2013 06 13 (uc3m) emadrid pdillenbourg epfl moocs social you believe

Pierre Dillenbourg, Center for Digital EducationÉC O L E P O L Y T E C H N I Q U EFÉ DÉR A L E D E L A U S A N N E

http://blog.recherche-action.fr/intermedes/files/2012/08/DSC01688.jpg

Massive Open Online Courses (2008)Technology-enhanced learning (2004)

Swiss Virtual Campus (2000)Learning Management Systems (1999)

Virtual University (1999)Open Learning (1995)

e-Learning (1993)Online Education (1993)

Computer-Mediated Learning (1990)Educational telematics (1988)

Computer-Assisted Learning (1985)Computer-Based Learning (1980)

Computer-Assisted Instruction (1960)

http://upload.wikimedia.org/wikipedia/commons/f/f7/Veterans_day.jpg

Who is your worst enemy ?

Over-expectations are the worst friends

of learning technologies

Pierre DillenbourgCenter for Digital Education ÉC O L E P O L Y T E C H N I Q U E

FÉ DÉR A L E D E L A U S A N N E

EPFL Center for Digital Education

Retention rates

65% show up16% watch videos at Week 8

24’000 students

Explicit indicators of student intent

A B

EPFL Situation on 01.06.2013

• Partnerhsip with Coursera and EdX

• 4 MOOC finished

• 17 MOOCs in preparation

• 12/21 are in French

Center for Digital Education ÉC O L E P O L Y T E C H N I Q U EFÉ DÉR A L E D E L A U S A N N E

Why does EPFL engage in MOOCs?

Visibility: Enhance EPFL reputation– Unique selling point MOOCs

Internal: Improving teaching– Learning data analytics– « Flipped » classrooms

Networks: collaboration opportunities– RESCIF: education for French speaking Africa– EuroTech: MOOCs for postgraduate education, with DTU, TUM, TU/e

Continued Education– Potential source of revenue

Citizens– Raising interest in the population

We don’t decide who connects !D

ata produced by Heather M

iller & M

artin Odersky

In a MOOC, how much time do students take to watch the video materialthat correspond to a 2 hours lecture ?

1.5 h 3 h 5 h

The need for reasonable over-generalisations

What motivates students to enroll?Median and range across 5 post-course surveys

Genera

l inter

est

Exten

d curre

nt knowled

ge

Professio

nal Dev

elopmen

t

Interest

in M

OOCs

Supplem

ent t

raditional

class

Can't a

fford form

al ed

ucation

Might t

ake f

ormal

colle

ge cl

ass

Geogra

phically

isolat

ed0%

20%

40%

60%

80%

100%

Yvonne Belanger, head Assesment & Planning, Duke University

Most students appreciate MOOCs

14 online 7 online + 7 on campus 14 on campus no opinion0%

10%

20%

30%

40%

50%

60%

70%

«In the future, I would prefer to take this course…. »

Dat

a pr

oduc

ed b

y H

eath

er M

iller

& M

artin

Ode

rsky

MOOC ‘FRP SCALA’ (Odersky)

Lessons learned: MOOCs are demanding for students

assignments

videos, quizzes

http://www.chipestimate.com/blogs/IPInsider/?p=458

assignments

9+ 7 or 8 6 5 4 30%

5%

10%

15%

20%

25%

30%

35%

On-lineOn-campus

Answers from 84 EPFL students, M. Odersly & H. Miller


Novelty ? the clash of 2 worlds

• The best lecturers• From the best

universities• Focused on contents• High workload• A course is the unit• Classical pedagogy• Strict schedule• Certification

• YouTube attention span

• Free access to contents

• Many small revenues• (Anytime), anywhere• Social software• Community effects• Crowdsourcing• Learning analytics

http:

//w

ww

.futu

rego

v.as

ia/p

hoto

logu

e/ph

oto/

acad

emia

/

http://tccl.rit.albany.edu/knilt/index.php/U

nit_One:_W

eb_2.0_in_Education

Lessons learned: MOOCs are demanding for teachers

assignments

Lessons learned: MOOCs are demanding for teachers

assignments

Dat

a pr

oduc

ed b

y H

eath

er M

iller

& M

artin

Ode

rsky


Data produced by Heather Miller & Martin Odersky

0

500

1000

1500

Uni

ted

Stat

esRu

ssia

n Fe

dera

tion

Uni

ted

King

dom

Ger

man

yFr

ance

Pola

ndU

krai

neIn

dia

Spai

nSw

itzer

land

Cana

daSw

eden

Net

herla

nds

Oth

erBr

azil

Italy

Finl

and

Aust

ralia

Belg

ium

Arge

ntina

Nor

way

Chin

aCz

ech

Repu

blic

Bela

rus

Afgh

anist

anH

unga

ryRo

man

ia

Aust

riaIs

rael

Irela

ndG

reec

eD

enm

ark

Mex

ico

Japa

nCr

oatia

Po

rtug

alSi

ngap

ore

Sout

hAfr

ica

Turk

eySl

ovak

iaBu

lgar

iaEs

toni

aN

ew Z

eala

ndSe

rbia

Kore

a, R

epub

lic o

fCo

lom

bia

Phili

ppin

esU

rugu

ayIra

n, Is

lam

ic R

epub

lic o

fVi

etna

mKa

zaks

tan

Taiw

an, P

rovi

nce

ofCh

ileLi

thua

nia

Paki

stan

Slov

enia

Lessons learned: becoming global


China?

MOOCs start to be taken in Africa

In French

Lessons learned: Community Effects

– Subtitling and translation– Volunteers for tutoring– Local study groups

Correlation between peer’s grades and TA’s grades


R = .51R = .55

Certification ?

Problems

1. Plagiarism & Certification2. Fears / Overexpectations3. Underflipped classes4. Multiple audiences5. Data war6. Teacher’s recruitment: workload,

public mistakes7. Risks

MOOCs are more social than you

believe


?

Individualisation

Social interactions

1960

1980

2000

2020

The Myth of Individualisation

MOOCS

Result from Loya Aniruddha, Aarthi Gopal, Isha Shukla // Patrick Jermann, Roland Tormey

Regular Irregular0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

1542

8786

301

17070

Drop OutStay In

Regular Irregular0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

1542

8786

216

6427

Drop OutStay In

Routines reduce drop out MOOC ‘SCALA’

(Students who watched at least 1 lecture)(Students who uploaded at least 1 assignement)

MOOC Research > Learning Analytics

(1) Eye-tracking study of the role of deictics

http://www.youtube.com/watch?v=_8ev-qaA4TM

(2) Gaze-driven player for hands-free note taking:

http://www.youtube.com/watch?v=AffjJm6etY8





Nan Li, Jan Blom


(3) Will MOOCs save

BOOKs ?

Better be an actor than a spectator

2013 06 13 (uc3m) emadrid pdillenbourg epfl moocs social you believe

Education

Transcript of 2013 06 13 (uc3m) emadrid pdillenbourg epfl moocs social you believe