Scaling Up Online Learning: Innovations for Large-Scale Student Guidance

1. 08 July 2013 The pedagogies for large-scale student guidance Diana Laurillard London Knowledge Lab Institute of Education, London

2. The global demand for education By 2025, the global demand for higher education will double to ~200m per year, mostly from emerging economies (NAFSA 2010) The new UNESCO goals for education: • Every child completes a full 9 years of free basic education … • Post-basic education expanded to meet needs for knowledge and skills … (Draft for UNESCO post 2015 goals) Implying significant growth in graduate numbers to supply this level of education “An innovation must be aligned with corporate interests for it to work” (Richard Maccabee) But staff:student ratios in the current HE model are ~1:25, which cannot meet this level of demand Can technology help?

3. Supporting high quality online learning MOOC MOOC vs standard online course Preparation time (fixed costs) • Adaptive feedback (sim/models/games) • Adaptive feedback (sim/models/games) • Adaptive feedback (sim/models/games) • Expositions (lecture videos) • Expositions (lecture videos) • Expositions (lecture videos) • Automated grading (MCQs, quizzes) • Automated grading (MCQs, quizzes) • Automated grading (MCQs, quizzes) • Readings (pdfs) • Readings (pdfs) • Readings (pdfs) • Collaboration activities (wiki) • Collaboration activities (wiki) • Collaboration activities (wiki) • Peer group discussion (forums) • Peer group discussion (forums) • Peer group discussion (forums) • Peer grading against criteria (tests) • Peer grading against criteria (tests) • Peer grading against criteria (tests) • Tutored discussion (forums) • Tutored discussion (forums) • Tutored discussion (forums) • Tutor feedback (e-portfolio) • Tutor feedback (e-portfolio) • Tutor feedback (e-portfolio) Support time (variable costs)

4. The MOOC as ‘large-scale’ pedagogy MOOCs are not large scale – Duke University Completed = 2% of enrolment, 25% of ‘engaged’ Duke University Report 2012

5. The MOOC as ‘large-scale’ pedagogy Average student numbers per course - Edinburgh 51500 Enrolled 20500 Accessed Week 1 15000 Engaged Week 1 Week 5 asst's 6000 5500 Statement of Accomplishment 0 10000 20000 30000 40000 50000 60000 Completed = 10% of enrolment, 37% of ‘engaged’ MOOCs @ Edinburgh 2013 – Report #1

6. The MOOC as undergraduate education Not for undergraduates 72% have degrees Enrolled students Duke University Report 2012

7. The MOOC as undergraduate education Not for undergraduates 70% have degrees 40% PG degree Degree 30% College 17% 10% School Enrolled students 3% Less than high school 0% 10% 20% 30% 40% 50% MOOCs @ Edinburgh 2013 – Report #1

8. What does it take to teach a MOOC? 8 weeks, providing 50 hours learning time, including support: Videos and pdfs Quizzes Wiki Peer discussions Peer grading Tutored discussions Summative assessment High on prep time Zero tutor contact for 42 hours Low on prep time High contact for 8 hours learning 420 hours to develop materials and course design 200 hours to support 8 hours for ~500 students = 1:20 staff student ratio How does that scale up to large student numbers? Duke University Report 2012

9. What it takes to teach a basic MOOC vs the Duke MOOC Total teaching time “What students need is support and encouragement” (Lindsay Jordan) 3000 3000 2500 2500 2000 2000 Duke MOOC Duke MOOC 1500 1500 Basic MOOC Basic MOOC The variable cost of high quality support does not achieve economies of scale if you maintain the same pedagogy 1000 1000 Prep time = 420 500 500 0 0 50 50 500 500 5000 5000 Preparation time = 420 hrs Support time 50 500 5000 Duke MOOC 20 hrs 200 hrs 2000 hrs Basic MOOC 0.00 0.00 0.00

10. Modelling the benefits and costs • It’s important to understand the link between the pedagogical benefits and teaching time costs of online learning – especially for the large-scale • What are the new digital pedagogies that will address the 1:25 student support conundrum?

11. Pedagogies for supporting large classes Conceal answers to question Ask for user-constructed input Reveal multiple answers Ask user to select nearest fit 240 individual students produce response to open question Pairs compare and produce joint Concealed MCQs Introduce content Self-paced practice Tutor-marked test Student becomes tutor for credit Until half class is tutoring the rest The (virtual) Keller Plan Tutorial for 5 representative students Questions and guidance represent all students’ needs response Groups of 4 compare and produce joint response and post as one of 10 responses... 6 groups of 40 students vote on best response Teacher receives 6 responses to comment on The vicarious master class Pyramid discussion groups

12. Pedagogies for supporting large classes Concealed MCQs Laurillard, 2002 The (virtual) Keller Plan Keller, 1974 The vicarious master class Mayes et al, 2001 Pyramid discussion groups Gibbs et al, 1992 The traditional pedagogies for large classes could be redesigned as digital formats

13. Tools for teachers to share ideas Teachers as designers need the tools for innovation http://tinyurl.com/ppcollector To find or create new ideas Adopt Adapt Test To collect learning analytics Redesign Analyse Publish Creating knowledge about effective blended and online pedagogies

14. Tools for teachers to share ideas http://tinyurl.com/ppcollector

15. Academics sharing their best designs A library of patterns to inspect

16. Defining the metadata of their pedagogies Assigned metadata on • learning type • group size • duration in minutes • teacher contact/not • resources attached • evidence of learning

17. Adopt and adapt design for Ed students Share the pattern Export to Word [Moodle] Check the feedback on the overall distribution of learning activity Specify the duration of the activity in minutes Adjust the type of learning activity. Edit the instructions.

18. Adopt and adapt design for Ed students “… I can pick up bits of what you do” (Kevin Ashley)

19. Export to Moodle for Ed students • Interprets metadata to assign activity types in Moodle (or other LMS) Attaches resource links Inserts study guidance from text in the pattern Collects data on student performance on TEL-based activities • • •

20. Reuse for Med students in PPC Explain how to optimise the inputs to a learning design tool to achieve a well-balanced learning design Explain how to optimise the inputs to a patient simulator to achieve the ideal blood pressure With your partner select different inputs to the learning design tool – can you improve on your previous results? With your partner select different inputs to the patient simulator – can you improve on your previous results?

21. Reversioned for Med students “We do not share as much as we should” (Nicola Millard) • • Same pedagogical pattern Same study guidance except for subject content terms Different resources attached Same type of evidence data (?) • •

22. Modelling the pedagogic benefits A computational representation can analyse how much of each learning activity has been designed in Conventional Categorised learning activities Acquisition Inquiry Discussion Practice Production Blended Acquisition Inquiry Discussion Practice Production Analysis shows more active learning

23. Modelling the teaching time costs Modelling an IOE course over 3 years: the Course Resource Appraisal Model Prep hrs Prep hrs Support hrs Support hrs Yr1 Yr2 Yr3 Yr1 Yr2 Yr3 Figure 2(b) Teaching time for a course with 40, 80, 160 students, gives profits of -£12000 £13000 £35000 Figure 2(a) Teaching time for a course with 40 students each year, gives profits of -£12000 £5000 £8000 + need to model differences in administrative support costs for step changes

24. The uncomfortable truths of education economics (No university or college finance director addresses these!) Scaling up to large numbers will never improve the per-student support costs… …unless we come up with some clever learning designs that support at better than the 1:25 ratio “Senior leaders should be modelling what they expect from their staff” (Cathy Walsh) à We need to invest in teacher innovation to make the best use of our teaching resource for students’ outcomes à Teachers sharing innovations will improve knowledge, quality and value for students’ money

25. Further details… http://buildingcommunityknowledge.wordpress.com/ “Science moves faster with open access” (Alicia Wise) http://tinyurl.co,/ppcollector Teaching as a Design Science: Building pedagogical patterns for learning and technology (Routledge, 2012) d.laurillard@ioe.ac.uk

26. The pedagogies for large-scale student guidance “the WWW is coming!” (Martin King) The global demand for education requires investment in The global demand for education requires investment in large-scale pedagogic innovation for MOOCs to deliver large-scale pedagogic innovation for MOOCs to deliver Digital pedagogic innovation must support students at a better than 1:25 staff-student ratio Teachers need the tools to design, test and share the evidence of what works, and model benefits and costs Teachers are the engine of innovation – designing, testing, sharing their best pedagogic ideas And they need your help to do it! Digital pedagogic innovation must support students at a better than 1:25 staff-student ratio Teachers need the tools to design, test and share the evidence of what works, and model benefits and costs Teachers are the engine of innovation – designing, testing, sharing their best pedagogic ideas