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Making MOOCs Learner-Centric
Sameer SahasrabudheSenior Project Research ScientistIIT Bombay
Adjunct ProfessorSymbiosis International University
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BFAAdvertising
Job in advertising
agency
PG Diplomain animation film making
Job at ZEE telefilms
Research Scientist
@IIT Bombay
BFAAdvertising
Job at IIT BombayPhD at YCMOU
My journey
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Educational Technology, IIT Bombay
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Inter-Disciplinary Program, started 2010- 5 Core faculty- Associate faculty from departments of Engg., Science, Design,
H&SS
- 25 PhD research Scholars- 12 PhDs graduated
Starting an M.Tech program in 2019
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What do we do?
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ResearchTELoTS: Technology enhanced learning of thinking skills
TUET: Teacher use of educational technologies
EDA: Educational data analytics
Emerg: Emerging technologies
Development
MOOCsIITBombayX trained - 5000+ college teachers- 5000+ school teachers
ToolsTo support teaching-learning process- iQuE, - iSAT, - CuVIS, …
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What do we do?
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● Consultancy
● Outreach
● Sponsored Projects
● Sponsored Research Labs
Warm-up: Think-Pair-Share
Think: Write one key difference between the two scenarios.
Scenario1: Consider a class in the 20th century. Imagine it.
Scenario2: Now consider a class in the 21st century. Imagine it.
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Warm-up: Think-Pair-Share
Think: Write one key difference between the two scenarios.Pair: Discuss with your neighbour. Together come up with:1) One difference wrt students’ access to information.2) One difference wrt role of teachers.
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Scenario1: Consider a class in the 20th century. Imagine it.
Scenario2: Now consider a class in the 21st century. Imagine it.
Warm-up: Think-Pair-Share
Think: Write one key difference between the two scenarios.Pair: Discuss with your neighbour. Together come up with:1) One difference wrt students’ access to information2) One difference wrt role of teachers.Share: Please share your answers
Scenario1:Consider a class in the 20th century. Imagine it.
Scenario2: Now consider a class in the 21st century. Imagine it.
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IIT BombayX | 2018
Summarizing differences
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20th century class:
● Information was premium○ No Internet, expensive books,
limited access to libraries.
● Those who had access to information and could transmit it effectively were valued.
● Students were mostly listeners and note-takers, absorbing information during the lecture, and doing their practice later.
21st century class
● Information is no longer at a premium○ WWW! Lots of content
● Not enough for a teacher to only transmit information.○ Impossible to compete with WWW
● Necessary for a teacher to ensure that students are able to assimilate the information, through appropriate and timely practice.
IIT BombayX | 2018
Summarizing differences
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TEACHER CENTRIC
● Information was premium○ No Internet, expensive books,
limited access to libraries.
● Those who had access to information and could transmit it effectively were valued.
● Students were mostly listeners and note-takers, absorbing information during the lecture, and doing their practice later.
LEARNER CENTRIC
● Information is no longer at a premium○ WWW! Lots of content
● Not enough for a teacher to only transmit information.○ Impossible to compete with WWW
● Necessary for a teacher to ensure that students are able to assimilate the information, through appropriate and timely practice.
Why MOOCs fail to engage their learners?
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Learner-Centric MOOC (LCM) Model
Activities + Customized
Feedback
Content + Reflection
Spot
Resources + Assimilation Quiz
Focus question for discussion + Peer interaction + Reflection Quiz
Orchestration
Learner Experience Interaction
Learning Dialogue
Learning ExtensionTrajectory
Learningby Doing
LeD
LbD
LxI
LxT
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Learner-Centric MOOC (LeD) Model
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Learner-Centric MOOC (LbD) Model
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Learner-Centric MOOC (LxT) Model
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Learner-Centric MOOC (LxI) Model
Learner Centric MOOC (LCM)
Classroom Scenario
Lectures and Demos
Assignments and Activities
Instructor-Learner interaction
Learner-Learner interaction
Additional Readings
Exams and Assessment
LCM Model
Learning Dialogues: One or more units of
[Content + Reflection Spot]
Content: Learner watches video/text.Reflection spot: Learner pauses watching and does a given task related to content.
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Learner Centric MOOC (LCM)
Classroom Scenario
Lectures and Demos
Assignments and Activities
Instructor-Learner interaction
Learner-Learner interaction
Additional Readings
Exams and Assessment
LCM Model
Learning Dialogues (LeD)
Learning by Doing: Activities consisting of
[Exercises + Customized feedback]
Exercises: Learner performs tasks such as answering questions related to LeD.Customized feedback: Learner gets specific feedback towards achieving the target performance level for the task.
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Learner Centric MOOC (LCM)
Classroom Scenario
Lectures and Demos
Assignments and Activities
Instructor-Learner interaction
Learner-Learner interaction
Additional Readings
Exams and Assessment
LCM Model
Learning Dialogues (LeD)
Learning by Doing (LbD)
Integration Assignments: consisting of
[Apply knowledge + Peer assessment]
Apply knowledge: Learner performs tasks to apply knowledge gained across the MOOC.Peer assessment: Learner gets feedback through peer assessment via rubrics.
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Learner Centric MOOC (LCM)
Classroom Scenario
Lectures and DemosAssignments and Activities
Instructor-Learner interaction
Learner-Learner interaction
Additional Readings
Exams and Assessment
LCM Model
Learning Dialogues (LeD)Learning by Doing (LbD)Integration Assignments (IA)Response and Feedback (RF)
Learning experience Interactions: activities consisting of
[Focus question for discussion + Peer Interaction + Reflection quiz]
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Learner Centric MOOC (LCM)
Classroom Scenario
Lectures and DemosAssignments and Activities
Instructor-Learner interactionLearner-Learner interaction
Additional Readings
Exams and Assessment
LCM Model
Learning Dialogues (LeD)Learning by Doing (LbD)Integration Assignments (IA)Response and Feedback (RF)Learning experience Interactions (LxI)
Learning extensions: consists of
[Links to resources + Assimilation Quiz]
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Learner Centric MOOC (LCM)
Classroom Scenario
Lectures and DemosAssignments and Activities
Instructor-Learner interaction
Learner-Learner interaction
Additional Readings
Exams and Assessment
LCM Model
Learning Dialogues (LeD)Learning by Doing (LbD)Integration Assignments (IA)Response and Feedback: Customized and timely response to learner actions.
Some responses may be automated such as feedback for MCQ choices, while others may be manual such as replies to discussion forum, yet others may be through social networks 22
Learner Centric MOOC (LCM)
Classroom Scenario
Lectures and DemosAssignments and Activities
Instructor-Learner interactionLearner-Learner interaction
Additional Readings
Exams and Assessment
LCM Model
Learning Dialogues (LeD)Learning by Doing (LbD)Integration Assignments (IA)Response and Feedback (RF)Learning experience Interactions (LxI)
Learning extensions (LxT)
Knowledge Consolidation: consists of items similar to [LbD; IA]
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Panchkanya of Borawan
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Plight of 5 girls who were determined to submit the project in spite of the lack of resources
Documentary
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Localization of content
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Teacher from Rajkot, who presented the lectures in Gujarati for his learners
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Battery of moderators
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Invited top performers to volunteer as moderators and help new learners
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Personalised feedback and connect
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Discussion forum moderators on vigil
https://youtu.be/hl0XqDg_O4I
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Exploring Learning Extension Trajectories
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One of the many evidences, where learners have started to ‘dig deep’ in an allied domain
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?What is the BLEND in blended learning?
Lectures+
Activities
Online+
Classroom
Assessment A+
Assessment B
Technology A+
Technology B
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IIT BombayX | 2018
InformationTransmission
+Active
Learning
Blending Pedagogies
ClassroomLearning
+Online
Learning
BlendingTechnologies
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IIT BombayX | 2018
BlendingPedagogies
BlendedTechnologies
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IITBombayX Hybrid MOOCs
● Information transmission + Active learning● Classroom + Online:
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IITBx model: Best of all worlds
High quality Learner centric content in MOOC format● Flexibility of time, ● Access, ● Assessment
Blending Pedagogies
BlendingTechnologies
Trained RC coordinators● Emulate classrooms, ● Active hands on /
interaction sessions, ● Local adaptation
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IITBx model: Best of all worlds
Jan 2015-Jun 201834
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IITBx model: Best of all worlds
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Jan 2015-Jun 2018
2,35,175Learners
56%Urban
16%Semiurban
28%Rural
63% Male 37% Feamle
6,212 Cities
47,900Certificates
72Courses
75Instructor
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How is this done?
● 500+ Remote Centers (with identical infrastructure, trained personnel)
● 500+ Mentors (filtered to various Faculty Development Programs)
● AICTE certification
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Jan 2015-Jun 2018
502RemoteCenters
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Voices from fieldSir, in DYPCOE, Akurdi, Pune....One experience sharing here. Sunday to make students active learning, 15 mins test on GATE, IES Exam is conducted. Students, who clear with good grade, are declared as Advanced Learners. They are awarded Certificate, and were asked to help other students.Sir, In my class, now, out 61 students, 42 are certified as Advanced Learners and 34 are now certified as Teaching Assistants.Thanks to IITBombayX...Integration of LOs of all three FDPs is really amazing in Implementation and gives great results... Creation Adaptation
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Voices from field
Application Adaptation38