moocs,cynicism&and&learning&analytics: … · 2018-07-06 ·...
TRANSCRIPT
MOOCs, Cynicism and Learning Analytics:“Medicines Adherence” and
“Understanding Drugs and Addiction” MOOCs
Dr Natasha S. Khan King’s Online
Ms Kal BreadmoreDistance Learning Team
Institute of Psychiatry, Psychology & Neuroscience
King’s FutureLearn MOOC Portfolio
2015/16
Internetof Things
Caring for People with Psychosis & Schizophrenia
International Health Electives
Supporting People Living with Long-‐term Conditions
Shakespeare: Print & Performance
2013
2014
Understanding Drugs & Addiction
Causes of War
Medicines Adherence
Medicines Adherence | Drugs & Addiction: Similarities & Differences
Understanding Drugs & Addiction
Medicines Adherence
Audience/LOs
Faculty
Length
Hours/ week
BROAD SUBJECT
Broad
IoPPN
6 weeks
4 hr/week
Specific
IPS
2 weeks
2 hr/week
Learning Analytics“the measurement, collection, analysis and reporting of data about learners and their contexts, for purposes of understanding and optimizing learning and the environments in which it occurs”
(Siemens, G., 5 August 2011)
• Overall course measures: e.g. enrolment and completion rates
• Pre/post course survey feedback: demographics, satisfaction
• Raw data: from each step (activity)
MOOC Cynicism“the loss of pedagogic principle caused by MOOCs”
(Baggaley, 2014, p. 129)
“there is the urgent need to build an adequate pedagogy for MOOCs, based on a valid learning theory”
(Clarà and Barberà, 2013, p134)
Medicines Adherence: 18,152 enrolees
1st run 2nd run 3rd run
Learners ( % of enrolees) 51.5 60.3 52.7
Active Learners (% of learners) 86.5 80.4 67.0
Returning Learners 48.9 44.7 34.9
Social Learners 33.5 32.4 34.1
Fully Participating Learners
40.6 40.6 32.2
Drugs and Addiction: 34,420 enrolees
1st run 2nd run 3rd run
Learners( % of enrolees) 53.7 48.1 50.4
Active Learners (% of learners) 85.0 82.2 80.9
Returning Learners 49.2 46.1 44.2
Social Learners 29.6 28.4 24.9
Fully Participating Learners
24.5 21.2 21.0
What the learners told usFrom course feedback surveys • International audiences: from over 100 countries
• Target: Healthcare | Service users | Academic/General Interest
• High satisfaction levels: pitch | activities | expectations
• Implications of taking course: desire for further study | workplace
BIG DATA
Understanding Drugs and Addiction 2014 (First run) – Learner Interactions
“Education is not a mass customer industry: it is a personal client industry.”
(Laurillard, 2014)
MOOC Cynicism
“90% of the courses had a completion rate less than or equal to 14%”
(Aráuz, 2013, p536)
Modes of Participation – 99% of learners chose….Mode Mode Description Individuals
1 Steps X Quiz X Comments X 799
2 Steps ! Quiz X Comments X 1673
3 Steps ! Quiz ! Comments X 1681
4 Steps ! Quiz X Comments ! 189
5 Steps ! Quiz ! Comments ! 1631
Total 5973
MOOC Cynicism
“so new that there is little or no evidence for educationally useful they are, or how they might be financially sustained”
(Bateman and Davies, 2014).
Evidence of Learning 1: Short Answer Questions
Discussion steps containing short answer questions = 9 (12% of 77 total steps)
Numbers of comments on discussion steps containing SAQs = 7911 (46% of 17292 total comments)
• Number of individuals answering at least one SAQ = 1435
Evidence of Learning 2: Cohort quiz scores
HEIs and Funding
“We find costs ranging from $38,980 to $325,330 per MOOC”
(Hollands and Tirthali, 2014)
“20% fewer new MOOCs being produced and offered by HEIs in the UK in 2015 compared with 2014”
(Macintyre, 2016, p25.)
Stakeholders
• Learners
• Academics providing course content, mentoring, updates
• Researchers publishing in mainstream academic press
• Funders of MOOC production: most commonly Higher Education Institutions
• Platform providers
Some stakeholder issues
• Learners – not “consumers”, are diverse and autonomous• Content providers – information to support decisions about pedagogy, mentoring, frequency of re-‐runs
• Researchers -‐ analytics and visualisations relevant to research questions which can be published
• Funders of MOOC production -‐ need figures comparable across MOOCs to be used internally for service evaluation & audits
• Platform providers -‐ concerns which overlap the above, but are not the same
ReferencesAráuz, J. (2013). Self-‐organizing Evolving Education. Procedia Computer Science 20, 535-‐540.
Bateman, J., Davies, D. (2014). The challenge of disruptive innovation in learning technology. Medical Education (2014) 48: 225-‐233.
Clarà, M., Barberà, E. (2013). Learning online: massive open online courses (MOOCs), connectivism, and cultural psychology. Distance Education, 34:1, 129-‐136.
Hollands, F. M., Tirthali, D. (2014). Resource requirements and costs of developing and delivering MOOCs. The International Review of Research in Open and Distributed Learning (2014) 15:5.
Laurillard, D. (2014). Five Myths about MOOCs. Times Higher Education. 16th January 2014. Accessed at https://www.timeshighereducation.com/comment/opinion/five-‐myths-‐about-‐moocs/2010480.article
MacIntyre, C. (MoocLab.club) (2016). UK MOOC Report 2016: An insight into MOOCs provided by UK institutions. Accessed at http://www.mooclab.club/Reports/UK%20MOOC%20Report%202016.pdf on 20th September 2016.
Siemens, G., 5 August 2011, Learning and Academic Analytics. Accessed at http://www.learninganalytics.net/?p=131