Online Learning

Peter NorvigGoogle

For when you don’tknow what’s going on

The average student under tutoring was about two standard deviations above the average of the control class -- Benjamin Bloom (1984)

Learning results from what the student does and thinks and only from what the student does and thinks. The teacher can advance learning only by influencing what the student does to learn. - Herb Simon

160,000

Motivation

• CMU: “Students’ motivation determines, directs, and sustains what they do to learn.”

• CMU: “Students’ motivation determines, directs, and sustains what they do to learn.”

• Due dates

• CMU: “Students’ motivation determines, directs, and sustains what they do to learn.”

• Due dates

• Peers

• CMU: “Students’ motivation determines, directs, and sustains what they do to learn.”

• Due dates

• Peers

• Prestige (Stanford, Early Adopter)

• CMU: “Students’ motivation determines, directs, and sustains what they do to learn.”

• Due dates

• Peers

• Prestige (Stanford, Early Adopter)

• Authenticity

Constructivism

• CMU: “To help students revise inaccurate beliefs and flawed mental models ask them to make predictions ... and give them an opportunity to test those predictions.”

• CMU: “To help students revise inaccurate beliefs and flawed mental models ask them to make predictions ... and give them an opportunity to test those predictions.”

• Problem first, then explanation

• CMU: “To help students revise inaccurate beliefs and flawed mental models ask them to make predictions ... and give them an opportunity to test those predictions.”

• Problem first, then explanation

• Student has to make prediction, get things wrong

• CMU: “To help students revise inaccurate beliefs and flawed mental models ask them to make predictions ... and give them an opportunity to test those predictions.”

• Problem first, then explanation

• Student has to make prediction, get things wrong

• (They didn’t like that)

• CMU: “To help students revise inaccurate beliefs and flawed mental models ask them to make predictions ... and give them an opportunity to test those predictions.”

• Problem first, then explanation

• Student has to make prediction, get things wrong

• (They didn’t like that)

• CMU: “To develop mastery, students must acquire component skills, practice integrating them, and know when to apply what they have learned.”

Dialog

• Mixed initiative: lecture only a few minutes

• Mixed initiative: lecture only a few minutes

• AI? Peers? Crowdsource? Throw money?

• Mixed initiative: lecture only a few minutes

• AI? Peers? Crowdsource? Throw money?

• Flipped classroom (Koller)

• Mixed initiative: lecture only a few minutes

• AI? Peers? Crowdsource? Throw money?

• Flipped classroom (Koller)

• Peer Instruction (Mazur)

• Mixed initiative: lecture only a few minutes

• AI? Peers? Crowdsource? Throw money?

• Flipped classroom (Koller)

• Peer Instruction (Mazur)

• More opportunities for practice

• Mixed initiative: lecture only a few minutes

• AI? Peers? Crowdsource? Throw money?

• Flipped classroom (Koller)

• Peer Instruction (Mazur)

• More opportunities for practice

• CMU: “Goal-directed practice coupled with targeted feedback enhances the quality of students’ learning.”

Social

• CMU: “Students’ current level of development interacts with the social, emotional, and intellectual climate of the course to impact learning.”

• CMU: “Students’ current level of development interacts with the social, emotional, and intellectual climate of the course to impact learning.”

• Dynamic range

• CMU: “Students’ current level of development interacts with the social, emotional, and intellectual climate of the course to impact learning.”

• Dynamic range

• Discussion forums

48 bits per year

48 bits per year

48 bits per year

192K bits per sec

MotivationConstructivism

DialogSocial

1 on 1

1 on 1

100,000 at a time

1 on 1

100,000 at a time

Power of 100,0002