Teaching and Learning Analytics for MOOCS

Diana LaurillardLondon Knowledge LabInstitute of Education

Forms of TEL/online and teacher time

• Guided TEL resources (model)

• Access to expositions – lectures (videos)

• Automated grading – MCQs, models

• Readings (pdfs)

• Guided collaboration activities (wiki)

• Peer group discussion forums

• Peer grading against criteria

• Tutored discussion forums

• Tutor feedback (e-portfolio)

• Guided TEL resources (model)

• Access to expositions – (lecture videos)

• Automated grading (MCQs, models)

• Readings (pdfs)

• Guided collaboration activities (wiki)

• Peer group discussion forums

• Peer grading against criteria

• Tutored discussion forums

• Tutor feedback (e-portfolio)

MOOC vs standard online course Preparation time (fixed costs)

Support time (variable costs)

The Duke MOOC

Bioelectricity: A Quantitative Approach Taught in class for over 20 yearsExperimental move to a free and open MOOC12,000 students enrolled from >100 countries• 8 weeks long • 97 ~6 min videos • 22 GB of data • 1052 files • 18 graded exercises, including a peer-graded writing

assignment and final exam (Duke University 2013)

The Duke MOOC – Learner Analytics

Not for undergraduates

Potential undergraduates

Enrolled students

The Duke MOOC – Learning Analytics

Not for the faint-hearted

Comparable with normal online u/g

courses

420 teaching hours to develop200 teaching hours to support

The Duke MOOC – Teaching Analytics

8 weeks, providing 48? hours learning time:Videos and pdfsQuizzesWikiPeer discussionsPeer gradingTutored discussionsSummative assessment

Modelling teacher time and learning experience

High on prep timeZero contact for 40? hours

Low on prep timeHigh contact for 8? hours

560 students supportedat 1:22 staff-student ratio

Teaching analytics to support MOOCs

Time / student 50 500 5000Duke MOOC 24 mins 24 mins 24 minsBasic MOOC 0.00 0.00 0.00

Teacher support time rises to 2000 hours for 5000 students.

2000 hours = 1 year of a tutor for a 5 credit course.

= 24 FT tutors for 120 credit course.

50 500 50000

500

1000

1500

2000

2500

3000

Duke MOOCBasic MOOC

50 500 50000

500

1000

1500

2000

2500

3000

Duke MOOCBasic MOOC

Total teacher time

No. of students

Modelling the benefits and costs

• We need to understand the pedagogical benefits and teacher time costs of online HE

• What are the new digital pedagogies that will address the 1:25 student support conundrum?

• Who will innovate, test, and build the evidence for what works at scale online?

~ TEACHERS!

Pedagogies for large online classes

Concealed Multiple Choice Questions

Conceal answers to questionAsk for user-constructed input Reveal multiple answersAsk user to select nearest fit

Pedagogies for large online classes

The virtual Keller Plan

Introduce contentSelf-paced practiceTutor-marked testStudent becomes tutor for creditUntil half class is tutoring the rest

Pedagogies for large online classes

The vicarious master class

Tutorial for 5 representative studentsQuestions and guidance represent all students’ needs

Pedagogies for large online classes

Virtual pyramid discussion groups

Tutorial for 5 representative studentsQuestions and guidance represent all students’ needs

Individual students produce response to open questionPairs compare and produce joint responseGroups of 4 compare and produce joint response and post as one of 10 responses...… N groups of 40 students vote on best response until…Teacher receives 6 responses to comment on

Teachers as designers need the tools for innovation

Models for learning and teaching

To test new ideasTo generate teaching analytics

To collect learning analyticsRedesignAnalyseDevelop

The Course Resource Appraisal

Model

Conventional Online MOOC

Learning analytics for online models

PersonalisedSocialSame for all

AcquisitionInquiryDiscussionPracticeProduction

PersonalisedSocialStandard

Acquisition

Inquiry

Discussion

Practice

Production

Analysis shows less personalised learning, more learning through acquisition with this MOOC

Categorised learning activities

For 3000 students: teacher time = 188 days vs 0.6 days

30 60 90 120 1500

0.5

1

1.5

2

2.5

3

3.5 ConventionalOpen Mode

Teacher hours per student

Cohort size

Scaling up will never improve the per-student support costs… unless…

Online

The cost of commenting, advising, marking for each student

Teaching analytics for student numbers

Economies of scale for fixed costs

Conventional online

Online MOOC

Modelling the costs for increasing student cohort size

… we come up with some clever pedagogical patterns that support at

better than the 1:25 ratio

The question is – what are they, and how do we develop and share them?

Teaching as a Design Science: Building pedagogical patterns for learning and technology (Routledge, 2012)

d.laurillard@ioe.ac.uk

www.ldse.org.uk/

tinyurl.com/ppcollector

Further details…

Coming soon: An ALT MOOCOCTEL is the Open Course in Technology Enhanced Learningat http://octel.alt.ac.uk/ April 2013