Upload
others
View
1
Download
0
Embed Size (px)
Citation preview
Research @ MIT Open Learning
• Rules, Roles, and Resources: Collaboration in Virtual Reality• Dr. Meredith Thompson, Research Scientist,
MIT Teaching Systems Lab and pK-12 @ MIT J-WEL
• Math Games• Jeff Dieffenbach for Dr. Esther Duflo and team
• Converting zombies into learners: Improving MOOC learner retention• Dr. Inma Borrella, MIT Center for Transportation Logistics
• The Future of the Chief Learning Officer• Dr. George Westerman, Workforce Learning @ MIT J-WEL
Birth throughpK-12
HigherEducation
Workplace/Lifelong Learning
MITIntegratedLearningInitiative(MITili)
LearningScience
Foundational research on
learningeffectiveness
JameelWorld
EducationLab
(J-WEL)
LearningEngineering
Applied research, policy,
pedagogy, and practice
Officeof
DigitalLearning
(ODL)
Learningat Scale
OpenCourseWare,Bootcamps, MITx,
MicroMasters, MIT xPRO
MIT Open Learning
Framing the
science of learning
Learner
Instruction
Policy
Prior knowledgeMotivation
InterestPhysiological readiness
ContentDeliveryAssessment
LawAccessFundingLeadershipMeasurement
Collaborative Learning Environments in VR (CLEVR)The Education Arcade at MIT
education.mit.edu
Educational Game
ea
Cellular Biology
ea
Collaboration
ea
Why VR?
…...actual reality is pretty immersive…...
…..everyone will ask you......
Why VR?
Embodied learning
Connection
Do the impossible
Flow
Cool! New!
Experiential
Game based learning
Collaboration
RolesRules Resources
Collaboration
“….We could have worked together better… we could have communicated more…..”
Main learning outcomesBiology
“It was a lot different...for some reason I thought there was going to be more empty space in [the cell]…..”
Themes
Change in Cell Conceptions
Awareness of cell structure
and shape
Number of organelles
Types of organelles
Location of organelles
Understanding of organelle
function
Thank you from the team!
ea
ea
MIT Students: Darius Bopp, Gwen Edgar, Femi Oladipupo, Temi Taylor, Valeria Yang,
Therese Mills, Soomin Kim, Katarina Gshwind
MEng students: Jing Fan, David Vargas
Staff: Rik Eberhardt, Dan Roy, Judy Perry, Philip Tan, Meredith Thompson, Annie
Wang
Faculty: Eric Klopfer
Math Games
Josh Dean, Esther Duflo, Harini Kanan, Liz Spelke
The Indian Context: Why Math Games?
• Learning outcomes are low across elementary aged children
- First-time learners: students not prepared for school
• About 62-90% of students aged 3 to 5 already enrolled in pre-school
• Pre-schools being steadily established in government schools
- There is no national guidelines on curriculum
- There are concerns regarding inappropriate curriculum
• Can we leverage findings from cognitive development literature to develop a game-based math curriculum aimed at improvinglearning outcomes in schools?
Overview of Games
• I Do: Teacher uses large size “practice” cardsto model game play with one card
• We Do: Teacher creates demo-group with4 children and plays remaining large sizepractice cards with them
• Focus on: • Appropriate ‘math vocabulary’ for each game
• Discussing answers within group
• You Do: Children play independently in small groups of 4
Study Design and Measurement
141 DoE Schools
141 Kindergarten classes
71 Math Games
70 Control
141Grade 1classes
71 Math Games
70 Control
Assessments: Conduct baseline and endline
assessments for ~2500 randomly chosen children
from both grade 1 and pre-school schools
Number Comparison: Instructions and Properties
Kindergarten Game Properties
Numbers 1-20
Decks go from being 100% double sidedto 25%
First Grade Game Properties
Numbers 1-100
Decks go from being 100% double sidedto 0%
Objective: Children sort cards into bins based on which number is larger
Front Back
Find Shape: Instructions and PropertiesObjective: (Non-symbolic) Children find out which one of the red/blue shape is similar to array of black shapes, (Symbolic) Children identify which of the red/blue
shape is the answer to the hint provided above
Game Properties
Distinguish between dissimilar (3 sided versus 4) and similar shapes (triangles)
Perpendicular & parallel linesAcute and Obtuse angles, length of sides
Symmetry
© 2019 MIT Center for Transportation & Logistics| mm.mit.edu/scm | February 1 | Page 21
Dr. Inma Borrella
Converting Zombies into Learners: Improving MOOC Learner Retention
© 2019 MIT Center for Transportation & Logistics| mm.mit.edu/scm | February 1 | Page 22
Our program
Earth by Wuppdidu from the Noun Projectwebinar by Danil Polshin from the Noun ProjectAward by Rockicon from the Noun Projectonline courses by Adrien Coquet from the Noun Project
28,231 Certificates Issued1,277 Credentials Granted
196 Countries Represented
279,310 Learners Enrolled18,789 Learners Verified
Since 2014…
29 Massive Online Courses3 Proctored Final Exams
© 2019 MIT Center for Transportation & Logistics| mm.mit.edu/scm | February 1 | Page 23
The dropout problemIn 2017 we ran 9 SCx courses, with 11,675 verified learners
Icon1: Agarunov Octay-Abraham| thenounproject.comIcon2: Maxim Kulikov| thenounproject.com
0
500
1000
1500
2000
2500
3000
3500
4000
SC0x SC1x SC2x SC3x SC4x
Verified learners per course in 2017
© 2019 MIT Center for Transportation & Logistics| mm.mit.edu/scm | February 1 | Page 24
The dropout problemIn 2017 we ran 9 SCx courses, with 11,675 verified learners, 4,090 of them dropped out
Icon1: Agarunov Octay-Abraham| thenounproject.comIcon2: Maxim Kulikov| thenounproject.com
0
500
1000
1500
2000
2500
3000
3500
4000
SC0x SC1x SC2x SC3x SC4x
Verified learners per course in 2017
Completed Dropped out
© 2019 MIT Center for Transportation & Logistics| mm.mit.edu/scm | February 1 | Page 25
From zombies to learners
Submit HWs
Watch videos
Do not watch videos
Do not submit HWs
85%Voyeurs 10%
Zombies 5%
Learners
Magicians ~0%
Icon eye: David Padrosa | thenounproject.comIcon zombie: Alex Auda Samora | thenounproject.comIcon stick: Sergey Demushkin | thenounproject.comIcon hat: Numero Uno | thenounproject.com
20% dropout+
65% complete
© 2019 MIT Center for Transportation & Logistics| mm.mit.edu/scm | February 1 | Page 26
Research questions and objectives
Can we predict which verified learners will drop out by analyzing their behavior in the edX platform?
What interventions are effective in reducing the dropout rate?
Objectives:
• Build a model to predict which learners are going to dropout.
• Identify most relevant predictors.
• Propose and test targeted interventions to reduce the dropout rate.
Icon ball: Hea Poh Lin | thenounproject.com
© 2019 MIT Center for Transportation & Logistics| mm.mit.edu/scm | February 1 | Page 27
Initial findings
Can we predict which verified learners will drop out by analyzing their behavior in edX?
Random forest showed best predicting power.
We can identify 4 out of 5 dropouts.
Most relevant predictors will inform the design of interventions.
PerformanceGraded assignment activity
Time spent in the courseTime since last click
Video activity
© 2019 MIT Center for Transportation & Logistics| mm.mit.edu/scm | February 1 | Page 28
Inma Borrella – [email protected]
Thank You!
The Future of the Chief Learning Officer
George Westerman | [email protected]
Joint Research with Abbie Lundberg
LearnLaunch
February 1, 2019
MIT J-WEL Workplace Learning (WL)http://jwel.mit.edu
Provide research-driven insights and tools that help
individuals and organizations to develop the skills they need
to thrive in the modern economy.
Design of the learning unit
Future skill trends
Content development
Career advising solutions
Alternative certifications
Future-ready competencies
The present and future of the CLO
Trainer Order taker
Deliver skills
Trainer
Content creator
Budget line item
2 organizations
Transformer Strategic partner
Change culture
Facilitator
Curation & co-creation
Investment
4 organizations
Transitioning
11 organizations
Three Transformations
Learning Experiences
Learning Goals
Learning Methods
Learning Unit
“If we’re going to grow, we have to change. And if we’re going to
change, we have to learn” - global head of L&D, agribusiness
Transforming Learning Goals
From safeguarding the organization to enabling organizational change
Really helping business units to meet their goals
No longer just taking orders; co-developing transformation programs
Building a change management capability in HR
Changing enterprise culture, not just skills
Growth mindset; fostering innovation in learning
“Digital competencies” for everyone
“A foundation of the strategy was to identify the critical skills that are core
to our transformation and pull focus to uplift those capabilities.” - global head of L&D, telecom company
“It’s better to be a
‘learn-it-all’ than a
‘know-it-all’” – Satya Nadella
Transforming the Learning Experience
Content and DeliveryRight content, right time, right channel
Just-in-time
Bite-sized chunks
External not just internal
Case study simulations
Peer-delivered
Multi-modal (video, audio, text, games, XR, in-person)
ExperienceInstruction, introspection, immersion
More digital and blended
Personalized (self-service and coaching)
Shared experience (cohort, not necessarily in the classroom)
Introspection and reflection
Immersion: simulations & on-the-job
“How do you get people to be curious and want to learn?… What is it that will make them start learning and re-learning and un-learning things?” - executive
director, global bank
Transforming the Learning Unit (1 of 2)“It’s much more than just using platforms … It’s about how we learn from
each other, how we can be quick in connecting with each other in critical
areas and share new ideas.” – L&D director, building materials company
Organization
• Smaller• Budget Value
• Faster, more agile
Roles
• Experience design• Content strategist
• Software developer• Curator• Communications• Finance
Focus
• Skills that will
change business
• Adaptability, not just knowledge
• From teaching to fostering inquiry and
interaction
Transforming the Learning Unit (2 of 2)“We've had [millions of] completions of curated learning boards. They
have become embedded in the fabric of how people learn.” – Head of the talent organization, global consulting and management services firm
Development
• From Creation to Curation
• Personas / Roles
• Multiple sources and formats• Removing underperforming
content and courses
Co-creation with business
• Joint design and ownership • Learning outside the classroom
• SME curation• Peer learning (teach backs,
cohorts)
Conclusion:Learning Execs Have a Choice to Make
Trainer Order taker
Compliance-oriented
Slow to change
Constant budget and performance questions
Transformer Strategic partner
Change driver
Continual optimization (portfolio, pedagogy, unit)
Strategic investment with clear returns
A long way to go, but the destination is becoming more clear.
Big challenges for learning execs (Good opportunities for EdTech)
Measuring performance gains / ROI
Making compliance training more engaging
Integrating diverse content
Assessing competencies (especially non-technical)
Training non-technical competencies
Understanding talent profile of the company
Competency / career maps
Career advising
Thank you