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MITx: What ’ s the Right Recipe?

MITx: What ’ s the Right Recipe?. Chris Terman (cjt@mit.edu). Background. 6.002x: Implemented the browser-based virtual lab bench (schematic entry, Spice-like circuit simulator); wrote the labs. 6.00x: Recorded 20% of the lecture sequences.

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MITx: What ’ s the Right Recipe?

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  1. MITx: What’s the Right Recipe? Chris Terman (cjt@mit.edu)

  2. Background 6.002x: Implemented the browser-based virtual lab bench (schematic entry, Spice-like circuit simulator); wrote the labs. 6.00x: Recorded 20% of the lecture sequences. 6.004 on campus (250 students/term): For many terms, used on-line submissions of labs and Piazza forum (about 600 Q’s and A’s per term).

  3. Ingredient #1:Self-paced Mastery Learning • Gold standard for learning gain • Widely used, e.g., by Khan Academy • Students will find course “effective” • Components for mastery learning: • Focused lecture segments (one concept or skill) • Many (e.g., parameterized) practice exercises students will use to test mastery

  4. Ingredient #2:Active Learning • Hands-on (e.g., labs or visualizations)>> passive activities (e.g., watch videos) • Browser environment is good at running code and getting better. The necessary horse-power is (mostly) there! • Interactive is fun  Passive is boring  • Organize around hands-on activities? • Passive activities as “reference material”; lecture segments aren’t the central focus. • Students prefer just-in-time learning, where need to know creates a teaching moment.

  5. Ingredient #3:Timely Help (to avoid frustration) • Make “massive” an asset! • Many students → many questions → overwhelmed staff • Empower students to help their peers • Reward/recognize/require? mentoring behaviors • Peer-to-peer help happens on campus all the time! • Monitor forums and respond frequently • Post schedule for when staff will be monitoring

  6. My “New” MITx Recipe See one, Do one, Teach one Nothing surprising here: It’s what we do now on campus Useful improvement: self-paced mastery learning New ingredient

  7. See One • Learn concepts, observe skills • Analysis: understand & evaluate what you see. ☛ Does it work? ☛ Can it be improved? ☛ Is there a better overall approach? • How to make this interactive? idea: peer reviews, first on training set, then “live” on student work

  8. Do One • Apply concepts, practice skills • Synthesis: learn how to do it ☛ Starting with a blank sheet of paper is much harder than it appears! • How to make this interactive? ☛ virtual labs, instant feedback ☛ get over-the-shoulder help • Motivational opportunities ☛ contests, badges, … ☛ social connections the key!

  9. Teach One • Teach concepts, demonstrate skills • Organize/connect: explain why ☛ You really know a topic after you teach it! • How to make this interactive? ☛ match mentor with student ☛ give over-the-shoulder help • Motivational opportunities ☛ be recognized as a guru

  10. Summary See One Learn concepts Observe skills Analyze Understand what Do One Apply concepts Practice skills Synthesize Learn how Teach One Teach concepts Demonstrate skills Organize/connect Explain why

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