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Blend, Don’t Break: Thoughts on Teaching and Learning in the Age of the Great Unraveling
Howard Lurie / February 2014 OESIS West, Marina Del Rey, February, 2014
THE GREAT UNRAVELING
How do we measure, navigate and experience change?
US cities / states organized by pop/ sq miles
An Unbundling Framework M.P. Staton
Core capacities and functions of established institutions are now diversifieddistributed&differentiated
Shifts Away from Predictable, Single Pathways
Steven Bell, http://lj.libraryjournal.com/2013/02/opinion/steven-bell/does-retention-matter-in-alt-higher-ed-from-the-bell-tower/
Platform Wars or Deeper Learning?
Towards the Jetsons’ Classroom?
Actionable Learning Analytics or Just a Cluttered Dashboard?
Reinventing Instructional Design and Course Production
A HIGHLY SELECTIVE AND PERSONAL TIMELINE
2012 edX, Open
Source MOOC 2008
OER / DLO /
TD2006 IWB
2004 1:1 2000
wysiwyg
campus
1994 MIT
Netscape
1992
u1986 8 mm / slides
Platform Wars or Deeper Learning?
LMS Market Share, 1997 - 2013
Gartner Hype Cycle
2013 ed tech Hype Cycle
Next Wave LMS Progressions
Next Wave LMS
• Simple course delivery “learning experiences”
• Single course experience differentiated pathways for acceleration or remediation
• Click through data predictive learner analytics, consumable by both student and instructor
• Digital content repositories stackable content available across platforms and providers
• Departmentalized courses evolving and practicum focused learning communities
• Course in a box multi-platform and device integration
Towards the Jetsons’ Classroom?
“2000” circa 1910
Tomorrow’s schools will be more crowded; teachers will be correspondingly fewer. Teaching would be by means of sound movies and mechanical tabulating machines. Pupils would record attendance and answer questions by pushing buttons. Special machines would be “geared” for each individual student so he could advance as rapidly as his abilities warranted. Progress records, also kept by machine, would be periodically reviewed by skilled teachers, and personal help would be available when necessary.
http://www.smithsonianmag.com/history/the-jetsons-get-schooled-robot-teachers-in-the-21st-century-classroom-11797516/#ixzz2q1GeQxla
Circa 1968
Click to Start or Just Minimize to the Desktop?
Flipped and Blended Classrooms
Thille - More complex than rocket science…
Candace Thille, Schools of Tomorrow, 9/17/13
That’s what I’ve spent the last 10 years of my life doing. One thing we found is that learning is really complex…
Once a colleague asked me, ‘why do you study learning? We all teach, it’s not rocket science.’
Well, actually it’s more complex than rocket science. Really understanding human learning at that episodic moment where you have change in thought is a complex process
Will it Blend?
Will it Blend?
Questions to Consider for Blended Learning• What are the support systems
and training resources for faculty and production units to create and deliver blended course content?
• What is the blended learning
research agenda? How will data be collected and analyzed? How will data inform the course development roadmap?
• What will be the associated business requirements? Credit hours? Faculty compensation? Activity or platform fees? Certificate fees?
Actionable Learning Analytics or Just a Cluttered Dashboard?
Hint.fm http://hint.fm/projects/wind/
Next Generation of Data Visualization
http://hint.fm/projects/wind/
Unbundled Schools – Implications
Phototrails.net
Studying Learning in the Worldwide Classroom; Research into edX’s First MOOC
Research and Practice in Assessment, Summer 2013
Initial edX attempts at learner analytics
Onlinetextbook
Videos Assessments
Courtesy Seaton, Pritchard Aug 2012
How does learner activity correlate to performance?
Weekly time spent per activity
Tim
e/W
eek
per
Act
ivit
y
July 24th, 2013 ?????What happened, 7/24/13?
Aggregated Learner Data
http://Harvardx.Harvard.Edu/Multiple-course-report
Rey Junco….
“learning analytics applied to course management systems and course management systems is basically just a fancy way of saying an online discussion board and they are looking at how many times a student will respond, how - to a discussion - how quickly they respond to a discussion, how often they log on. So just very, very basic levels of data that they're looking at, and so the predictive models are not as accurate as they could be”.
https://www.edsurge.com/n/2013-02-20-stanford-harvard-professors-dissect-big-data
Early Gap Analysis on Learning Data
Towards Predictive Learning Analytics
Considerations for Predictive Learning Analytics• Design and build an
integrated analytics framework which includes recruitment, retention, and classroom performance.
• K. Cator – evolution of an LPS (learning positioning system)
• Define the desired range of personalized / adaptive learning features based on student profiles, pre-tests, placements etc.
• Careful and close analysis of privacy concerns
Acrobatiq – 2014 Saas / API Based Product
Reinventing Instructional Design and Course Production
Roots of Instructional Design – “Land” based teaching
Towards a New Model of Instructional Design
Transitions towards a New Model of Instructional Design
Course as product backward planning learning as process
Singular “heroic efforts” integrated, cross disciplinary teams
Vertically integrated service delivery horizontally built and managed teams
Faculty as consumer faculty as co-producer
Dominance of summative assessment models inclusion of formative assessment models
Data production data consumption, interpretation and iteration
Among others, Bill Jermone http://mfeldstein.com/learning-engineers/
Componetized, Modularized, Super-Sized
Howard Lurie
CS4Ed – Consulting Services for Education
www.linkedin.com/in/howardlurie
