This ‘Need-to-Know’ blog post series features noteworthy stories that speak of need-to-know developments within higher education and K-12 that have the potential to influence, challenge and/or transform traditional education as we know it.
1) Harvard and MIT Evaluate MOOCs’ Impact
Harvard and MIT recently released a report evaluating the impact of their MOOCs offered on edX’s platform (Ho et al., 2015). The report uses data over a two-year period across 69 MOOCs and includes analysis on participation levels, student demographics, profile of certificate seekers, completion rates and more. It’s a worthwhile read for educators involved in planning or the delivery of xMOOCs. Three key takeaways:
1. Participation* across eleven MOOCs offered for a second time declined by 43% from the first to second version. Of five courses offered for a third time, participation numbers remained essentially the same. The one exception was for the Introduction to Computer Science MOOC, which doubled in size from the first to second version.
*Participation determined by number of enrolled students that accessed MOOC content at least once.
2. Computer Science MOOCs attracted four times as many participants as courses in three other categories. The four categories: 1) Computer Science, 2) Science, Technology, Engineering, and Mathematics, 3) Humanities, History, Religion, Design, and Education, and 4) Government, and Health and Social Sciences.
3. Demographics of participants are consistent with earlier reports of MOOC participants: educated with at least a bachelor’s degree, male, and in their late twenties to mid-thirties. The paper reported revealed a slight shift however in demographics:
“Year-over-year demographic shifts have been slight but indicate a direction toward courses with older, more educated, more US-based, and more female representation”
Insight: As more data is compiled and shared about MOOCs, institutions will (hopefully) be able to make more prudent decisions about MOOC investments. Investments in Massive, open online courses are significant, yet often the purpose for, or even the expected outcomes are not determined beforehand. With reports such as this one MOOC, (again—hopefully) decision-makers can make more informed decisions about MOOCs.
2) Online Collaboration – New Methods including ‘Lean Forward’
The article “What Harvard Business School Has Learned About Online Collaboration” featured in Inside Higher Ed this week presents innovative methods for online group collaboration, one in particular called ‘lean forward’. Articles that focus on pedagogical methods in online course design are scant, which is why this article tucked away within Inside Higher Ed’s blog column section is noteworthy.
It describes unique and novel methods for delivering learning experiences for students in Harvard’s three-course certificate program, Credential of Readiness (CORe). CORe is not a MOOC, but an online certificate offered for $1800 that is geared to undergraduate or graduate students with a non-business background. It’s described as “a primer on the fundamentals of business. It is designed to introduce you (students) to the language of business” (HBX CORe).
The article outlines how courses were designed to change the passive learning approach, typical of MOOCs and some online courses where learners are consumers of content, to an active approach that organizers label ‘lean forward’. Lean forward means that students will not spend more than three to five minutes on the course site before being required to interact with content or peers. Some of the methods use to foster learning forward include:
- Student profiles and introductions were the focus of the first week—not course content. The course site which typically features content at the start, instead focuses on students by featuring their profile pictures and bios. At the beginning of the course students are required to upload a personal picture and create their profile before they can view any course content (quite brilliant!).
- Collaboration needs a trigger – course organizers used grade incentives to get students started, requiring a “basic level” of participation. After that, momentum of the process itself, students interacting and collaborating, took over.
- Desired behaviors for online collaboration and interaction where shaped at the beginning of the program. Course leaders actively encouraged desired behaviors, discouraged others, and clarified standards for online conversation. We encouraged participants to disagree with others — but to do it with respect.
Insight: HBX’s approach is worth considering. The innovative methods used for creating interaction and focusing on students and not content, is exactly what online learning needs. Though new approaches for online course design are in demand, there are few public discussions about online education that focus on pedagogy. We need more of this—sharing of different approaches that can improve online learning experiences for students. The article is a must-read for anyone involved in course design for MOOCs, open online courses, or for-credit, online education programs.
- Bharat Anand and Jan Hammond and V.G. Narayanan, What Harvard Business School Has Learned About Online Collaboration, April 16, 2015
- HBX CORe, The Language of Business
3) Linked-In Buys Lynda.com – What it Means for Higher Ed
LinkedIn offered in to buy Lynda.com for $1.5 billion. Lynda.com is a subscription, video-based training platform that offers online training courses for a variety of technical subjects e.g. computer programming, photography, business skills video filming, editing and more. I view Lynda.com as a polished, searchable and sophisticated You Tube-type platform without advertising (bundled into convenient courses) for a fee.
Insight: Though The Chronicle of Higher Education suggests that the transaction may affect higher ed in some way as per the headline How LinkedIn’s Latest Move May Matter to Colleges (the article is a behind a pay wall), it won’t, at least not in a competitive context. Lynda.com satisfies a need for just-in-time training, training to learn how to do something—now. Not only does the platform offer excellent training for programs such as Excel or Photoshop, but it also offers skills-training ideal for new graduates, for example Creating an Effective Resume, Insights from a College Career Coach, or Job Hunting Online. With LinkedIn’s recent moves to attract college students to its platform, this development will only enhance and support higher education institutions by providing their college graduates and students with tools that will make them more marketable and employable—a win-win for everyone.
- LinkedIn to buy online education company lynda.com for $1.5 billion, Reuters
- A Higher Profile, Paul Fain, Inside Higher Ed