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

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

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

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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

MOOC ‘FRP SCALA’ (Odersky)

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:

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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

MOOC ‘FRP SCALA’ (Odersky)

Data produced by Heather Miller & Martin Odersky

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Lessons learned: becoming global

MOOC ‘FRP SCALA’ (Odersky)

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

EPFL Center for Digital Education

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

EPFL Center for Digital Education

?

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

EPFL Center for Digital Education

(3) Will MOOCs save

BOOKs ?

Better be an actor than a spectator