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The Future of Teaching and Learning in the Age of Big Data and Massive Open Online Classes. Indiana University Center for Innovative Teaching & Learning Scholarship of Teaching & Learning Series March 28, 2013 Dan W. Butin [email protected] Dean, School of Education, Merrimack College - PowerPoint PPT Presentation
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THE FUTURE OF TEACHING AND LEARNING IN THE AGE OF BIG DATA
AND MASSIVE OPEN ONLINE CLASSES
Indiana UniversityCenter for Innovative Teaching & LearningScholarship of Teaching & Learning Series
March 28, 2013Dan W. Butin
[email protected], School of Education, Merrimack
CollegeExecutive Director, Center for Engaged
Democracy
The Rhetorical PunchlineMOOCs WILL SAVE US
OR NOT.
Some “Housekeeping” Notes
Some Caveats and Wild Cards
Differential Impact Across Distinct Segments
Unclear Pathway of Technological Disruption
Unstable Business Model of Higher Education
Broad Brush Strokes Disrupt our Sense of
Complacency Dialogue and Debate Transformations Occur
at the Boundaries
The Argument…
MOOCS PRESAGE THE FUTURE OF
HIGHER EDUCATION
BUT THE FUTURE IS NOT WHAT WE
EXPECTED
A VISION FOR WHAT MAY BE
POSSIBLE
“implosion of the monopoly”
“learning 1.0 product in a Web 2.0 world”
“apprenticeship in democracy”
MOOCs AS THE FUTURE – Part 1: EXTERNAL PRESSURES
Market Pressures Technological Drivers Demographic Changes Fiscal Disinvestment Institutional
Segmentation
MOOCs AS THE FUTURE – Part 2: INTERNAL TROUBLES
Transmission Model Adjunct-Driven Retention-Poor Remediation-Prone
MOOCs AS THE FUTURE
THE BUZZ-WORDS LEARNING ANALYTICS ADAPTIVE TESTING INTELLIGENT TUTORING
SYSTEMS (“INTERACTION GRANULARITY”)
NATURAL LANGUAGE PROCESSING (LATENT SEMANTIC ANALYSIS)
“BIG DATA”
THE BIG PICTURE SPLINTERING OF
PATHWAYS UNBUNDLING OF
FACULTY WORK “DEMOCRATIZATION”
OF KNOWLEDGE OVERCOMING BAUMOL’S
COST DISEASE
BUT THE FUTURE IS NOT WHAT WE EXPECTED
Learning 1.0 Product in a Web 2.0 World
MOOC Completion Rates: The Data
From: http://www.katyjordan.com/MOOCproject.html
AN EXAMPLE FROM DUKE
THE DIFFERENCE BETWEEN LEARNING 1.0 AND 2.0
BATESON’S LEVELS OF LEARNING
LEARNING II CHANGE IN THE PROCESS OF “LEARNING I”
LEARNING I CHANGE IN SPECIFICITY OF
RESPONSE DUE TO TRIAL AND ERROR
ZERO LEARNINGSPECIFICITY OF
RESPONSE “NOT SUBJECT TO
CORRECTION BY TRIAL AND ERROR”
META-COGNITION AND TRANSFORMATIONAL LEARNING NOVICE/EXPERT RESEARCH:
DELIBERATE PRACTICE AGAINST AUTOMATICITY (EDGE OF CHAOS;
ZPD) SELF-CONSUMING PEDAGOGY
ANTIFOUNDATIONAL SERVICE-LEARNING (DEWEY; FISH)
TEACHING AS BRICOLAGE STANDARDIZATION OF PRACTICE (I-R-E
SEQUENCES) REPERTOIRE ENLARGEMENT
(IMPROVISATIONAL STRATEGIES)
A VISION FOR HIGHER EDUCATION
A VISION FOR HIGHER EDUCATION
“profX” Place-based learning Apprenticeship into
democracy contra closed-ended
knowledge (stable, solvable, singular)
