heavy lifting

keith hampson phd keith@acrobatiq.comAcrobatiq (A Carnegie Mellon University venture)

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“cost disease” and the “iron triangle” that results

costs

Baumol, William; William Bowen (1966). Performing Arts, The Economic Dilemma: a study of problems common to theater, opera, music, and dance. New York: Twentieth Century Fund.

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online as a solution?

“A single teacher can reach hundreds of thousands of students. That completely changes the economics of everything. The marginal cost of an extra student reaches zero.”

–Daphne Koller

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Next Generation Courseware

Challenge 4

Acrobatiq (A Carnegie Mellon University Venture)

• Courseware and Learning Analytics

• Objectives

• Financially sustainable

• More rapid innovation

• Reach

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CMUCMU

OLIAcrobatiq

Acrobatiq (A Carnegie Mellon University Venture)

• More than 20 university-led, non-profit research papers have examined the efficacy of the instructional model on learners in multiple types of institutions

• Samples

• Students in the hybrid format had comparable or better learning gains and took 25% less time to achieve the same outcomes than those in traditional, face-to-face courses.

• In U.S. community colleges, students using the courseware covered 33% more content in the same time as their peers in traditional courses and achieved a 13% learning gain, compared to 2% by peers in traditional, face-to-face courses. 6

RFP requirements: overt and less so

• Overt

• Courseware

• $20 million between selected recipients

• 1 million learners (split between 5), over 3 years.

• X number of “courses” built

• Personalization

• Bring down costs

• Evidence-based

• Cater to low-income, at-risk student populations

• Not-so-overt requirements . . .

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scale, by design

users

price8

design & production value

Big History Project by Intentional Futures

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best yet

digital courseware . . . “falls short”

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merger of software content

software

software

content

content

versus

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Our Plan

Partnerships & Courseware

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partnerships

• Courseware, alone, is insufficient

• Partners

• input on design of applications

• localize curriculum / authoring capacity

• implementation and promotion

• integrated student and faculty support systems

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partners: criteria

• Ambition

• History of serving low-income students

• Evidence of innovation (esp. business model innovation)

• Capacity (and willingness) to scale

• The selection process

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selected partners

Keith Hampson, PhD

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courseware: speed-up authoring capacity

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courseware: design-intensive

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courseware: AB testing

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courseware: student dashboard

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courseware: individual learner differences

• Use the individual difference measure for a given learner to drive specific pedagogical choices and strategies (e.g., for a low working memory capacity learner, shape problem context richness more carefully and sensitively as a function of learning).

• Examples

• working memory capacity

• reading comprehension level

• processing speed

• goal orientation20

issues raised

• Scalable, ambitious online institutions (and the impact on the rest)

• The role of this type of funding model in stimulating innovation

• Shared courseware

• Merger of software and content

• The perceived failure of existing resource models (failure to fully leverage digital media)

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cohere 2014

keith hampson phd keith@acrobatiq.com@keithhampson

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