Reimagine Education Visions, Strategies and Examples

Johannes Heinlein Vice President Strategic Partnerships

edX

Why now ? What is changing ? The Future

[ ] “Knowledge is the most

important currency of the

21st century.”

Drew Faust, Harvard University President

From Wikipedia

LECTURE, CIRCA 1308 AD

Courtesy Eric Klopfer

LECTURE TODAY

CHANGE

CHANGES DRIVEN BY EXTERNAL FACTORS

Information is accessible anywhere, anytime, on any device

Learners comfortable forming communities virtually as well as physically

Communication is as common online as in direct physical connections

THE NEXT GENERATION CLASSROOM?

EDX – A NON PROFIT, OPEN SOURCE VENTURE

Expand access to quality

education

Advance research

Improve on campus education

3 MM+ Learners 196+

All Countries

6 MM+ Course Enrollments

332 Courses

100+ Institutions, countries

and corporations

100s+ Blended Classes

THE EDX IMPACT…

and… Billions of data points collected that are being analyzed to better understand key pedagogical trends

EDX WITHIN NON-UNIVERSITIES

DATA & LEARNING ANALYTICS

• Learning Analytics: Optimized for the MOOC teaching environment

• Live Insights provide just-in-time information to instructors and students about the state of the course and course interactions.

DATA & LEARNING ANALYTICS

16

RESEARCH & PRACTI CE I N ASSESSMENT

Volume Eight | Summer 2013

Plot A highlights the weekly periodicity; peaks on weekends presumably reflect both the days when spare time is available and the deadline for homework submission. In plots B and C

activity is shown in hits per user each day. The three instructional resources—textbook,

video lectures, and lecture questions—display little end-of-week peaking, whereas for–credit assessments (homework and labs) show marked peaks suggesting these activities were done

just ahead of the deadline. The discussion forum shows similar periodicity because it is

accessed while doing the homework problems (for more on the use of the discussion forum, please see below). The drop in e-text activity after the first exam is typical of textbook use

that has been observed in blended on-campus courses where the textbook was a supplementary

resource (that is, not part of the sequence of activities presented to students by the interface).

Time represents the principal cost function for students, and it is therefore important to study how students allocated their time throughout the course. Clearly, the

most time was spent on lecture videos (see Figure 3). However, the assigned work (i.e.,

homework and labs) took more time in toto. Use of the discussion forum was very popular considering that posting on the forum was neither for credit nor part of the main “course

sequence” of prescribed activities. It should be stressed that over 90% of the activity on

the discussion forum resulted from students who simply viewed preexisting discussion threads, without posting questions, answers, or comments.

Students came from 194

countries, virtually all in

countries were the United

States (26,333), India

(13,044), the United King-

dom (8,430), Columbia

(5,900), and Spain (3,684).

Although it was specu-

lated that many Chinese

students would enroll, in

fact, we counted only 622

Chinese registrants.

16

RESEARCH & PRACTI CE I N ASSESSMENT

Volume Eight | Summer 2013

Plot A highlights the weekly periodicity; peaks on weekends presumably reflect both the days

when spare time is available and the deadline for homework submission. In plots B and C

activity is shown in hits per user each day. The three instructional resources—textbook, video lectures, and lecture questions—display little end-of-week peaking, whereas for–credit

assessments (homework and labs) show marked peaks suggesting these activities were done

just ahead of the deadline. The discussion forum shows similar periodicity because it is accessed while doing the homework problems (for more on the use of the discussion forum,

please see below). The drop in e-text activity after the first exam is typical of textbook use

that has been observed in blended on-campus courses where the textbook was a supplementary resource (that is, not part of the sequence of activities presented to students by the interface).

Time represents the pr incipal cost function for students, and it is therefore

important to study how students allocated their time throughout the course. Clearly, the

most time was spent on lecture videos (see Figure 3). However, the assigned work (i.e., homework and labs) took more time in toto. Use of the discussion forum was very popular

considering that posting on the forum was neither for credit nor part of the main “course

sequence” of prescribed activities. I t should be stressed that over 90% of the activity on the discussion forum resulted from students who simply viewed preexisting discussion

threads, without posting questions, answers, or comments.

Students came from 194

countries, virtually all in

countries were the United

States (26,333), India

(13,044), the United King-

dom (8,430), Columbia

(5,900), and Spain (3,684).

Although it was specu-

lated that many Chinese

students would enroll, in

fact, we counted only 622

Chinese registrants.

Pritchard http://RELATE.MIT.edu

15

BLENDED LEARNING USING UC BERKELEY’S SAAS COURSE AT TSINGHUA UNIVERSITY, CHINA

The Future… Questions and Answers

IF LEARNING HAPPENS ANYWHERE AT ANY TIME, HOW WILL CONTENT DELIVERY CHANGE ?

What is the added value of a residential experience? How

much of learning should be completed in a residential

setting?

What is the “right” size of module for learning? And how

should these modules be bundled?

How can communication and interaction be strengthened

if students are physically and temporally dispersed?

How should a degree / certification be completed ? With

less residential time? Or with breaks over an extended

period? Or …?

THE FUTURE

Both open (online) and blended learning … Blended Learning needs to be an integral part of experience

Research into what works and what doesn’t must be part of the equation, data is your friend

Flexibility and localization is critical

Adoption of open common technology standard(s) will prevent fragmentation into multiple incompatible standards – risk mitigation and avoiding dilution of investments

Focus on federated model through regional, country and institutional partnerships

Professional Education, High School, Curricular Pathways

Financial sustainability

Changes to educational models are here to stay