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MOOCs and online learning: learner support and teacher workload Diana Laurillard London Knowledge Lab Institute of Edu

MOOCs and online learning: learner support and teacher workload Diana Laurillard London Knowledge Lab Institute of Education. 08 July 2013. The Challenges to Higher Education. The issues Global demand for HE The aims of HE The roles of TEL Modelling MOOCs Teachers as innovators.

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MOOCs and online learning: learner support and teacher workload Diana Laurillard London Knowledge Lab Institute of Edu

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  1. MOOCs and online learning: learner support and teacher workload Diana Laurillard London Knowledge Lab Institute of Education 08 July 2013

  2. The Challenges to Higher Education The issues • Global demand for HE • The aims of HE • The roles of TEL • Modelling MOOCs • Teachers as innovators

  3. The global demand for HE 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) By 2025, the global demand for higher education will double to ~200m per year, mostly from emerging economies(NAFSA 2010)  Implying significant graduate and teacher training needs for this level of schooling and HE 1:25 staff:students??

  4. Universities as businesses “The knowledge industry is regarded as a global business… Because HE is seen as a ‘market’ game rather than a social project… universities no longer have to apologize for treating international students as ‘customers’ who represent a significant income stream” (Scott, 2011: 64) UK Export income of HEIs: £2.4bn fees; £4.3bn for living So online teaching as an export generates much less ROI We are now ‘entrepreneurial’ universities, but which of our ‘classic’ values do we preserve?

  5. The aims and purpose of HE The purposes of higher education: • To inspire and enable individuals to develop their capabilities to the highest… • To increase knowledge and understanding for their own sake… • To serve the needs of an adaptable, sustainable knowledge-based economy… • To play a major role in shaping a democratic, civilised, inclusive society (NCIHE, 1997) How could mass HE achieve that nurturing of the individual, while reducing the current 1:25 staff:student ratio for student support?

  6. The fundamental academic aims To improve the quality and scale of HE across the world - Not to access masses of data from desperate would-be students - Not simply to market our existing courses more widely - Not to provide free CPD to employed professionals

  7. Understanding high quality T&L MOOCvsstandard online course Preparation time (fixed costs) • Adaptive feedback (simulation/models) • Expositions (lecture videos) • Automated grading (MCQs, quizzes) • Readings (pdfs) • Collaboration activities (wiki) • Peer group discussion (forums) • Peer grading against criteria (tests) • Tutored discussion (forums) • Tutor feedback (e-portfolio) • Adaptive feedback (simulation/models) • Expositions (lecture videos) • Automated grading (MCQs, quizzes) • Readings (pdfs) • Collaboration activities (wiki) • Peer group discussion (forums) • Peer grading against criteria (tests) • Tutored discussion (forums) • Tutor feedback (e-portfolio) • Adaptive feedback (simulation/models) • Expositions (lecture videos) • Automated grading (MCQs, quizzes) • Readings (pdfs) • Collaboration activities (wiki) • Peer group discussion (forums) • Peer grading against criteria (tests) • Tutored discussion (forums) • Tutor feedback (e-portfolio) Support time (variable costs)

  8. Lessons from Georgia Tech MOOC Good points Students form communities within the discussion forums Peer help with questions about content or technology More ambitious students have developed study guides Some self-identified instructors have formed their own forum, to consider how they can use our course to teach their own students Issues AT&T is donating $2-million; Bill & Melinda Gates Foundation support Some students want a great deal of guidance Evaluating students’ writing can only rely on peer review Platform constraints affect pedagogy: Not allowed to a fail a student who gives no feedback So many students get no peer feedback Students can automatically peer review—even if they failed the training

  9. The Duke MOOC Bioelectricity: A Quantitative Approach Taught in class for over 20 years Experimental move to a free and open MOOC 12,000 students enrolled from >100 countries • 8 weeks long • 97 ~6 min videos • 22 GB of data • 1052 files • 18 gradedexercises, including a peer-gradedwritingassignment and final exam (DukeUniversity 2013)

  10. The Duke MOOC Not for undergraduates Enrolled students Potential undergraduates

  11. The Edinburgh MOOCs Not for undergraduates 40% 30% 17% 10% Enrolled students 3% Potential undergraduates MOOCs @ Edinburgh 2013 – Report #1

  12. The Duke MOOC Not for the faint-hearted Comparable with normal online u/g courses = 2% of enrolment

  13. The Edinburgh MOOCs Average student numbers per course 51500 20500 15000 6000 5500 = 10% of enrolment

  14. Basic MOOCs vs the Duke MOOC: Comparing the learning experience Basic: 8 weeks, providing 50 hours learning time, no support Duke: 8 weeks, providing 50 hours learning time: • Videos and pdfs • Quizzes • Wiki • Peer discussions • Peer grading • Tutored discussions • Summative assessment High on prep time Zero contact for 42 hours Low on prep time High contact for 8 hours 420 hours to develop materials and course design 200 hours to support ~500 students for 8 hours = 1:20 staff student ratio Report at http://bit.ly/ZRMbjp

  15. Comparing teacher hours for a basic MOOC and the Duke MOOC (48 hour course) Total teacher time Teacher support time rises to 2000 hours for 5000 students. 2000 hours = 1 year of a tutor for a 5 credit course. = 24 FT tutors for 120 credit course. Prep time = 420 Preparation time = 420 hrs The variable cost of support does not achieve economies of scale

  16. Modelling the benefits and costs • We need to understand the pedagogical benefits and teacher time costs of online HE • What are the new digital pedagogies that will address the 1:25 student support conundrum? • How do we turn variable-cost pedagogies into fixed-cost?

  17. Large-scale pedagogy (Edinburgh MOOCs) Academic reads posts selectively and summarises each week so not a variable cost + Popular with students

  18. Pedagogies for supporting large classes Concealed MCQs The virtual Keller Plan The vicarious master class Pyramid discussion groups Conceal answers to question Ask for user-constructed input Reveal multiple answers Ask user to select nearest fit Introduce content Self-paced practice Tutor-marked test Student becomes tutor for credit Until half class is tutoring the rest 240 individual students produce response to open question Pairs compare and produce joint 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 Tutorial for 5 representative students Questions and guidance represent all students’ needs

  19. Tools for teachers as learning designers Teachers as designers need the tools for innovation To find or create new ideas Adopt Adapt Test To collect learning analytics Redesign Analyse Publish Creating knowledge about effective blended and online pedagogies Laurillard, D. (2012). Teaching as a Design Science: Building Pedagogical Patterns for Learning and Technology. New York and London: Routledge.

  20. Tools for teachers as learning designers http://tinyurl.com/ppcollector

  21. Teachers sharing their best designs A library of patterns to inspect

  22. Capturing their mixed mode pedagogies Colour-coded text identifies content parameters Black text expresses pedagogy design

  23. Defining the metadata of their pedagogies • Category of • learning type • duration in minutes • teacher contact/not

  24. Export to Moodle for Ed students

  25. Reversioned for Med students The cycle of professional collaboration: Search - Adopt – Adapt – Link resources and tools – Test – Revise - Annotate – Export to VLE – Publish to repository – Search Turning Mode 2 knowledge about the practice of teaching into Mode 1 knowledge that is explicit, articulated, testable, shareable, generalisable and localisable (Gibbons et al, 1994)

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

  27. Modelling the benefits of blended courses • Academics define the • mix of physical and digital activities, • group size, and • distribution of total learning hours

  28. Modelling the costs of online courses Modelling an IOE course over 3 years Prep hrs Support hrs Prep 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

  29. Modelling the costs for increasing student cohort size Scaling up to large numbers will never improve the per-student support costs… …unless we come up with some clever pedagogical patterns that support at better than the 1:25 ratio The question is – what are they, and how do we develop and share them?

  30. An institutional approach to blended learning • Create a ‘T&L’ learning organisation: • Changes to T&L are modelled carefully • Model the University’s preferred pedagogies • Innovation is designed to collect and use evidence • Invest in teachers innovating • Teaching innovation is rewarded alongside research • Reconceptualise teaching as knowledge building • Start from the vision / problem, not the technology • The Senior Team must ask ‘how can technology help?’

  31. Further details… www.ldse.org.uk/ TheALT MOOC ‘OCTEL’ Open Course in Technology Enhanced Learning at http://octel.alt.ac.uk/ April 2013 tinyurl.com/ppcollector Teaching as a Design Science: Building pedagogical patterns for learning and technology (Routledge, 2012) d.laurillard@ioe.ac.uk

  32. Teaching as a design science: Tools for professionals teaching MOOCs The global demand for HE requires investment in pedagogic innovation for MOOCs to deliver TEL-based pedagogic innovation must support students at a better than 1:25 staff-student ratio Teachers need the tools to design, test, gather the evidence of what works, model benefits and costs Teachers are the engine of innovation – designing, testing, sharing their best pedagogic ideas The global demand for HE requires investment in pedagogic innovation for MOOCs to deliver TEL-based pedagogic innovation must support students at a better than 1:25 staff-student ratio Teachers need the tools to design, test, gather the evidence of what works, model benefits and costs Teachers are the engine of innovation – designing, testing, sharing their best pedagogic ideas

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