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MOOCs and on-campus learning Kiczales, Gregor Oct 23, 2013

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MOOCs and On-Campus Learning?MOOCs (MOORs, SPOCs...)?internet-based, inexpensive, well-resourced, multi-media courses?look at some of what?s happening?numbers, state of the art, common elements?Other Innovations and Context?What Might We DoOutlineplatform genesiscontract withcourse productionplatform does best? numbersCourseraStanford spinoutuniversity all university closed# schools# courses# NYT articles82 partners10 systems479 coursesedXmooc.orgMIT & Harvarduniversity joint openplatformlearning researchinteractive learning support29 schools85 coursesUdacityStanford spinoutindividuals @ Udacity closedvideo productionGoogle lookrevenue?30 courses[As of October 2013, company websites][Kizilcec, Piech, Schneider 2013]~ 50% no shows are modeled as going from A to O in week 1?dropout rate? revisiteddistinct categories of learners?Some examples of what MOOCs are and are not?Not just recordings of lecture, not just powerpoint?Video is a different medium than face-to-face?MOOCs are more than videos?Community in MOOCsMOOC State of the ArtWalter Lewin MITx 8.01x Classical MechanicsMITx 8.02x Electricity and MagnetismThese are not just recordings of ordinary lectures.Now adding other MOOC components.?Student can pause, replay?they can control pace themselves?so videos should be more dense?they become very different artifacts?Time control as a tool?crosscutting organization of lectures?explicit meta-analysis of process?It can be more theatrical ?it can be more personalVideo is a Different Medium[Ghrist, Penn Single Variable Calculus][Kiczales, UBC, Systematic Program Design][Burch and Harris, UBC, Climate Literacy][Alcock, Brown, Archeology?s Dirty Little Secrets][Alcock, Brown, Archeology?s Dirty Little Secrets][Alcock, Brown, Archeology?s Dirty Little Secrets][Alcock, Brown, Archeology?s Dirty Little Secrets][Alcock, Brown, Archeology?s Dirty Little Secrets][Weinstein, Brown, The Fiction of Relationship]In ?Commencement Announcement?You may remember my invoking Faulkner?s autumnal image a few weeks ago: Somebody has to rake up the leaves before you can have the bonfire. What I hope this course has seeded are the following, in no particular order: 1. a keener appreciation for the vibrancy and ramifications of great novels.     ...  4. a richer sense of how books might build communities, how people who?ve never seen each other might weave together, via shared texts and individual responses, a fiction of relationship.[Weinstein, Brown, The Fiction of Relationship]?The other point that I would make is about our assignments - students told stories (accompanied by evidence) about climate change occurring in their community (Part 1) and then explored potential/actual mitigation and adaptation solutions (Part 2). ?They created videos or wrote essays, and then pinned them to a communal map of the globe. ?This did a couple of things that it would be impossible to do outside of a MOOC: produced an incredible quantity of stories, coming from communities that often never get to show what climate change means in their local context; spread knowledge from student to student about possible solutions rather than just from instructor to student; connected developing to developed world in a free and accessible way. ?This map will ultimately become a repository of data as each cohort of students adds to it - important for both research and practice.1. Sarah Burch is now at Waterloo.[Burch and Harris, UBC, Climate Literacy]Forum Postings - 4 UBC MOOCsLive Office Hours on Tour??Subtitles?Lecture notes?In-video quizzes?Post video quizzes?Homework?Peer graded homework?Special on-line tools (simulations etc.)?Online forums?Live online chats?Facebook groups?...most of which produce a lot of data.MOOCs Are More Than VideosScale + Channel + Data + Resources?For each video/quiz question, provide a separate video for each incorrect answer.?ML techniques to model student performance?(e.g. Knewton) What video should someone who gets this wrong answer see? TA hours that are available anywhere.?Also mine forum postings??Relatively easy A/B experiments with interventions.?a collaboration that would be unmanageable outside of a MOOC platform??Or blended learning ready??How many are university ready?Will Students be MOOC Ready?Kahn?s New Math Learning Center[Vi Hart, Hexaflexagons]This video has 5.4 million views.Hexaflexagons 5,384,548Doodling in Math Class: Binary Trees 712,806Doodling in Math Class: Snakes + Graphs 1,618,36Doodling in Math Class: Infinity Elephants 2,146,695Wau: The Most Amazing, Ancient, and Singular Number 716,256Pi Is (still) Wrong. 1,487,902View counts do not include views on the Kahn platform!Vi HartRecreational mathemusicianYouTubevihart.comKahn Academy?Let?s say you?re me and your in math class...?Views?MOOCs are going to be more than just stand alone courses.MOOCs +Udacity offers a premium TA service.No standard introductory courses will be offered and students will be expected to do significant work on their own ahead of class, guided by their faculty advisor. Case studies form a key component of these courses, and serve to integrate the learned material with concepts in real-world contexts. There are no lectures and all classes will be limited to 19 students.  Seminar-style learning in small classes allows for personalized attention and vigorous discussion designed to provoke thought and challenge assumptions.[25M seed funding]?Diverse - a wide range of subject matters?More than videos - richly interlinked exercises, special software, forums...?High quality - winners will have large resources to re-invest?Students will be MOOC ready?Scale effects matter; really big courses may be much better than just big ones?MOOCs will do some things much better than we can... and students will know it.?The bar is going to move up for everything MOOCs can do well.So, MOOCs will be?When MIT,  Wharton etc. put entire course streams online for free they believe they still have significant value to offer students ?in the classroom? and ?on campus?. ?What is that value??Is it is more than just selection and cohort benefits??Can we deliver it too??What will it take?What do we need to do??We need to develop some of our own MOOCs?We need to be scholars of MOOCs?We need to uses MOOCs when appropriate?We need to explore multiple models of using MOOCs?as ?primary text??as one of many curated contents?as customized for our studentsWe Have to Engage?We need to adapt what/how we teach to a world in which high-quality content is readily available.?just-in-time learning vs. pre-reqs?just-in-time learning vs. 4 years??Goal? Support for online? Cover more than online? Deeper? Better connected??Flip+++++We Have to Make Our Added Value ClearWe Have to Make Our Added Value Clear?Experiment head-to-head,  we are now running the MOOC and the UBC course in parallel?vz MOOC, UBC course goal is same content, deeper learning, harder problemsw/ ?flipped-flipped lecture?, labs and problem sets facilitating that?too soon to know much, but:?would rather have 1 2-3 hour lecture per section and smaller sections?students seem to ?love having the videos,  attend fewer office hours, not use Coursera forums?are less disciplined in use of forums (forum tool effect? Piazza vs. Coursera)?Experiment head-to-head,  we are now running the MOOC and the UBC course in parallel (cont?d)?MOOC students tend to be more mature, better able to deal with ambiguity?Our ability to seeing the UBC students work gives us a better sense of knowing where they are?Which way should new content flow??Should we continue trying to link cohorts? Or run independently?

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