Teaching and Learning Analytics for
MOOCS
Diana Laurillard
London Knowledge Lab
Institute of Education
Forms of TEL/online and teacher time
MOOC vs standard online course
Preparation time (fixed costs)
• Guided TEL resources (model)
• Access to expositions – (lecture
lectures videos)
(videos)
• Automated grading (MCQs,
– MCQs,models)
models
• Readings (pdfs)
• Guided collaboration activities (wiki)
• Peer group discussion forums
• Peer grading against criteria
• Tutored discussion forums
• Tutor feedback (e-portfolio)
Support time (variable costs)
The Duke MOOC
Bioelectricity: A Quantitative Approach
Taught in class for over 20 years
Experimental move to a free and open MOOC
12,000 students enrolled from >100 countries
• 8 weeks long
• 97 ~6 min videos
• 22 GB of data
• 1052 files
• 18 graded exercises, including a peer-graded writing
assignment and final exam
(Duke University 2013)
The Duke MOOC – Learner Analytics
Not for undergraduates
Enrolled students
Potential
undergraduates
The Duke MOOC – Learning Analytics
Not for the faint-hearted
Comparable with
normal online u/g
courses
The Duke MOOC – Teaching Analytics
Modelling teacher time and learning experience
8 weeks, providing 48? hours learning time:
Videos and pdfs
Quizzes
High on prep time
Wiki
Zero contact for 40? hours
Peer discussions
Peer grading
Low on prep time
Tutored discussions
High contact for 8? hours
Summative assessment
420 teaching hours to develop
200 teaching hours to support
560 students supported
at 1:22 staff-student ratio
Teaching analytics to support MOOCs
Total teacher time
3000
Teacher support
time rises to 2000
hours for 5000
students.
2500
2000
Duke MOOC
1500
Basic MOOC
1000
500
0
50
Time / student
Duke MOOC
Basic MOOC
500
5000
50
No. of students
500
5000
24 mins 24 mins 24 mins
0.00
2000 hours
= 1 year of a tutor
for a 5 credit
course.
0.00
0.00
= 24 FT tutors for
120 credit course.
Modelling the benefits and costs
• We need to understand the pedagogical
benefits and teacher time costs of online HE
• What are the new digital pedagogies that will
address the 1:25 student support conundrum?
• Who will innovate, test, and build the evidence
for what works at scale online?
~ TEACHERS!
Pedagogies for large online classes
Concealed Multiple Choice Questions
Conceal answers to question
Ask for user-constructed input
Reveal multiple answers
Ask user to select nearest fit
Pedagogies for large online classes
The virtual Keller Plan
Introduce content
Self-paced practice
Tutor-marked test
Student becomes tutor for credit
Until half class is tutoring the rest
Pedagogies for large online classes
The vicarious master class
Tutorial for 5 representative
students
Questions and guidance represent
all students’ needs
Pedagogies for large online classes
Virtual pyramid
discussion groups
Individual students produce
response
question
Tutorial forto5open
representative
Pairs
compare and produce joint
students
response
Questions and guidance represent
Groups of 4 compare and produce
all students’ needs
joint response and post as one of
10 responses...
… N groups of 40 students vote on
best response until…
Teacher receives 6 responses to
comment on
Models for learning and teaching
Teachers as designers need the tools for innovation
To test new
ideas
To
generate
teaching
analytics
The Course
Resource
Appraisal Model
To collect
learning
analytics
Redesign
Analyse
Develop
Learning analytics for online models
Conventional Online
Categorised
learning activities
MOOC
Acquisition
Acquisition
Inquiry
Inquiry
Discussion
Discussion
Practice
Production
Practice
Production
Personalised
Personalised
Social
Social
Same for all
Standard
Analysis shows less personalised learning, more
learning through acquisition with this MOOC
For 3000 students: teacher time = 188 days vs 0.6 days
Teaching analytics for student numbers
Conventional online
Conventional
3.5
OnlineMode
MOOC
Online
Open
3
Economies of
scale for fixed
costs
2.5
Teacher
hours per
student
2
1.5
The cost of
commenting,
advising,
marking for
each student
1
0.5
0
30
60
90
120
150 Cohort size
Scaling up will never improve
the per-student support costs… unless…
Modelling the costs for increasing student
cohort size
… we come up with some clever
pedagogical patterns that support at
better than the 1:25 ratio
The question is – what are they, and how
do we develop and share them?
Further details…
www.ldse.org.uk/
Coming soon: An ALT MOOC
OCTEL is the Open Course in
Technology Enhanced Learning
at http://octel.alt.ac.uk/ April 2013
tinyurl.com/ppcollector
Teaching as a Design Science:
Building pedagogical patterns for
learning and technology
(Routledge, 2012)
d.laurillard@ioe.ac.uk