Engineering MOOCs for Future Engineers: Integrating MOOCs into Formal Learning Environments
Farewell to MOOCs: Now Can Real Innovation Begin?
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Transcript of Farewell to MOOCs: Now Can Real Innovation Begin?
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Farewell to MOOCs: Now Can Real Innovation Begin?
Karen Vignare
Associate Provost
UMUC
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Defining MOOCs
MOOC poster April 4, 2013 by Mathieu Plourde licensed CC-BY on Flickrhttp://www.flickr.com/photos/mathplourde/8620174342/sizes/l/in/photostream/
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Less Media Hype Better Decisions?
Why do the MOOC? Experimentation Brand Awareness Remediation Move into Online Learning Move to Informal Learning
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Less Media Hype Better Decisions…
Why do the MOOC? (cont’d) Access to new students (marketing?) Change role of faculty Change intellectual property rights/ownership Collaboration externally Others?
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Mixed Results
• Completion Rates• Surveys of learners• Big Populations• Who Benefits
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There is no REAL business model
Venture Capital and others are throwing money at potential
Remember the OL market shifted pretty quickly within 10 years, for-profits owned 50% market share of OL
So now what is the model—same as most internet startups—eyeballs then monetize
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Innovation that Matters
• Innovation should be mission driven• Innovation is iterative—not
brainstorming
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Push Innovation Throughout
UMUC
Individuals
CIL
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To bring the next generation of learning into focus...
To drive the design of innovation in our curriculum, faculty development model, and student support
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UMUC Launches the Center for Innovation in Learning
A group of individuals working at the intersection of…
The Undergraduate School The Graduate School
Information TechnologyInstructional Services and
Support
Other Support Units
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Scaling, Evaluating, and Improving
• Faculty, staff and departments have been innovating for years
• Most of it is based on hypothesis• Changing times require systemizing• DON’T get rid of what works—measure
it• DO systematize—Innovation &
Collaboration
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Center for Innovation in Learning
• Pilots are based on promising research, e.g., student success, efficiency, engagement, openness, learning design
• Pilots must push UMUC to next level• Pilots are internally collaborative• Pilots are both customer facing and
back-end integrated
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Current Activities
• Re-envisioned Onboarding (Jumpstart)• Analytics (especially interventions)• OERs/Eresources• Adaptive Learning• Competency Based Education
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Jumpstart Grant Synopsis
• To create a personalized learning plan for a student’s first academic year – assessment of skills and personality
variables related to success in higher education and
– evaluation and clarification of life, work, and education goals.
• Serve 5000 Year 1 and 7500 Year 2• Year 3 envisions serving all new students
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Course Overview
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Welcome
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Evaluation
Student Groups
Test• Invited and Enrolled in CAPL 101 (n=40)• Successful Completers (n=31)
Control• Invited and Not Enrolled (n=27)• Random Sample (n=125)
First term new students Fall 2013
Outcome Measures• Semester GPA• Successful course completion • Re-enrollment in a subsequent term
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Key Findings
• Students successfully completing JumpStart had significantly higher GPAs, rates of successful course completions, and rates of re-enrollment than the control group.
• Compared to a random sample of students from Fall 2013, all students who participated in CAPL 101 had a significantly higher successful course completion rate.
• Compared to a random sample of students from Fall 2013, students participating in CAPL 101 re-enrolled at a significantly higher rate.
• Students successfully completing JumpStart had significantly higher GPAs, successful course completion rates, and rates of re-enrollment than the random sample of students from Fall 2013
• Continue to pilot and measure various student segments.
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Analytics
• Large investments into people, vendors/partners (Civitas/PAR), technology
• Much more difficult is interventions• Cross-functional approach for four
terms with evaluation—but it is just starting
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Academic vs. Advising Interventions
Academic• Email only• Includes subject or course-
specific content• Promotes value of course—
what they will learn and why its important
• Highlights key milestones or challenges in the course
• Provides specific tips for success
Advising• Email followed-up by a
phone call• Generic talking points used
for all courses, such as…• Are they prepared and in
the right class?• Do they have any issues
and are they getting the help they need?
• Do they have a clear plan for success?
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Comments from Students
Thank you for taking the time out of your schedule to welcome me to the program. I appreciate the tips and strategy you have provided and I will try to take full advantage of them.
I am sincerely impressed with the feedback and concern that UMUC displays towards its students. Thank you again for the encouragement and advice.Thank you very much... I
appreciate your words of wisdom and I look forward to participating in the program this fall!
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Iterations Required
• There is not enough evidence from Spring and Summer to indicate that the treatment is effective.
• Fall results look promising for most UG courses.
Recommendations:
1. Based on positive Fall 2013 results do A/B testing.
2. Continue to refine the research methodology in future pilots.
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Primary Objective
Determine whether Advising and/or Academic interventions from Fall '13 are most effective and should be operationalized going forward.
Test Strategy
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A – TestAcademic
interventions
B – TestAdvising
interventions
C – ControlNo
interventions
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• Commitment to No Cost for Students
• Almost 300 courses since fall
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Adaptive Learning
• Participated and continuing work with Open Learning Initiative
• Investigation of current highly rated tools
• Following work of PLN supported by BMGF
• Considerations of resources and effort• Alignment of courses and pilots• Will initiate for fall
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Competency Based Learning
• Outcomes, not inputs• Demonstration of learning• Progress through mastery• Ongoing assessment and support
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• Evidence based- Clear measures
- Documentation of mastery
- Early and continuous assessment
• Learner focused- Variable pace and delivery formats- Integration of theory and practice
Value Added
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• From seat time to mastery• From assignments to assessments • From one-size-fits-all cohorts to self-paced
progress• From class variance to consistent expectations and
measures• From lecturing to coaching
What Needs to Change?
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• Assessment within curriculum• Project based learning • Competency assessments with self-study • Other formats • Varied credit alignment
What Does It Look Like?
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Take-aways
• Need internal system-wide innovation to spur entrepreneurialism
• Push individuals to innovate toward top priorities
• Think about people—need to be open, collaborative, and interested in measured change