Making learning visible: learning analytics, 21 …Curriculum presentation via Progress Maps •...
Transcript of Making learning visible: learning analytics, 21 …Curriculum presentation via Progress Maps •...
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Making learning visible: learning analytics, 21 century skills and MOOCs
Sandra Milligan Learning Analytics Research Group Science of Learning Research Centre Assessment Research Centre, MGSE Ulla Ringtved e-learning lab Aalborg University
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SOME MU MOOCs 2014 • The French Revolution • Epigenetic Control of Gene
Expression • Assessment and Teaching of
21Century Skills ATC21S • Animal Behaviour • Principals of Macro Economics
(62K) • Generating the Wealth of Nations • Discrete Optimisation • Climate Change • Logic: Language and Information 1
& 2 • Exercise Physiology:
Understanding the Athlete Within
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ATC21S MOOC, June 2014 and May 2015
• Targeted teaching and assessment practices of teachers • Vn 1: 18k registrants; 170 countries; 55% female, 93%
with higher ed. quals; 11% with PhDs; Age median: 35 yrs; 9% of visitors certificated; high usage of forums, ‘sticky’, good income generator
• Vn2: very similar, smaller, just finishing
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• define the learning competency: called ‘knowing how to crowd-source higher order learning’
• Includes knowledge, understandings, skills, beliefs, attitudes, values about learning
• levels from novice to expert • assessed and made visible using
coded log-stream data
HOW TO MAKE IT VISIBLE?: The hypotheses
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Progression: capacity to generate higher order learning in MOOCs
Nature of knowledge
Purposes of forums
Crowd-source/collaborate
Purpose of assessment
Calibration skill
Civic orientation
Novice Expert
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Success in the MOOC vs C-SL score: all forum users
Distinction
Pass
No Pass
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The Developmental Progression for the Crowd-Sourced Learning Capability, novice to expert www.crowdsourcedlearning.org
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X increasing quality and range of videos
X using only high-reliability tasks for certification and grading
X increasing ‘teacher-presence’ in class
X supporting the habits of the‘teacher-dependent’ learner
X using ‘blended’ as a compromise to fix second-rate digital offering
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Teaching as design
Curriculum presentation via Progress Maps • domain expertise (not cognitive objectives) as scaffold for
teaching and assessment
‘New assessment’ approach.. (always wanted to….) • make learning visible • multi-evidenced, argument-based • assessing development of domain expertise, not taught content • built around self, peer and machine assessment • Including built-in ambiguity, requiring professional judgment • analytics supported • chunked for mini-certification
Develop learning competencies of learners by teaching • self- and peer-calibration and evaluation skills • using collaboration/conversation/crowdsourcing for learning • understanding of epistimological and learning assumptions
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curriculum designers script writers content experts for narrative presenters forum moderators learning designers assessment designers software engineers production (video, audio) graphic designers ????artist
Teaching as design
Collaborative work to engineer a course
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Learning analytics art prize
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[email protected] @SandraMilligan3 [email protected] @UllaRingtved www.crowdsourcedlearning.org
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© Copyright The University of Melbourne 2011
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For participants doing all assessments
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Novice Beginner Proficient Competent Expert
Success in the MOOC Vs. C-SL Capability
Pass
Distinction
No Pass
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MacroMOOC ATC21SMOOC
Competent
Proficient
Beginner Novice
Expert All MOOC Participants
‘Full’ participators in ATC21S MOOC
050
100150200250300350