14.06.05 using the edx platform to teach a residential course at harvard
TRANSCRIPT
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Using the EdX Platform to Teach a Residential Course at Harvard: What
We LearnedDan Levy, Mae Klinger and Teddy Svoronos
Harvard Kennedy School06‐05‐14
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Agenda
1. Background
2. Using EdX Edge as the Course Page for a Residential Course
3. Using EdX Edge for Hosting Online Modules
4. Wish List
5. Discussion
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Agenda
1. Background
2. Using EdX Edge as the Course Page for a Residential Course
3. Using EdX Edge for Hosting Online Modules
4. Wish List
5. Discussion
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Audience Poll: Which aspect of the presentation topic interests you the most?
A. Using edX as the course page for a residential course
B. Using edX to host and deploy online modules
C. Interested in both
0% 0%0%
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What is your role at the university?
A. ITB. Teaching & LearningC. Library ServicesD. FacultyE. StudentF. Finance/HR/Adminis
tration/Other
A. B. C. D. E. F.
0% 0% 0%0%0%0%
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1 ‐ Background
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Why did we do this?
• Experiment with edX
• Understand the potential and limitations of the edX platform to:• Teach a residential course• Host and deploy online modules
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Course and Student Background
Course• Stats Course at the Kennedy School• Required for first year MPA‐ID
students• Taught by Dan Levy
Students• 73 students• Heterogeneous academic
background
Number of previous stats courses taken
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2 – How We Used EdX Edge as the Course Page for a Residential Course
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Criteria EdX Edge Supplementary ToolsCourse‐page basics
Ease‐of‐use
Hosting Online Modules
Wiki
Quizzing
Data analytics
Surveying
Assessing Edx Edge at the Outset
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Criteria EdX Edge Supplementary ToolsCourse‐page basics
Ease‐of‐use
Hosting Online Modules
Wiki
Quizzing
Data analytics
Surveying
Assessing Edx Edge at the Outset
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Criteria EdX Edge Supplementary ToolsCourse‐page basics Dropbox
Ease‐of‐use
Hosting Online Modules YouTube
Wiki
Quizzing Qualtrics
Data analytics Qualtrics, YouTube
Surveying Qualtrics
Assessing Edx Edge at the Outset
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1 – Platform was effective for providing access to announcements/schedule and course materials
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2 ‐ Platform was effective for hosting and combining module content in different media (video, text, images, quizzes, links)
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3 – Platform lacked a quick way to see real time data on student performance and activity
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3 – Platform lacked a quick way to see real time data on student performance and activity
EdX Qualtrics
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Quizzing Strategy
• EdX– Practice quizzing within module– Formative– Students see results
• Qualtrics– End‐of‐module quizzing– Summative– Teaching team sees results
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3 – Using Edx Edge for Hosting Online Modules
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Key Feature: Online Modules• 6 online modules on key concepts:
– 15‐20 min of video, chunked into 3‐8 clips– Interspersed, ungraded practice quiz questions– End‐of‐module quiz (Qualtrics)– Brief end‐of‐module feedback survey (Qualtrics ‐randomized, to deliver short or longer surveys)
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Anatomy of a Module• Table of Contents and Navigation
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Anatomy of a Module (Cont.)• Practice Quizzing and Video
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Anatomy of a Module (Cont.)• Final Quiz and Module Feedback
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How We Used Online Modules
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How We Used Online Modules
Question 1
Question 2
Question 5
Question 4
Question 3
• Inform class plans – just‐in‐time teaching
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How We Used Online Modules• Inform class plans – just‐in‐time teaching
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How We Used Online Modules• Inform class plans – just‐in‐time teaching
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How We Used Online Modules• Clicker question with peer discussion
Initial
True 54%
False 39%
I don’t know 7%
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How We Used Online Modules• Clicker question with peer discussion
Initial After Peer Discussion
True 54% 28%
False 39% 57%
I don’t know 7% 16%
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How We Used Online Modules• Clicker question with peer discussion
Initial After Peer Discussion
After classwidediscussion
True 54% 28% 18%
False 39% 57% 66%
I don’t know 7% 16% 16%
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3 – Using Edx Edge for Hosting Online Modules
Student Feedback
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Summary Statistics: Averages for Modules 1‐6
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Very easy Easy A Bit Difficult Difficult
Ease of Navigation
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Too slow Slow Adequate Fast Too fast
Module Pace
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Feedback
• Students appreciated ability to self‐pace and customize their approaches to the modules
• Students saw the value of the class modules in maximizing class time
• The inability to ask questions in real time was seen as ineffective for learning
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4 – Wish List
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Wish List
1. A data dashboard– Summary statistics
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Wish List
1. A data dashboard– Quiz results
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Wish List
1. A data dashboard– Student views, time in module
Timestamp FirstName LastName Score PercentViewed Status Duration11/3/2012 11:37StudentFirst StudentLast 33 58 Passed 00:00:05
10/12/2012 2:08StudentFirst StudentLast 100 46Incomplete 00:00:03
10/11/2012 18:29StudentFirst StudentLast 67 58 Passed 00:14:27
10/11/2012 17:08StudentFirst StudentLast 100 56Incomplete 00:53:27
10/11/2012 8:04StudentFirst StudentLast 67 53 Passed 00:15:5610/7/2012 22:07StudentFirst StudentLast 100 25 Passed 00:01:49
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Wish List
1. A data dashboard– Summary of use patterns
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Wish List
1. A data dashboard2. AB testing
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Wish List
1. A data dashboard2. AB testing3. Branching
Source: http://elearninguncovered.com/2012/04/the‐thinking‐behind‐a‐branching‐scenario/
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5 – Discussion
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Using EdX to Teach a Residential Course: What We Learned
Dan Levy, Mae Klinger and Teddy SvoronosHarvard Kennedy School