![Page 1: Collaborative MOOCs for Teacher Professional Development Hsiaolin Hsieh, Director of Technology, Data & Systems Understanding Language Online Stanford](https://reader030.vdocuments.mx/reader030/viewer/2022032723/56649d045503460f949d7ab0/html5/thumbnails/1.jpg)
Collaborative MOOCs for Teacher Professional Development
Hsiaolin Hsieh, Director of Technology, Data & SystemsUnderstanding Language Online
Stanford University
GMU, Nov 9, 2014
![Page 2: Collaborative MOOCs for Teacher Professional Development Hsiaolin Hsieh, Director of Technology, Data & Systems Understanding Language Online Stanford](https://reader030.vdocuments.mx/reader030/viewer/2022032723/56649d045503460f949d7ab0/html5/thumbnails/2.jpg)
http://ell.stanford.edu/
![Page 3: Collaborative MOOCs for Teacher Professional Development Hsiaolin Hsieh, Director of Technology, Data & Systems Understanding Language Online Stanford](https://reader030.vdocuments.mx/reader030/viewer/2022032723/56649d045503460f949d7ab0/html5/thumbnails/3.jpg)
Our Inaugural MOOC
![Page 4: Collaborative MOOCs for Teacher Professional Development Hsiaolin Hsieh, Director of Technology, Data & Systems Understanding Language Online Stanford](https://reader030.vdocuments.mx/reader030/viewer/2022032723/56649d045503460f949d7ab0/html5/thumbnails/4.jpg)
Vectors for data ingress
• User profile
• Uploading student language samples
• Team collaboration/social networking
![Page 5: Collaborative MOOCs for Teacher Professional Development Hsiaolin Hsieh, Director of Technology, Data & Systems Understanding Language Online Stanford](https://reader030.vdocuments.mx/reader030/viewer/2022032723/56649d045503460f949d7ab0/html5/thumbnails/5.jpg)
User/educator profile
• NovoEd profile – Age– Gender– Highest level of
education– Location– Primary language– Education (schools)– Occupation– Bio
• Course profile – Primary role as an educator– Grade level focus– Content area focus– Years of experience– School district– Expected level of
engagement with teamwork
– Commitment to the course
![Page 6: Collaborative MOOCs for Teacher Professional Development Hsiaolin Hsieh, Director of Technology, Data & Systems Understanding Language Online Stanford](https://reader030.vdocuments.mx/reader030/viewer/2022032723/56649d045503460f949d7ab0/html5/thumbnails/6.jpg)
Student language samples
• Samples– Conversation (transcript and/or audio recording)– Writing– Reading (notes or audio recording)
• Contextual information– Grade level – English proficiency– Primary language(s)*All data is anonymous
![Page 7: Collaborative MOOCs for Teacher Professional Development Hsiaolin Hsieh, Director of Technology, Data & Systems Understanding Language Online Stanford](https://reader030.vdocuments.mx/reader030/viewer/2022032723/56649d045503460f949d7ab0/html5/thumbnails/7.jpg)
Team dynamics
![Page 8: Collaborative MOOCs for Teacher Professional Development Hsiaolin Hsieh, Director of Technology, Data & Systems Understanding Language Online Stanford](https://reader030.vdocuments.mx/reader030/viewer/2022032723/56649d045503460f949d7ab0/html5/thumbnails/8.jpg)
MOOCs and beyond
Video library
Student language database
Student language samples
teachersresearchers
![Page 9: Collaborative MOOCs for Teacher Professional Development Hsiaolin Hsieh, Director of Technology, Data & Systems Understanding Language Online Stanford](https://reader030.vdocuments.mx/reader030/viewer/2022032723/56649d045503460f949d7ab0/html5/thumbnails/9.jpg)
Privacy issues
• Implicit data collection– What: Tracking participants (educators) progress
through the course, generating data on their interactions with the platform and with one another
– How: terms of use of the platform, IRB approval– Why: research and course improvement– Issues: MOOC-related big data collection
![Page 10: Collaborative MOOCs for Teacher Professional Development Hsiaolin Hsieh, Director of Technology, Data & Systems Understanding Language Online Stanford](https://reader030.vdocuments.mx/reader030/viewer/2022032723/56649d045503460f949d7ab0/html5/thumbnails/10.jpg)
Privacy issues
• Explicit data collection– What: Student language samples and
contextualizing information– How: student oral consent and parent letter, and
teacher agreement– Why: database – Issues: Ownership/licensing of data, obtain
permission (strategies for minimizing opt-out rate)
![Page 11: Collaborative MOOCs for Teacher Professional Development Hsiaolin Hsieh, Director of Technology, Data & Systems Understanding Language Online Stanford](https://reader030.vdocuments.mx/reader030/viewer/2022032723/56649d045503460f949d7ab0/html5/thumbnails/11.jpg)
Appendix IResearch information
![Page 12: Collaborative MOOCs for Teacher Professional Development Hsiaolin Hsieh, Director of Technology, Data & Systems Understanding Language Online Stanford](https://reader030.vdocuments.mx/reader030/viewer/2022032723/56649d045503460f949d7ab0/html5/thumbnails/12.jpg)
Appendix IIDear parent letter
![Page 13: Collaborative MOOCs for Teacher Professional Development Hsiaolin Hsieh, Director of Technology, Data & Systems Understanding Language Online Stanford](https://reader030.vdocuments.mx/reader030/viewer/2022032723/56649d045503460f949d7ab0/html5/thumbnails/13.jpg)
Appendix IIIstudent oral consent
![Page 14: Collaborative MOOCs for Teacher Professional Development Hsiaolin Hsieh, Director of Technology, Data & Systems Understanding Language Online Stanford](https://reader030.vdocuments.mx/reader030/viewer/2022032723/56649d045503460f949d7ab0/html5/thumbnails/14.jpg)
Appendix IVparticipation agreement (for database use)