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The Future of Teaching and Learning in the Age of Big Data and Massive Open Online Classes

The Future of Teaching and Learning in the Age of Big Data and Massive Open Online Classes. Indiana University Center for Innovative Teaching & Learning Scholarship of Teaching & Learning Series March 28, 2013 Dan W. Butin dan.butin@merrimack.edu Dean, School of Education, Merrimack College

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The Future of Teaching and Learning in the Age of Big Data and Massive Open Online Classes

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  1. The Future of Teaching and Learning in the Age of Big Data and Massive Open Online Classes Indiana University Center for Innovative Teaching & Learning Scholarship of Teaching & Learning Series March 28, 2013 Dan W. Butindan.butin@merrimack.edu Dean, School of Education, Merrimack College Executive Director, Center for Engaged Democracy

  2. The Rhetorical Punchline MOOCs WILL SAVE US OR NOT.

  3. Some “Housekeeping” Notes Some Caveats and Wild Cards • Differential Impact Across Distinct Segments • Unclear Pathway of Technological Disruption • Unstable Business Model of Higher Education Broad Brush Strokes • Disrupt our Sense of Complacency • Dialogue and Debate • Transformations Occur at the Boundaries

  4. The Argument… “implosion of the monopoly” “learning 1.0 product in a Web 2.0 world” “apprenticeship in democracy”

  5. MOOCs AS THE FUTURE – Part 1: EXTERNAL PRESSURES • Market Pressures • Technological Drivers • Demographic Changes • Fiscal Disinvestment • Institutional Segmentation

  6. MOOCs AS THE FUTURE – Part 2: INTERNAL TROUBLES • Transmission Model • Adjunct-Driven • Retention-Poor • Remediation-Prone

  7. MOOCs AS THE FUTURE The Big Picture • Splintering of Pathways • Unbundling of Faculty Work • “Democratization” of Knowledge • Overcoming Baumol’s Cost Disease The Buzz-Words • Learning Analytics • Adaptive testing • Intelligent Tutoring Systems (“interaction granularity”) • Natural Language Processing (latent semantic analysis) • “Big Data”

  8. BUT THE FUTURE IS NOT WHAT WE EXPECTED Learning 1.0 Product in a Web 2.0 World

  9. MOOC Completion Rates: The Data From: http://www.katyjordan.com/MOOCproject.html

  10. AN EXAMPLE FROM DUKE

  11. THE DIFFERENCE BETWEEN LEARNING 1.0 AND 2.0

  12. BATESON’S LEVELS OF LEARNING

  13. META-COGNITION AND TRANSFORMATIONAL LEARNING • Novice/Expert Research: Deliberate practice • Against automaticity (edge of chaos; zpd) • Self-Consuming Pedagogy • Antifoundational service-learning (dewey; fish) • Teaching as Bricolage • Standardization of practice (i-r-e sequences) • Repertoire enlargement (improvisational strategies)

  14. A VISION FOR HIGHER EDUCATION

  15. A VISION FOR HIGHER EDUCATION • “profX” • Place-based learning • Apprenticeship into democracy • contra closed-ended knowledge (stable, solvable, singular)

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