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Flip the Script to Improve Learning Measurably. How Learning Engineered Online Courses Coupled with Learning Analytics Improves Learning Outcomes. Michaele J. Brown, PhD Educational Technology Consultant. Agenda. Trends in Higher Education. - PowerPoint PPT Presentation
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Flip the Script to Improve Learning Measurably
How Learning Engineered Online Courses Coupled with Learning Analytics Improves Learning Outcomes.
Michaele J. Brown, PhDEducational Technology Consultant
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AgendaTime Frame Topics
11:30 – 11:35 Trends in Higher Education11:35 – 12:00 Community College / OLI Project:
“Introduction to Biology” Course
12:00 – 12:05 Challenges to Adaptive Learning12:05 – 12:15 Q & A
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Trends in Higher Education Greater emphasis on feedback &
formative assessment Flipped instruction Learning dashboards displaying real-time
student performance Adaptive instruction informed by real-time
student performance
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Learner-Centered Instruction
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.
Herbert Simon, 2001
It’s not teaching that causes learning. Attempts by the learner to perform cause learning, dependent upon the quality of feedback and opportunities to use it.
Grant WigginsPresident, Center of Learning Assessment
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Practice and Feedback Clear, observable, measureable, performance
goals Models of goals Practice directed toward specific levels of
performance Feedback on performance against goals and
models Self-assessment and opportunities for further
practice
Flipped Learning
Ref: Flipped Learning Network http://fln.schoolwires.net/FLN
Founders: Aaron Sams and Jonathan Bergmann 7
• View video lecture• Read & reflect on text• Learn by doing
Before Class In-Class
Facilitated Instruction
Individualized Learning Collaborative Work
Flipped Learning
Four Pillars of F-L-I-P: Flexible environments
o Anytime, anywhere access, at your own pace.
Intentional contento Video lectures, text resources, and active learning
Learning cultureo Learner-centered instruction
Professional educatorso Coaches, guides, tutors, and facilitates
Ref: Foundations of Flipped Learning http://fln.schoolwires.net//site/Default.aspx?PageID=39
Founders: Aaron Sams and Jonathan Bergmann 8
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Transformation of Higher Education
Real-time Learning Analytics
Flipped Instructional Pedagogy
Goal Directed Practice & Feedback Adaptive
Learning
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Open Learning Initiative
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• Open online learning environments based on the science of learning
• An approach to designing, developing, delivering and improving learning experiences
• Science of Learning• Evaluation• ImprovementScience
• Platform• In-course Affordances
Technology
• Team-based Development• Communities of Research
and UseTeams• Capture• In-course Use• Iterative Improvement• Research
Data
What is the Open Learning Initiative?
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Goal Directed Practice & Targeted FeedbackLearning activities that enact instruction:1. Intelligent tutoring systems2. Simulations3. Videos & animation4. Virtual Labs
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Team-based Design and Development
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Data drives powerful Feedback LoopsFeedback: Changing the Productivity of Learners and Teachers
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OLI Research Results OLI students completed course in half the time with half
the number of in-person meetings
OLI students showed significantly greater learning gains on the national standard “CAOS” test for statistics knowledge
No significant difference between OLI and traditional students in:o Amount of time spent studying statistics outside of class
o Follow-up measures given 1+ semesters later
M. Lovett, O. Meyer, & C. Thille, C., “The Open Learning Initiative: Measuring the effectiveness of the OLI statistics course in accelerating student learning,” Journal of Interactive Media in Education (2008).
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Domain experts outside of the core development team provide vital
feedback
Community College OLI
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“Improvement in post secondary education will require converting teaching from a solo sport to a community based research activity.” Herbert Simon
Nobel Laureate & CMU Professor
Multi-Institution Participation
Three levels of participation by faculty SMEs Institutional participants:
1. Butte Community College2. California Polytechnic State University3. National University4. Prince George Community College
5. Redwood Community College6. Salisbury University7. Towson University8. UMUC
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Aligning Learning Outcomes and Learning Objects
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The Course Design Triangle
Instructional Activities
Objectives
AssessmentsTasks that provide
feedback on students’ knowledge
and skills
Descriptions of what students should be able to
do at the end of the course
Contexts and activities that foster students’ active
engagement in learning
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OLI Used in Hybrid Mode
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Analyzing Student Performance
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Introduction to Biology
Course Key: bio-mjb-v1P
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Learning Activities
1. Learn by Doing2. Did I Get That3. Key Terms 4. Confidence Checks5. Assessments
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Learning Dashboard
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Student Performance
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Student Participation
High Performers
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Student Participation
Moderate Performers
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Interaction Level Data
Misconception between genes and chromosomes
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OLI’s Data Driven Process
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LearnLab:Transforming Education Research
NSF Science of Learning Center• 10 years, ~$50 million• Tech enhanced courses, assessment, & research• School cooperation for data collection
Ed tech + wide use = “Basic research at scale”
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Learning Curve Analysis
DataShop: Pittsburgh Science of Learning Center
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Other Learning Curves
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Thousands of combinations,
what works best depends …
What’s best?
Focused practice
Distributed practice
Study examples
Test onproblems
50/50Mix
Concrete AbstractMix
Delayed No feedback
Immediate
Block topics in chapters
Interleave topicsFade
Explain Ask for explanations
Mix
Gradually widen
Study Test50/50 Study Test50/50Study
Concrete Abstract Mix
Immediate No feedbackDelayed
Block topics in chapters Fade Interleave
topics
Explain Ask for explanations
Mix
More helpBasics
More challenge Understanding
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Better Insight Better Courses
Past research• Careful “cognitive task analysis”
produces much better courses
New opportunity• Ed tech provides data for
automated analysis
OLI Chemistry, equilibrium topic:Previously: 20% correct on examAfter Redesign: 60%
Flat learning curve Discovery opportunity!
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The “Killer App” Data Collection & Feedback Loops for Continuous Improvement
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OLI Courses http://oli.cmu.edu/
Introduction to Biology
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OLI Summary Apply learning science research and scientific inquiry
to course development, implementation and evaluation.
Develop intelligent learning platforms collaboratively with a team of content experts and novices, learning scientists, HCI, software engineers.
Employ feedback loops for continuous improvement.
Establish communities of use, evaluation and improvement.
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Challenges to Implementing Adaptive Instruction
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Challenges for Adaptive Learning
1. Deciding on clear and measurable learning goals and objectives
2. Providing good quality and timely feedback3. Visualizing and interpreting leaning analytics,
and implications for adapting instruction.4. Faculty development for productive uses of
class time for learner-centered activities
Adaptive Learning
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Course End: • Summative Evaluation• Course Improvements
Course Delivery: • Learner-centered activities:
1. Opportunities for feedback & assessment
2. Authentic action based activities
3. Peer interaction and collaboration
4. Experiential, project and inquiry based activities
5. Self actualizing activities
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Questions?
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Michaele J. Brown, PhD
Thank You
Learning by design of authentic, goal-based, online experiences.
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OLI Research Reports