1. Teaching and Learning Analytics for MOOCS Diana Laurillard London Knowledge Lab Institute of Education

2. Forms of TEL/online and teacher time Guided TEL resources (model) Access to expositions – lectures (videos) Automated grading – MCQs, models Readings (pdfs) Guided collaboration activities (wiki) Peer group discussion forums Peer grading against criteria Tutored discussion forums Tutor feedback (e-portfolio) Guided TEL resources (model) Access to expositions – (lecture videos) Automated grading (MCQs, models) Readings (pdfs) Guided collaboration activities (wiki) Peer group discussion forums Peer grading against criteria Tutored discussion forums Tutor feedback (e-portfolio) MOOC vs standard online coursePreparation time (fixed costs) Support time (variable costs)

3. 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)

4. The Duke MOOC – Learner Analytics Not for undergraduates Potential undergraduates Enrolled students

5. The Duke MOOC – Learning Analytics Not for the faint-hearted Comparable with normal online u/g courses

6. 420 teaching hours to develop 200 teaching hours to support The Duke MOOC – Teaching Analytics 8 weeks, providing 48? hours learning time: Videos and pdfs Quizzes Wiki Peer discussions Peer grading Tutored discussions Summative assessment Modelling teacher time and learning experience High on prep time Zero contact for 40? hours Low on prep time High contact for 8? hours 560 students supported at 1:22 staff-student ratio

7. Teaching analytics to support MOOCs Time / student505005000 Duke MOOC 24 mins Basic MOOC 0.00 Teacher support time rises to 2000 hours for 5000 students. 2000 hours = 1 year of a tutor for a 5 credit course. = 24 FT tutors for 120 credit course. Total teacher time No. of students

8. 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!

9. 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

10. 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

11. Pedagogies for large online classes The vicarious master class Tutorial for 5 representative students Questions and guidance represent all students needs

12. Pedagogies for large online classes Virtual pyramid discussion groups Tutorial for 5 representative students Questions and guidance represent all students needs Individual students produce response to open question Pairs compare and produce joint response Groups of 4 compare and produce 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

13. Teachers as designers need the tools for innovation Models for learning and teaching To test new ideas To generate teaching analytics To collect learning analytics Redesign Analyse Develop The Course Resource Appraisal Model

14. Conventional Online MOOC Learning analytics for online models Analysis shows less personalised learning, more learning through acquisition with this MOOC Categorised learning activities For 3000 students: teacher time = 188 days vs 0.6 days

15. Teacher hours per student Cohort size Scaling up will never improve the per-student support costs… unless… Online The cost of commenting, advising, marking for each student Teaching analytics for student numbers Economies of scale for fixed costs Conventional online Online MOOC

16. 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?

17. Teaching as a Design Science: Building pedagogical patterns for learning and technology (Routledge, 2012) d.laurillard@ioe.ac.uk www.ldse.org.uk/ tinyurl.com/ppcollector Further details… Coming soon: An ALT MOOC OCTEL is the Open Course in Technology Enhanced Learning at http://octel.alt.ac.uk/ April 2013http://octel.alt.ac.uk/