same as most internet startups—eyeballs then monetize
  7. 7. Innovation that Matters • Innovation should be mission driven • Innovation is iterative—not brainstorming
  8. 8. Push Innovation Throughout UMUC Individuals
  9. 9. To bring the next generation of learning into focus... To drive the design of innovation in our curriculum, faculty development model, and student support
  10. 10. UMUC Launches the Center for Innovation in Learning A group of individuals working at the intersection of… The Undergraduate School The Graduate School Information Technology Instructional Services and Support Other Support Units
  11. 11. Scaling, Evaluating, and Improving • Faculty, staff and departments have been innovating for years • Most of it is based on hypothesis • Changing times require systemizing • DON’T get rid of what works—measure it • DO systematize—Innovation & Collaboration
  12. 12. Center for Innovation in Learning • Pilots are based on promising research, e.g., student success, efficiency, engagement, openness, learning design • Pilots must push UMUC to next level • Pilots are internally collaborative • Pilots are both customer facing and back-end integrated
  13. 13. Current Activities • Re-envisioned Onboarding (Jumpstart) • Analytics (especially interventions) • OERs/Eresources • Adaptive Learning • Competency Based Education
  14. 14. Jumpstart Grant Synopsis • To create a personalized learning plan for a student’s first academic year – assessment of skills and personality variables related to success in higher education and – evaluation and clarification of life, work, and education goals. • Serve 5000 Year 1 and 7500 Year 2 • Year 3 envisions serving all new students
  15. 15. Course Overview
  16. 16. Welcome
  17. 17. Evaluation Student Groups Test • Invited and Enrolled in CAPL 101 (n=40) • Successful Completers (n=31) Control • Invited and Not Enrolled (n=27) • Random Sample (n=125) First term new students Fall 2013 Outcome Measures • Semester GPA • Successful course completion • Re-enrollment in a subsequent term
  18. 18. Key Findings • Students successfully completing JumpStart had significantly higher GPAs, rates of successful course completions, and rates of re-enrollment than the control group. • Compared to a random sample of students from Fall 2013, all students who participated in CAPL 101 had a significantly higher successful course completion rate. • Compared to a random sample of students from Fall 2013, students participating in CAPL 101 re-enrolled at a significantly higher rate. • Students successfully completing JumpStart had significantly higher GPAs, successful course completion rates, and rates of re-enrollment than the random sample of students from Fall 2013 • Continue to pilot and measure various student segments.
  19. 19. Analytics • Large investments into people, vendors/partners (Civitas/PAR), technology • Much more difficult is interventions • Cross-functional approach for four terms with evaluation—but it is just starting
  20. 20. Academic vs. Advising Interventions Academic • Email only • Includes subject or course- specific content • Promotes value of course— what they will learn and why its important • Highlights key milestones or challenges in the course • Provides specific tips for success Advising • Email followed-up by a phone call • Generic talking points used for all courses, such as… • Are they prepared and in the right class? • Do they have any issues and are they getting the help they need? • Do they have a clear plan for success? 23
  21. 21. Comments from Students Thank you for taking the time out of your schedule to welcome me to the program. I appreciate the tips and strategy you have provided and I will try to take full advantage of them. I am sincerely impressed with the feedback and concern that UMUC displays towards its students. Thank you again for the encouragement and advice.Thank you very much... I appreciate your words of wisdom and I look forward to participating in the program this fall!
  22. 22. Iterations Required • There is not enough evidence from Spring and Summer to indicate that the treatment is effective. • Fall results look promising for most UG courses. Recommendations: 1. Based on positive Fall 2013 results do A/B testing. 2. Continue to refine the research methodology in future pilots. 25
  23. 23. Primary Objective Determine whether Advising and/or Academic interventions from Fall '13 are most effective and should be operationalized going forward. Test Strategy 26 A – Test Academic interventions B – Test Advising interventions C – Control No interventions
  24. 24. • Commitment to No Cost for Students • Almost 300 courses since fall
  25. 25. Adaptive Learning • Participated and continuing work with Open Learning Initiative • Investigation of current highly rated tools • Following work of PLN supported by BMGF • Considerations of resources and effort • Alignment of courses and pilots • Will initiate for fall
  26. 26. Competency Based Learning • Outcomes, not inputs • Demonstration of learning • Progress through mastery • Ongoing assessment and support
  27. 27. • Evidence based - Clear measures - Documentation of mastery - Early and continuous assessment • Learner focused - Variable pace and delivery formats - Integration of theory and practice Value Added
  28. 28. • From seat time to mastery • From assignments to assessments • From one-size-fits-all cohorts to self-paced progress • From class variance to consistent expectations and measures • From lecturing to coaching What Needs to Change?
  29. 29. • Assessment within curriculum • Project based learning • Competency assessments with self- study • Other formats • Varied credit alignment What Does It Look Like?
  30. 30. Take-aways • Need internal system-wide innovation to spur entrepreneurialism • Push individuals to innovate toward top priorities • Think about people—need to be open, collaborative, and interested in measured change
  31. 31. Questions Contact Information: Karen Vignare karen.vignare@umuc.edu

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