Learning at Scale Slides from ICTCM

Mar 11, 2017 by

Learning at Scale: Using Research To Improve Learning Practices and Technology for Teaching Math

In the last 5 years, there has been a rise in what we might call “large-scale digital learning experiments.”  These take the form of centralized courses, vendor-created courseware, online homework systems, MOOCs, and free-range learning platforms. If we mine the research, successes, and failures coming out of these experiments, what can we discover about designing better digital learning experiences and technology for the learning of mathematics?


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Interdisciplinary Courseware to the Rescue?

Oct 13, 2016 by

In the midst of all the bling of media-rich, adaptive, personalized, [insert-buzzword-here] digital products, there is a lurking underlying problem:

The general education curriculum in higher education has barely changed. Today’s world is cross-disciplinary, culturally diverse, and team-oriented. There is almost no problem that can be solved in a silo content area with a team of one.

Map showing the interconnected nodes between a variety of subject areas in research.

Interdisciplinary Thinking, from New Scientist’s article “Open your Mind to Interdisciplinary Research”

We need new cross-disciplinary curriculum. We need courses that are more engaging and reflective of today’s real issues. We need courses like these (referenced from my 2009 post on Hacking Higher Education):

  • Trend Analysis (Math + History)
  • Biology and Human Enhancement (Biology + Philosophy)
  • Science of Exercise (Science + Health & PE)
  • Exploring Water Issues (Science + Politics)
  • Design and Digital Presentations (Graphic Design + Communication)
  • Data Analysis and Information Presentation (Statistics, Graphic Design, and Communication)
  • Exploring Recycling and Refuse (Science, Government, and Humanities)
  • Chemistry of Nutrition (Chemistry + Health & PE)
  • Poverty and World Culture (Humanities, Government, and Sociology)
  • Sociology and Psychology of the Web (Sociology + Psychology)
  • How Computers Think (CIS + Philosophy)
  • Art, Media, and Copyright (Fine Arts + Law)
  • Writing for the Digital Age (CIS + Communication + English)
  • Energy (Physics, Chemistry, and Government)
  • Information, Query, and Synthesis (Literacy, Logic, English)

The problem is that very few faculty can teach courses like this without extensive learning or teamwork, and very few authors that could write such a curriculum from scratch.

This is exactly the moment when “digital courseware” should rise to the occasion. Digital courseware could be built to support these kinds of inter-disciplinary courses with a well-designed learning experience (not just text, but formative assessment and designed interactions with students and faculty). It could be multimedia rich, adaptive, personalized, and all that good buzzword stuff.

With a solid digital courseware backbone to support the learning, faculty could be tapped from different disciplines to evaluate work, answer questions, and coach students in their learning. No one faculty member would have to learn all the nuances of the course immediately.

So why aren’t we getting that? Why are we just getting more Algebra, English Comp, and Freshman Biology courses? Because that’s what we keep asking for. We keep saying, “give us better pass rates for these courses we currently teach.” We keep funding the rebuild (and rebuild) of those courses that create retention and graduation pressure in higher education. What if the problem is not the delivery of the course, but in the course itself? What if students are never going to do better in these courses because deep at the heart of the issue, the student knows the course isn’t applicable to the world they live in?

The Big History course (funded by Bill Gates) is an admirable step towards creating a more modern and more interdisciplinary curriculum. MOOCs do not have to pay attention to credit counts, what “department” the course lives in, or how it will or will not count as an elective towards multiple degrees. Consequently, MOOC providers have the freedom to build interesting, modern, and cross-disciplinary courses like The Science of Everyday Thinking (from EdX) or Politics and Economics of International Energy (from Coursera).

But why is it outsiders to education that have to lead these efforts? Educators should begin asking for the “right” curriculum from courseware providers (looking at traditional publishers, digital platforms, and MOOCs). We need to ask for the curriculum we want to teach instead of that which we have always taught.

Of course, courseware providers aren’t going to build something they don’t think has a market yet – and so we have a classic “chicken and egg” problem. This seems like exactly the kind of problem that needs a funding push. If a beautiful digital course on “How Computers Think” or “Poverty and World Culture” became available nationally at a low cost, I’d like to think that institutions and faculty would be able to step up to the challenge of figuring out the rest of the logistics to offer these courses.

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Silicon-Valley Tinted Glasses (and MOOCs)

Mar 4, 2014 by

A great deal of Ed Tech (and the VC money that supports the industry) seems to be viewing the world through lenses that are quite different than those of us who have taught students at public institutions. They are building ed tech in their own image, and many of them either dropped out of school and self-taught or attended ivy-league institutions.  The Silicon-Valley view of the problem of education reminds me of Lake Wobegon (where all the children are above average) and is based on something like this:

Higher Education: Where all the learners are motivated, everyone has Internet, and the only thing standing between a student and their success is affordable access.

But this isn’t reality. For example, the students we teach at community colleges (4 in 10 college students in the U.S.) were busy with school, work, and family responsibilities. Learning for most was a means to an end, not a side-project or hobby built through self-motivation. Even with daily in-person coaching from instructors, free access to tutoring, and personal encouragement through email, phone calls, and hallway conversations the instructor and institution can rarely coach out motivation where there was none to begin with and the magic MOOC is not likely to either (see San Jose experiment in developmental math as a case in point).  A detailed reading of the CCSSE survey might be worthwhile for Ed Tech companies seeking to build apps to serve the population of “self-motivated” learners.

Let’s tackle Internet next. According to the latest PewResearch study on broadband, only 70% of adults in the U.S. have broadband Internet. Some of those folks are certainly seniors that do not wish to participate on the Internet, but there are two other groups to consider: (1) those with incomes less than $30,000 a year and (2) those who cannot get Broadband even if they want it (mostly rural students who have to live off of very-expensive satellite access if they can even get that).  The FCC’s Eighth Broadband Progress report pegs the number of Americans without Broadband access at 19 million. This does not translate to just an area here and there, but involves large swaths of the country that are rural. For example, this map (2011) shows all the rural areas without access in light orange (ignore the beige areas – those are unpopulated). These rural areas are places where families (and students) live, but can’t get Broadband.

Finally, let’s take a look at affordable access. If it were true that the only thing stopping students from learning was the cost, we would have seen a large movement of Freshmen and Sophomores from public 4-year institutions back to community colleges (where the tuition is, on average, half the cost). While community colleges did see an uptick in enrollment during the recession, so did most other public institutions  (see Figure 4 of the NCES enrollment data here). In other words, community colleges were not stealing enrollment back from 4-year colleges because they were more affordable.

The truth is that for many families and students, going away to college is and will continue to be a coming-of-age ritual that is a gateway to adulthood. No MOOC or online learning experience can duplicate the experience of being away from home and being “on your own” for the first time. If we had some alternative to this experience that rose in popularity (GAP years, public service years, etc) then I could see these online experiences becoming a viable alternative. However, the away-from-home college experience is very much a part of our culture and cannot easily be replaced.

With all of that said, I do think that massive online experiences (like MOOCs) can play a valuable role in the education ecosystem, they just need to be redirected:

Alumni Degree Updates: Suppose you graduate with a Biology degree and wish to stay up-to-date in the field. As a non-student non-faculty member, you do not have easy access to journal articles, and the media provides only questionable interpretations of the data. I think most college graduates recognize the benefit of staying up-to-date in their chosen subject area, but doing so on your own is quite difficult. Enter the MOOC and higher education. On every campus in the country, there are professors updating their lectures every year to incorporate the latest research in their field (at least, we hope they are). If the institutions gave the professors additional class release to also teach a MOOC on just the updated material (for a nominal fee), they could provide a great service to their alumni (who would, of course, get it for a discount) and give a super-fun experience to the professor (who would get to teach a bunch of super-motivated students for a change).

Cultural Enrichment Layer: Let’s face it, no matter how hard colleges try, some of them are just not very culturally diverse. To have students experience the perspectives of those from other backgrounds, ethnicities, and socioeconomic standings, MOOC providers should consider providing short 4-week courses that add a layer on top of commonly taught courses (like survey psychology, sociology, biology, or nutrition). Students from all over the world could participate together in the 4-week MOOCs with their classmates on campus and gain the perspectives they may not easily have access to otherwise.  I don’t think a small fee (maybe $10) would be unreasonable for students to participate. Kudos to the MOOC providers if they can kick out some of the enrolled student data back to the home-campus professors. That would be worth the $10pp cost to be able to track this participation for a grade contribution.

Subject Area Deep Dive: Professors that teach survey courses (like Majors or Non-Majors Biology) may often wish they had more time to really go in depth on the couple topics that they know students are really interested in, for example: maybe that’s nanotechnology or genetic modification. Deep dives into topics of interest may spark interest (and majors) from students who might not otherwise see the relevance, but alas, there is no time in these courses. Again, I see this as an opportunity for MOOC providers to jump in at opportune times in the school year with “layered on” MOOCs. Perhaps students in the campus-based course could choose from one of three topics to “add-on” during the semester, and get credit in the course for their participation. Again, this requires a data-passback and a sign-up method that connects the student to the right course, but I’ll assume that this is a minor obstacle, especially if it comes with a small fee to participate attached.

Giving students a guided experience in a MOOC (with the social aspect of their on-campus experience) may help to graduate students who are more likely to participate in lifelong learning with MOOCs after college. I think that everyone wins if this is the case.

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Activity Icons for Online Course Design

Mar 20, 2013 by

When I went to build my Social Media MOOC, I wanted to find a great set of icons to visually clue students to the learning activities in the course. I looked high and low, but couldn’t find an icon set that had all the types of icons that I wanted (Discussions, Read, Write, Tweet, Watch, and Groupwork). In the end, I gave up and just hacked together my own icons.

If you’d like to add to the set, I used the IcoMoon App (and the free IcoMoon library), with hex color 2c5782 and 32 pixel heights.  These icon fonts were then layered onto a rounded button in Adobe Illustrator.

You can browse the course if you want to see how the icons are used. Here is an example:

If you’d like to use the course activity icons, you’re welcome to do so. Download the course activity icons zip file, which contains all 6 icons and the adobe illustrator file for the rounded square icon (in case you’d like to build your own).  I will take requests to build more icons for about a week and then create a second batch. Let me know if there’s a learning activity that you need an icon for in your online course. If you create some and would like to share them, that would be great! I’ll add them to the zip file for others to use.

Note that I am not a graphic designer, nor do I play one on TV. If you are a graphic designer, and want to make cleaner icons or different design sets of icons, I’d be happy to share or link to those too.

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