Merge A MOOC! By Gerry Donaldson

University of Calgary

Teachers Symposium

iTeachCS 2013

14 June 2013

1st: Google

2nd: Facebook

3rd: MOOC

Flip A MOOC!!

Merge A MOOC! By Gerry Donaldson

•Massive

•Open

•Online

•Course

Massive • World’s First MOOC 2,300 students

registered in “Connectivism and Connective Knowledge” at University of Manitoba.

2008 • 160,000 students registered in “Artificial

Intelligence” at Stanford University 23,000 students finished.

2011

• 300,000 students registered in Udacity’s Computer Science 101 teaching “Python”. 2012/13

Any country, race, ethnicity, gender,

polity, persuasion!

NO Barriers!

Any time after course is posted!

Open

Internet Connectivity!

Seasoned Technology!

Global Dissemination!

Online

Fast!

Robust!

Ubiquitous!

Course

Pedagogy +

Teams of

Talent +

Top Expertise

Pots of

Endowment

Money

Tons

of Time

Live Online

Interaction

Entertain

Big

Data

Algorithms

& Analytics

Big Data Revolution • Abandon causal explanations. Just go for the correlation.

• With petabytes (1015) of “data points”, we can statistically

“infer” relationships and build algorithms that predict techniques and interventions with high success rates.

• Every interaction with content gives a “signal” useable to improve teaching == “facilitation of learning” !!!

It’s about Learning!

It’s not about you.

It’s not about me.

It’s about students.

Datafication of Learning Student interaction will be electronic, yielding a “click stream” of trillions of “data points” from tens of thousands of students taking the same course. We don’t need to know “why” students learn. We do need to know “what” are the most effective learning experiences.

Kenneth Cukier: Big Data & Students

Who Is Making It Happen Now?

• Standford

• Johns Hopkins

• Private organization

• Began at Standford

• Harvard

• Berkeley

• McGill

• Not-for-Profit

• Sal Khan

• 4100 videos Khan Academy

edX

Coursera Udacity

Facts From article: Campus 2.0

• Coursera is the largest consortium producing MOOCs today.

• Coursera has 328 courses, 62 universities in 17 countries.

• Coursera’s 2.9 million users come from 220 countries.

• Coursera courses span subjects as diverse as pre-calculus, equine nutrition and introductory jazz improvisation.

Coursera Supply & Demand*

*From the Article: Campus 2.0

1 Year!!

Coursera Student Origins*

*From the Article: Campus 2.0

Global!!

Coursera Courses Offered*

*From the Article: Campus 2.0

Science Technology Engineering Mathematics

P L U S

Charlie Rose Interview 25 April 2013: Tom Friedman of New York Times; Amy Gutmann, Pres. of University of Pennsylvania; Anant Agarwal, CEO of edX; Joel Klein, CEO of Amplify (K-12).

Charlie Rose Interview 25 April 2013: Tom Friedman of New York Times; Amy Gutmann, Pres. of University of Pennsylvania; Anant Agarwal, CEO of edX; Joel Klein, CEO of Amplify.

Problem == Cheating

Traditional Proctoring

Remote Proctoring

Securexam The Securexam since 2007 Remote Proctor System:

• Fingerprints • Voice engagement • Video engagement • "locking" software.

Proctors at ProctorU

Sign up at the ProctorU site. Make an appointment. Return at the time of your exam. You see and hear a real person who walks you through the exam and helps if there are problems.

Are MOOCs Effective?

• 10% completion is standard. (Markoff, 2013) BUT

– Many register (free) just to see what it is like.

– Early MOOCs did not apply sound pedagogy.

– Early MOOCs just posted boring lectures.

• Coursera, edX and Udacity disrupted with money, time, talent, technology, analytics & pedagogy!

— Miks, J. (2013). Bill Gates on what makes a good teacher. Fareed Zakaria GPS. Retrieved May 13, 2013, from http://globalpublicsquare.blogs.cnn.com

/2013/02/01/bill-gates-on-what-makes-a-good-teacher/

Bill and Belinda Gates Foundation has spent billions of dollars researching the best practices for teaching and learning!

Flip A MOOC In Your Classroom.

Flip A MOOC In Your Classroom.

Don’t Reinvent The Wheel! Use Resources Authored By Others.

• Textbooks

• Workbooks

• Tutorials

• PowerPoint slide shows

• Question Banks with solutions

• Exercises with solutions

• Video & Audio files

MOOC == Backbone of Course

Historically: Textbooks formed backbone of a course.

Other Backbones: Lectures, Slideshows, Tutorials, Projects.

MOOC Backbone: Now MOOCs will deliver content!

Teacher == Engineer of the Course

Guidance: Direction. Pace. Resources. Networking.

Context: Relate learning to life, aspirations, community.

Interaction: Motivate. Inspire. Integrate. Connect.

MATCH A MOOC TO YOUR COURSE!

• Scope and Sequence.

• Understandability.

• Age appropriate.

• Supporting Resources

You Set The Context.

• A MOOC is a resource for your course.

• Use some pieces or use it all.

• Use it as a backbone or supplement.

• The teacher still manages learning.

SEEK SUPPORTING RESOURCES.

• Did the author publish a corresponding book?

• Are there supporting exercises with solutions?

• Is there a test bank with solutions?

• Are there daily “lesson plans”?

TEACHER STILL MANAGES LEARNING!

• Monitor student morale – frustration.

• Individualize learning with resources.

• Group students for success and challenge.

• Inspire. Amuse. Empathize. Recognize.

Introduction to Programming in Java

• A student took a course from a renowned expert.

• The course is easily inspected and evaluated.

• Student examination was stringently proctored.

• The course was administered and recognized by Stanford, MIT, Berkley and Harvard universities.

Will Your School Credit This Course?

Why Now Java? Why Not Python?

Udacity’s “Introduction to Computer Science (Python)” is the most subscribed course in history == 300,000+ so far!

Credit from Colorado State University Global Campus.

https://www.udacity.com/course/cs101

Python is a respectable, friendly programming language.

Why Now Java? Why Not Python?

Udacity’s “Introduction to Programming (Java)” is 1 year newer == significantly improved technology & pedagogy!

++ Extensively Resource-Supported with BIG JAVA Text.

++ Better match with current teaching practice in Alberta.

++ International Accreditation Via San Jose State University.

https://www.udacity.com/course/cs046

Udacity MOOCs at San Jose U.

• Professors collaborate with MOOC provider Udacity.

• Students watch videos & take interactive quizzes.

• Students will receive support from online mentors.

• Students will be examined & proctored online.

• Successful students will received accreditation.

• Accreditation will be recognized internationally.

• Students will present transparent skill sets.

Introduction to Programming in Java

Udacity Course

Progress Page

Udacity Course: “Introduction to Programming” featuring Cay Horstmann & Sara Tansey.

Udacity Course

“Canvas” Email

Message

Udacity Course: “Introduction to Programming” featuring Cay Horstmann & Sara Tansey.

Canvas Is LMS Like d2L, Moodle, Blackboard.

Horstmann & Tansey Introduce Objects. 5 clips 6 mins

Udacity Course: “Introduction to Programming”. Cay Horstmann & Sara Tansey Introduce Objects.

Lesson 3 Set of VLC

Video Lectures

Udacity Course: “Introduction to Programming”. Each “Lesson” Has 70-80 Videos 30 sec – 3 min.

Notice the extensive splicing of the video!

2 mins 52 secs

Udacity Course: “Introduction to Programming” Horstmann 2-3 Min “Lecture” Via VLC Media Player

Problem Set #1 follows Practice

Problems. 6 mins

47 secs

Udacity Course: “Introduction to Programming”. Problem Set At End of Problem Set #1.

Shows remaining

lecture time & quizzes in

current lesson.

Udacity Course: “Introduction to Programming”. Detailed Course Progress Report.

Videos Cover Details Very Quickly.

• All the information is or should be included.

HOWEVER

• Concepts & Examples Move Extremely quickly!

• Help slow students go slowly & fast students go fast.

• Manipulate video & intersperse with instruction.

Prepare Students For Next Videos.

• Some videos use props: lego blocks, index cards, etc

• Remind &/or Recap &/or Reteach Earlier Lessons.

• Distribute supplementary handouts (Appendices)

– Library code such as Horstmann’s graphics library:

• http://horstmann.com/sjsu/graphics/

– Unicode (ASCII is subset of Unicode) Table

– Operator Summary

– Reserved Word Summary

Videos Still Need Elaboration! Stop the video. Teach it your way!

• Let the video launch the instruction … BUT …

• Explain each new concept again for your students.

• Point out what is “assumed” in all lines of code, knowing that it is a teaching error to “assume” knowledge or understanding after a single exposure!

• Video takes 3 minutes. Teacher takes 6 minutes.

Get Students To Implement All Code! Stop the video. Enter & run ALL code.

• When students implement code in beginning of course:

1. They gain necessary practice with the routine skills so they can later focus on higher order cognitive tasks:

a. Use of IDE (Integrated Development Environment)

b. Repetitious Syntax (eg: public static void main(String args[])

c. Learning Protocol (when to watch teacher, videos, work)

2. Students learn “intuitively” when YOU model problem solving.

3. Students gain confidence for the big challenges by experiencing successes with simple “baby steps”.

Help During Instructional Period.

• Course managers serve as tutors from 10 am to 10 pm. Students contact them via live chat or email them.

• A forum on “Canvas”, a communication environment available only to paid subscribing students.

• Main “email” instructor gave her “personal” Udacity email address to subscribing students.

Have Students Print Demo Code

• Students are more likely to study hard copy than soft.

• Copy demo code to text editor. Print from text editor.

• Demonstration code are models of how to do it right!

• Students should study model code as they proceed.

• When a student asks how to solve an exercise, the teacher should ask is, “Did you check the model examples that were presented during instruction?”

Download Java MOOC Videos. Retrieve copies of Horstmann’s Java MOOC videos from:

https://www.udacity.com/wiki/cs046/downloads

Video files are numbered and zipped per unit and contain a playlist file for convenience. You can use, for example, the VLC player to play them. With VLC, you can play back the videos faster or slower (the tone itself will be the same) by pressing the "+" or "-" key.

Download VLC Media Player at: http://www.videolan.org/vlc/index.html

Download Slideshow.

A copy of this PowerPoint slide show may be retrieved at:

http://pages.cpsc.ucalgary.ca/~gddonald/MOOC/Merge-a-MOOC.pptx

A video of this PowerPoint slide show may be retrieved at:

http://pages.cpsc.ucalgary.ca/~gddonald/MOOC/Merge-a-MOOC.mp4

Further Reference: 1 of 2

Businessweek, B. (2013). Getting a Higher Education Online. Interview conducted by Charlie Rose. Retrieved May 12, 2013 from http://www.businessweek.com/videos/2013-04-26/moocs-getting-a-higher-education-online Cukier, K. (2013, April 18). Big Data: A Revolution that will transform how we live, work and think. Lecture conducted from Talks at Google. YouTube.ca. Retrieved May 26, 2013, from http://www.youtube.com/watch?v=bYS_4CWu3y8 Cusumano, M. a. (2013). Are the costs of “free” too high in online education? Communications of the ACM, 56(4), 26. doi:10.1145/2436256.2436264 Donaldson, G. (2013, May 7). MOOCF == Massive Open Online Course Flipped. CSTAAB Web Site. Retrieved May 12, 2013, from http://cstaab.com/moocf_blog/

Further Reference: 2 of 2

Mayer-Schonberger, V., & Cukier, K. (2013). Big Data: A Revolution That Will Transform How We Live, Work, and Think (First., p. 257). Eamon Dolan/Houghton Mifflin Harcourt. ProctorU. (2013). Retrieved May 12, 2013, from http://www.proctoru.com/ Waldrop, M. M. (2013). Campus 2.0. Nature, 495 (14 March 2013), 160–163. doi:10.1038/495160a