THE FUTURE OF TEACHING AND LEARNING IN THE AGE OF BIG DATA

AND MASSIVE OPEN ONLINE CLASSES

Indiana UniversityCenter for Innovative Teaching & LearningScholarship of Teaching & Learning Series

March 28, 2013Dan W. Butin

dan.butin@merrimack.eduDean, School of Education, Merrimack

CollegeExecutive Director, Center for Engaged

Democracy

The Rhetorical Punchline

MOOCs WILL SAVE US

OR NOT.

Some “Housekeeping” Notes

Some Caveats and Wild Cards

Differential Impact Across Distinct Segments

Unclear Pathway of Technological Disruption

Unstable Business Model of Higher Education

Broad Brush Strokes Disrupt our Sense of

Complacency Dialogue and Debate Transformations Occur

at the Boundaries

The Argument…

MOOCS PRESAGE THE FUTURE OF

HIGHER EDUCATION

BUT THE FUTURE IS NOT WHAT WE

EXPECTED

A VISION FOR WHAT MAY BE

POSSIBLE

“implosion of the monopoly”

“learning 1.0 product in a Web 2.0 world”

“apprenticeship in democracy”

MOOCs AS THE FUTURE – Part 1: EXTERNAL PRESSURES

Market Pressures Technological Drivers Demographic Changes Fiscal Disinvestment Institutional

Segmentation

MOOCs AS THE FUTURE – Part 2: INTERNAL TROUBLES

Transmission Model Adjunct-Driven Retention-Poor Remediation-Prone

MOOCs AS THE FUTURE

THE BUZZ-WORDS LEARNING ANALYTICS ADAPTIVE TESTING INTELLIGENT TUTORING

SYSTEMS (“INTERACTION GRANULARITY”)

NATURAL LANGUAGE PROCESSING (LATENT SEMANTIC ANALYSIS)

“BIG DATA”

THE BIG PICTURE SPLINTERING OF

PATHWAYS UNBUNDLING OF

FACULTY WORK “DEMOCRATIZATION” OF

KNOWLEDGE OVERCOMING BAUMOL’S

COST DISEASE

BUT THE FUTURE IS NOT WHAT WE EXPECTED

Learning 1.0 Product in a Web 2.0 World

MOOC Completion Rates: The Data

From: http://www.katyjordan.com/MOOCproject.html

AN EXAMPLE FROM DUKE

THE DIFFERENCE BETWEEN LEARNING 1.0 AND 2.0

BATESON’S LEVELS OF LEARNING

LEARNING II CHANGE IN THE PROCESS OF

“LEARNING I”

LEARNING I CHANGE IN SPECIFICITY OF

RESPONSE DUE TO TRIAL AND ERROR

ZERO LEARNINGSPECIFICITY OF

RESPONSE “NOT SUBJECT TO

CORRECTION BY TRIAL AND ERROR”

META-COGNITION AND TRANSFORMATIONAL LEARNING NOVICE/EXPERT RESEARCH:

DELIBERATE PRACTICE AGAINST AUTOMATICITY (EDGE OF CHAOS;

ZPD) SELF-CONSUMING PEDAGOGY

ANTIFOUNDATIONAL SERVICE-LEARNING (DEWEY; FISH)

TEACHING AS BRICOLAGE STANDARDIZATION OF PRACTICE (I-R-E

SEQUENCES) REPERTOIRE ENLARGEMENT

(IMPROVISATIONAL STRATEGIES)

A VISION FOR HIGHER EDUCATION

A VISION FOR HIGHER EDUCATION

“profX” Place-based learning Apprenticeship into

democracy contra closed-ended

knowledge (stable, solvable, singular)