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Assessing the Unknown Learner:Reflection on MOOCs & online education
Professor Jeff Haywood, Vice Principal Digital Education
University of Edinburgh, UK
http://thinking.is.ed.ac.uk/jeffhaywood
1 Assessing the Unknown Learner, Edinburgh, Jan 2016
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What is an unknown learner?
Assessing the Unknown Learner, Edinburgh, Jan 2016
Here DISTANCE Never here
Proven IDENTITY Nil
Identical SIMILARITY Different
Constant CONTACT Never
1 SCALE 100,000
“making the unknown, known”
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Oxbridge tutorial system
1960’s
UK OU
Large (and very) large classes
Part-time & flexible
Internationalised
Blended
Online
MOOCs and beyond
From 1:1 to 1:100,000
Assessing the Unknown Learner, Edinburgh, Jan 2016
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Modes of study at University of Edinburgh 2016
Assessing the Unknown Learner, Edinburgh, Jan 2016
On-campus Online/distance Level
BSc/MA SQCF 8-10
MSc SQCF 11
PhD SQCF 12
Open education (MOOCs)
Access SQCF 7
www.coursera.org/edinburgh
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1.7 million sign ups - over 1.3 million unique people enrolled10.5 million video views
1.9 million quizzes submitted667,967 active learners
353,934 forum posts made88,845 completions
12,800 certificates awarded745+ videos made
218 countries represented85 academics + 109 TAs involved
38 live course iterations24 courses
15 academic schools6 core staff3 platforms
3 years
DATA….
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“Who studies on MOOCs?“
We have large diversity in all of:
Age Gender Country of residence Prior educational attainment & subject Prior MOOC experience Intentions for MOOC study Actual MOOC outcomes Behaviour on course
All our analyses are openly available at: http://moocs.is.ed.ac.uk
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Reasons for studying on a MOOC vs age profiles
Assessing the Unknown Learner, Edinburgh, Jan 2016
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As we acquire unknown learners, how does assessment
need to change, and what role does technology play?
The Big Issue
Assessing the Unknown Learner, Edinburgh, Jan 2016
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MOOCs = low stakes = online ID + typing signature (biometrics)
Online MSc = high stakes = constant, close supervision online, reflective work,multiple assignments, timezone tests
Membership Royal College of Surgeons (Edin) = v high stakes = in personassessment in Edinburgh
Distance PhD = v high stakes = in person viva exams somewhere
English for entry – Tier 4 visa = v v high stakes = IELTS or similar
English non-Tier 4 = medium stakes = fast track online testing
Assessing the Unknown Learner, Edinburgh, Jan 2016
(identification & rigour) assessment stakes
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The ideal outcome?
Assessing the Unknown Learner, Edinburgh, Jan 2016
As difficulty of cheating goes up, workload in policing goes down
Automation, automation, automation….
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Biometrics online
Linguistic analysis
Plagiarism testing
Learning ‘style’ analytics
Visualisation dashboards
Videoconferencing
Immersive environments
Unique tests / learner
Reflective writing
Remote 360o invigilation
Secure software environments
Teamwork environments
So, can technology help?
Assessing the Unknown Learner, Edinburgh, Jan 2016
William G Bowen, Tanner Lecture, Stanford University, October 2012
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The imperative to scale up with technology
Assessing the Unknown Learner, Edinburgh, Jan 2016
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Content
(video,readings,
Etc)
Text-based interaction
(discourse, questions,
tweets,posts etc)
Assessment
(MCQ,short text,
essay,peer grading,competence
testing)
Bespokeacademic
Input
(career advice,high stakes assessment
etc)
Scalable to massive Human only (1: small)
Potential for scaling up thru technology
Assessing the Unknown Learner, Edinburgh, Jan 2016
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A learner’s biometric & behavioural (digital learning) data
are amongst their most sensitive data
Take care!!
Finally, a caution…
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Thank you for listening
© MSc Digital Education
University of Edinburgh
http://online.education.ed.ac.uk/
