oli overview for hokkaido university, 2014
TRANSCRIPT
February 26, 2014
OLI OverviewTransforming Teaching and Learning with Science, Technology and Data
Norman Bier
@normanbier
oli.cmu.edu
“Improvement in post secondary education will require converting teaching from a solo sport to a community based research activity.”Herbert SimonNobel Laureate & CMU Professor
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OLI Generously Funded by:
LearnLab is funded by The National Science Foundation award number SBE-0836012.
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About the Open Learning Initiative
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What is the Open Learning Initiative?
Scientifically-based online learning environments based on the integration of technology and the science of learning with teaching. OLI is designed to simultaneously improve learning and facilitate learning research.
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A little history…
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Open Education
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Inception
• Access and Effectiveness• CMU Strengths• Enacting Instruction• Evidence-based Online Learning• Scientific Approach
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The Open Learning Initiative
Established in 2002 to produce and improve exemplars of scientifically-based online courses that enact instruction and support instructors. Current goals:
• Support better learning and instruction with high-quality, scientifically-based, classroom-tested online courses and materials.
• Share our courses and materials openly and freely so that anyone can learn.
• Develop a community of use, research, and development.
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An approach to designing, developing, delivering and improving learning experiences
• Science of Learning• Evaluation• Improvement
Science
• Platform• In-course Affordances
Technology
• Team-based Development• Communities of Research and UseTeams
• Capture• In-course Use• Iterative Improvement• Research
Data
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Team-based design and development
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What is a Cognitive Tutor?
A computerized learning environment whose design is based on cognitive principles and whose interaction with students is based on that of a (human) tutor—i.e., making comments when the student errs, answering questions about what to do next, and maintaining a low profile when the student is performing well.
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Principles Derived from Learning Science
• Goal directed practice and targeted feedback are critical to learning
Learners receive support in the problem-solving context
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Identifying Specific Learning Challenges:
Practice Synthesizing and Applying Skills & Knowledge
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Benefits of Personalized & Adaptive LearningStrong evidence that personalized and adaptive technologies can improve student outcomes
Potential Pedagogical Benefits*Formative Evaluation (d=.90)Acceleration (.88)Effective Feedback (.73)Meta-cognition (.69)Mastery Based Learning (.58)Concept Mapping (.57)Interactive content (.52)
*Source: John Hattie’s Visible Learning
800+ meta analysis on achievement
Standard deviation is effect size where d = 1.0(i.e. improvement of learning by at least 50%)
Average effect size d=.40
When d is > .40 excellent achievement gains
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How Will Technology Transform Higher Education?
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Data drives powerful Feedback Loops
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Feedback loops for continuous improvement
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Learning Curve Analysis
DataShop: Pittsburgh Science of Learning Center
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Other Learning Curveslearnig
DataShop: Pittsburgh Science of Learning Center
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Activites 1st Try CorrectActivities Eventually CorrectAssessment Correct
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Is the hypothesis I built holding up?
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OLI Review:
• Apply learning science research and scientific method to course development, implementation and evaluation.
• Develop interactive learning environments collaboratively (teams of content experts and novices, learning scientists, HCI, software engineers).
• Feedback loops for continuous improvement.
• Communities of use, evaluation and improvement.
What Difference Does it Make?
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Accelerated Learning Results
•OLI students completed course in half the time with half the number of in-person course meetings•OLI students showed significantly greater learning gains (on the national standard “CAOS” test for statistics knowledge) and similar exam scores•No significant difference between OLI and traditional students in the amount of time spent studying statistics outside of class•No significant difference between OLI and traditional students in follow-up measures given 1+ semesters later
M. Lovett, O. Meyer, & C. Thille, C., “The Open Learning Initiative: Measuring the effectiveness of the OLI statistics course in accelerating student learning,” Journal of Interactive Media in Education (2008).
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Results
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Other Class ResultsLarge Public University: OLI Online vs. traditional. OLI 99% completion rate vs 41% completion rate traditional.
Community College accelerated learning study in Logic: An instructor with minimal experience in logic. Students obtained high levels of performance on more advanced content (~33%) not covered in traditional instruction.
OLI stoichiometry course: The number of interactions with the virtual lab outweighed ALL other factors including gender and SAT score as the predictor of positive learning outcome.
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Since 2006Course Use• 117,963 Course
Enrollments (Academic)
• Used by 1809 Instructors in 1050 Institutions
• 1,148,807 Independent Learner Enrollments (Registered and Anonymous)
Development• 44 Academic and 9 CMU
service courses have been created.
• By 104 contributing Faculty from 55 Institutions
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In Practice at Carnegie Mellon• Computing @ Carnegie Mellon• Visual Communications Design• Biochemistry• French I and II• Engineering Statics• Empirical Research Methods• Logic and Proofs• Casual and Statistical
Reasoning • Speech• Prose Style• Immunology• Secure Coding
• Media Programming• Chemistry• Chinese• Arabic• Spanish• Cloud Computing• Statistical Reasoning• Economics• Argument and Interpretation• Principles of Computing• Anatomy and Physiology
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Challenges
Scale• Courses• Approach
Adoption/Dissemination
Business Model• Improving• Sustaining
Rise of the MOOCs
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July 2014
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Looking Ahead•Extending the Community•Larger Consortium•Spectrum of Use •Adapt and Extend
•Platform•Opening the Approach•Tools (research, data, development and science)•Frameworks for Maturity and Evaluation
•Key: Meeting Where They Live
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Projects
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Platform
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Data
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Courseware
API and JS Layer
External Tools
App Store(Content and Methods)
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Datashop/lab
Tools
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Adaptive/Personalized MOOC
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What is Student Success?
X
Z
Y
Progressi
on
Learning
Engagement
Credit: [email protected]
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Course Development
•CMU Alignment•Modularity•Rosetta Stone Approach•Learning Engineering
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Learn More
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“Changing circumstances mandate that we shift the focus of higher education policy away from how to enable more students to afford higher education to how we can make a quality postsecondary education affordable.”
- Clayton Christensen
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Not only is there a need to seek entirely new approaches, insights and models, but that need is urgent. New approaches offer scalable processes that help colleges lower cost-per-degree and make significant improvements to student learning outcomes and retention rates. Insights from the science of learning combined with advances in information technology and alternative models of course design, implementation, and evaluation show promise in supporting traditional higher education to change the production function and meet the seemingly impossible challenge.
-Candace Thille, Director OLI
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I was one of ten university presidents invited to the White House to meet with President Barack Obama and Secretary of Education Arne Duncan to discuss a critical issue: how to reduce costs and improve the productivity of U.S. higher education. The other presidents there represented some of the nation’s largest public university systems (Maryland, New York, and Texas among them). I was there because Carnegie Mellon is the leader in creating technology for education. -Dr. Jared L. Cohen, CMU President
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I am not a futurist but rather a maddeningly practical person who rarely has visions—and when I do they are usually the result of having had a bad meal! But let me put such predilections to one side and ask you to join me in imagining, just for a moment, how the intelligent harnessing of information technology through the medium of online learning might alter aspects of university life as we know it. Can we imagine a university in which:
• faculty collaborate more on teaching (with technology serving as the forcing function)?
• faculty devote more of their time to promoting the “active learning” of their students and are freed from much of the tedium of grading
• students receive more, and more timely, individualized feedback on assignments
• technology extends the educational process throughout one’s life through the educational equivalence of booster shots? And, ideally:
• a university in which institutional costs and tuition charges rise at a slower rate?