MOOCs, Badges, and Analytics: Technology and Its Implications for Gateway Courses

Transcription

1 MOOCs, Badges, and Analytics: Technology and Its Implications for Gateway Courses Linda L. Baer Minnesota State University, Mankato Based on a presentation with Julie Little, EDUCAUSE and George Mehaffey, AASCU Gateway to Completion Conference

2 The Year of the MOOC What Professors Can Learn From 'Hard Core' MOOC Students People who have taken dozens of massive open online courses share their advice for those teaching them. MOOC Provider edx More Than Doubles Its University Partners Fifteen more universities have agreed to offer free online courses through the nonprofit organization founded by the Massachusetts Institute of Technology and Harvard University. Can Venture Capital Deliver on the Promise of the Public University? An open letter to Coursera s Daphne Koller from Robert Meister, a professor at the University of California at Santa Cruz and president of the Council of UC Faculty Associations. Harvard Professors Call for Greater Oversight of MOOCs Fifty-eight members of the Faculty of Arts and Sciences said they were "deeply concerned" about the "cost and consequences" of the university's massive open online courses. What Campus Leaders Need to Know About MOOCs MOOCs Stir Up Controversy - US News and World Report Will 'Moocs' be the scourge or saviour or higher education? Read the full article at:

3 What happens to learning when we move from the stable infrastructure of the twentieth century to the fluid infrastructure of the twenty-first century where technology is constantly creating and responding to change? Thomas & Brown. (2011). A New Culture of Learning

4 Challenge and Change In the 21st century, this ancient course model stands in stark contrast to the large-scale courses, the collaborative courses, and the programmed courses that have now begun to appear. George Mehaffy, Challenge and Change, EDUCAUSE Review, September/October 2012

5 Driving Questions 1. What are gateway courses? 2. How is learning authenticated? 3. What will be connected to them? 4. Because of converging political, social and educational contexts what are the emerging areas of focus? 5. What role will open educational resources play in higher education in Minnesota?

6 1. What are Gateway Courses? Who delivers? In a world of multiple courses offered by many providers (AP, pre-college MOOCs, etc.), is the idea that the home institution delivers the gateway courses have real relevance? How they are designed? Will collaborative design replace solitary faculty design? Will courses increasingly be offered by commercial providers? How are they delivered? MOOCs, blended courses, flipped courses, online courses? Does the role of faculty shift? From one of providing the course to mentoring the course content/learner experience? What are the implications for infrastructure, access/authentication, interoperability? What about radical transformations of the first year? Complete redesigns, learning communities, houses, place-based course design, etc.?

7 Six New Course Models The institutions that will succeed indeed, thrive in this era will be those that constantly innovate. The beginning steps in institutional transformation: Flipped Courses Open Learning Initiative (OLI) Science Classes Math Emporiums and Other NCAT Redesigns Blended Courses Massive Open Online Courses (MOOCs)

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9 See references

10 MOOCs edx: MIT-Harvard Anant Agrawal December 2011, $60M 18 partners, 24+ courses, 1+M students Udacity: ex-stanford Sebastian Thrun February 2012, $15.3M 20+ courses, 400K students Coursera: Stanford Daphne Koller & Andrew Ng April 2012, $16M VC 62 universities, 300+ courses, 3+M students, 196 countries

11 MOOC Diversity edx: short videos, online quizzes, labs, and textbook, virtual office hours Udacity: short videos, interactive quizzes, inquirybased learning Coursera: noted faculty, lecture capture ACE certification for 5 courses Academic Partnerships: MOOC2degree 6 Institutions, MOOCs as marketing lure to online degree

12 The University of Minnesota The U of M will partner with Coursera, a leading massive open online course (MOOC) platform, to develop free online courses as part of the university s efforts to improve teaching and learning through technology. The American Council on Education (ACE) announced that four undergraduate courses offered through Coursera are eligible for ACE credit recommendations if students take an identity-verified, proctored exam. These are the first MOOCs approved for college credit. However, credit is granted at the discretion of each institution. Professor Chris Cramer, College of Science and Engineering, Statistical Molecular Thermodynamics Assistant Professor Jason Hill, College of Food, Agricultural and Natural Resource Sciences, Sustainability of Food Systems: A Global Life Cycle Perspective Assistant Professor Karen Monsen, School of Nursing, Interprofessional Healthcare Informatics Associate Professor Michael Oakes, School of Public Health, Social Epidemiology Professor Peggy Root, College of Veterinary Medicine, Canine Theriogenology for Dog Enthusiasts

13 2. How is learning authenticated? Badges: could people move and succeed through gateway courses with smaller achievements that are manageable? What is the role of competencies as we address learner outcomes? Resurgence in role of the student portfolio, how do learners pull info out to construct evidence of competencies? If there s radical change, what implications will it have for our gateway courses?

14 Credentialing MOOCs edx: Pearson provides edx learners option of taking a final exam at a testing center provides certification to edx classes Udacity: Proctored exams offered by Pearson California State University accepts credit from Udacity Coursera: ACE working with Coursera on providing credit Antioch University accepts credit from Coursera college courses

15 Stackable credentials: work and learn Programs with multiple completion points achievable within short timeframes Credentials that move students quickly into the workforce with marketable skills and increased earning capability Bumphus, 2010

16 Badges: Credit outside of courses Learning happens everywhere Skills and experience can come from Peer learning Volunteering After-school work Recognition for skills and achievements Earn and display badges across personal, social, professional learning environments

17 3. What will be connected to them? Data and learning analytics, personalization and smart courseware, etc.? Personalized learning systems adapting to student learning needs Where does data reside? How is it organized? Who has access? How portable is it? Are there new enterprise systems that provide seamless roll up and roll out of data? Is there a connection to data from K-12 to manage the learner relationship? What might a Personalized Advising System look like?

18 Feedback to instructor Strader, 2012

19 Individualized learning pathways Tailored to student needs and behaviors Adaptive Reduce time to mastery Tobin, 2013

20 Prediction and Intervention Expert electronic coaching Uses academic information, goals, psycho-social factors, real-time data Individually personalized messages McKay, 2013

21 Support for unconfident learners Weight-watchers of college completion Students commit to a time and a task Behavior interventions nudges Study skills How to deal with academic setbacks Organize time and responsibilities

22 Clearer path to graduation Students know where they stand 8% improvement in student retention rate (since 2007) Percent of students on the correct path to major: 22% (2000) 95% (2010)

23 Academic Journey System Cross-institutional online advising/degree attainment support system (University of Hawaii 10 campuses) Real-time exploration of Course choices and effect of choices on degree program Courses from other campuses that meet degree requirements Lets advisors know which students are off-track Decreased time to graduation Increased graduation rate Reduced cost to student, state and support programs

24 Reclaim Time Direct2Degree: Kentucky Technical and Community College System

25 4. Because of converging political, social and educational contexts what are the emerging areas of focus? Roles of faculty New public/private partnerships Community, K-12-16, workforce connections Technologies that bridge Competency-focused New set of providers

26 Redefining Roles Mentor faculty Discipline mentors Lead faculty Evaluators

27 Joint ventures Increasing number of public-private joint ventures Augment existing skills, resources 2tor: online platform to expand graduate programs Technology and infrastructure Fieldwork sites Creates instructional material with faculty Capital investment Shares tuition revenue School-as-a-service

28 Private label Tutoring and mentoring Available on demand, 24x7 Matches mentors and mentees; flexible scheduling Shared live experiences; whiteboarding

29 Support Model College for America Self-paced, online associate s degree program $2500/year Coach Online Networks Accountability Partner Mentor Individual Mastery Plan: Self-directed student progression through key competencies using curated e-resources

30 Competency-based 120 defined competencies Organized as mastery triads 1. Foundational 2. Personal and social skills 3. Content knowledge Demonstrate mastery by completing tasks

31 The market is immature, but multiple solutions are emerging in each application category Education Planning Counseling and coaching Risk Targeting and Intervention Transfer and Articulation Legacy ERP/SIS/LMS Vendor point solutions Homegrown point solutions Sinclair s MAP Valencia s LifeMap Austin Peay s Degree Compass Central Piedmont s Online Student Profile WICHE s Predictive Analytics Reporting Direct-to-student 2010 Bill & Melinda Gates Foundation

32 Course Providers $99/month (+ $39/course) or $999/year for 10 courses Required college courses Start any time; no required meeting times Individualized, on-demand support (online) Transfer credits to partner college(s)

33 Grade Level Career Desire Funding Options ACT Score MAP Results Scroll FLEX-PC Scroll FLEX-PC

34 Education and Career Positioning System Map-in starting point and destination Routes to completion ROI ROV Time to destination progress Fuel for the journey Travel time to norm for the destination Highway for optimizing student success Michael Mathews, Lone Star Community College

35 4. Because of converging political, social and educational contexts what are the emerging areas of focus? Roles of faculty New public/private partnerships Community, K-12-16, workforce connections Technologies that bridge Competency-focused New set of providers and Institutional Culture

36 Institutional Culture Student-centered Visionary leadership at many levels Evidence-driven Culture of experimentation and inquiry Results-oriented

37 When many courses are free, and when the degree is being challenged by other forms of certification, what is the role of higher education institutions? George Mehaffy, AASCU

38 What is the College or University? Is it a designer of learning environments? A facilitator of learning? An aggregator of learning credits? An assessor of learning outcomes? A certifier of degree completion?

39 MOOC Diagram Reference YwNzcgRzbGsDaW1n?back=http%3A%2F%2Fimages.search.yahoo.com%2Fsearch%2Fimages%3F_adv_prop%3Dima ge%26va%3dmooc%2bdiagram%26fr%3dslv8- w3ia%26tab%3dorganic%26ri%3d12&w=300&h=265&imgurl=onlinelearninginsights.files.wordpress.com%2f2013% 2F05%2Fmooc_web_final_wheel03.png%3Fw%3D300%26amp%3Bh%3D265&rurl=http%3A%2F%2Fonlinelearningi nsights.wordpress.com%2f&size=127.6kb&name=why+moocs+are+hindering+and+not+helping+higher+ed&p= MOOC+diagram&oid=a5893b798975e81fcf8c cf&fr2=&fr=slv8- w3ia&tt=why+moocs+are+hindering+and+not+helping+higher+ed&b=0&ni=21&no=12&ts=&tab=organic&sigr= 11clhr0qf&sigb=13b62vbf0&sigi=12tm9juts&.crumb=QNLxs/gEABu&fr=slv8-w3ia