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Is it Live or is it Internet? Experimental Estimates of the Effects of Online Instructi... - 2 views

www.nber.org/w16089 e-learning t561
shared by Cameron Paterson on 19 Sep 10 - Cached
  • Cameron Paterson on 19 Sep 10
     
    This paper presents the first experimental evidence on the effects of live versus internet media of instruction. Students in a large introductory microeconomics course at a major research university were randomly assigned to live lectures versus watching these same lectures in an internet setting, where all other factors (e.g., instruction, supplemental materials) were the same. Counter to the conclusions drawn by a recent U.S. Department of Education meta-analysis of non-experimental analyses of internet instruction in higher education, we find modest evidence that live-only instruction dominates internet instruction. These results are particularly strong for Hispanic students, male students, and lower-achieving students. We also provide suggestions for future experimentation in other settings.
  • Chris Dede on 19 Sep 10
     
    The authors are very misleading in their claim that this study is the first on live versus internet. There is a huge literature on this topic stretching back decades. The claims about the generalizability of the study are also very suspect.
  • Justin Reich on 20 Sep 10
     
    Chris, I think the authors are claiming it is the first experimental trial where participants were randomly assigned to a treatment or control condition. They contrast their study with the DOE meta-analysis, which I don't think includes experimental studies--at least as experiments are defined within econometrics. My problem with the study is that they are aren't really comparing live vs. internet so much as live vs. recorded video. They are very careful to not take advantage of any of the potential affordances of internet mediated instruction, except broadcasting a lecture, to preserve the "purity" of their experiment. Of course, that's not a terribly interesting experiment. The more interesting experiments, which they deride as "not apples-to-apples," is to compare a traditional lecture format with an online course that takes full advantage of the affordances of the internet. These studies would confound the carefully balanced design of an apples-to-apples comparison, but no serious education technologist thinks we should just record all the lectures and post them...
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The Problem with Lecturing - 13 views

americanradioworks.publicradio.org/...problem-with-lecturing.html
shared by Diana Mazzuca on 01 Oct 11 - No Cached
  • Diana Mazzuca on 01 Oct 11
     
    An example of student preconceived notions preventing them from learning scientific concepts.
  • ...5 more comments...
  • Allison Browne on 02 Oct 11
     
    Interesting article. Dockterman speaks of Mazur all the time and it's nice to see the background.
  • James Glanville on 02 Oct 11
     
    Great find. It touches on two topics I'm pursuing this semester- conceptual change and how formative assessments can improve learning. Eric Mazur's approach is fantastic. I wonder how what he does can be applied to K-12 teaching.
  • Ayelet R on 04 Oct 11
     
    http://www.youtube.com/watch?feature=player_embedded&v=lBYrKPoVFwg This is a video of Professor Mazur using this strategy. I'm currently taking a class where the professor uses a similar type of engagement method and I find that it is much more interesting and results in deeper understanding than a typical lecture method.
  • James Glanville on 04 Oct 11
     
    Ayelet, I curious what class / professor.
  • Ayelet R on 04 Oct 11
     
    Merseth. Do you agree with this characterization? Do you find that style effective?
  • Chris McEnroe on 04 Oct 11
     
    Thanks, Diana. I can use this article in two of my other classes.
  • James Glanville on 04 Oct 11
     
    Great video - key quote "You can forget facts but you can't forget understandings." Yes - I would agree that Merseth and a number of other HGSE professors structure their courses for engagement in a similar manner. Requiring reading & active reflection (by via a written brief, case preparation, or online quiz) before the class / lecture is a great way to prep for deeper engagement and understanding. The genius in Mazur's approach is to use technology to assess before class and during class what his students understand and, more importantly, don't understand AND then tailor what he presents next to address misconceptions.
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Disruptive innovation in education lecture by Horn - 5 views

mitworld.mit.edu/821 education disruptive innovation
shared by Mohammad Hussain on 17 Oct 10 - No Cached
  • Mohammad Hussain on 17 Oct 10
     
    Lecture by one of the authors of Disrupting Class. He describes how disruptive innovation will change the education and along the lecture picks on HBS.
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Academic Earth | Online Courses | Academic Video Lectures - 1 views

academicearth.org educational technologies emerging technology distance learning
shared by Xavier Rozas on 16 Oct 09 - Cached
  • Xavier Rozas on 16 Oct 09
     
    New delivery platform, but from what I can tell, same lecture format. "Disruptive" in that it offers students (who might not otherwise be students) a chance to sit in and learn the same content as the rich/smart enough to have a seat at MIT, Yale Stanford, etc.
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Into the wild: Checking learning environments against learning science - Bror's Blog - 0 views

brorsblog.typepad.com/...-against-learning-science.html LearningScience
shared by Malik Hussain on 13 Oct 12 - No Cached
  • Malik Hussain on 13 Oct 12
     
    Definitely worthwhile to keep a pulse on Dr. Bror Saxberg's work, esp. if you are interested in learning science. He is the Chief Learning Office at Kaplan and has a unique academic background (a Rhodes Scholar with MD from Harvard, PhD from MIT, Masters from Oxford, etc.) Professor Dede had also mentioned him in one of our previous lectures. Your's truly had the honor of having breakfast, one-on-one, with Dr. Bror Saxberg at his office in DC. :-) This posting talks about a beta course at Kaplan to train "learning architects" on how to build learning environments.
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It's Alive! The Mechanical MOOC offers "Gentle Intro to Python" | Peer to Peer University - 0 views

info.p2pu.org/...-offers-gentle-intro-to-python Mechanical MOOC
shared by Junjie Liu on 15 Nov 12 - No Cached
  • Junjie Liu on 15 Nov 12
     
    A new experiment in online learning: MIT OpenCourseWare, Codecademy, OpenStudy and P2PU are partnering together to offer a new kind of MOOC. The first course is "A Gentle Introduction to Python." It sends out emails to thousands of small groups pointing them to lectures, tutorials, and exercises - but also encourages learners to think for themselves and share additional resources with each other. It provides a map to learning Python, but doesn't discourage folks from careening off the beaten path. 
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Re-imagining a Flipped Classroom - 2 views

www.criticalexplorers.org/...eimagining-a-flipped-classroom Flipped
shared by Tim Johnson on 07 Nov 12 - No Cached
  • Tim Johnson on 07 Nov 12
     
    Brief post decrying traditional concepts of the flipped classroom in favor of a more 'Duckworthian' approach
  • Harvey Shaw on 07 Nov 12
     
    Good point, Tim, the flipped classroom doesn't flip who's listening during the lecture phase, does it? Could the teach then use Duckworth's model in class, or does the existence of a lecture phase at all limit the effectiveness of her approach?
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Apple announces Jan. 19 event at Guggenheim in NYC | TUAW - The Unofficial Apple Weblog - 0 views

www.tuaw.com/...-19-event-at-guggenheim-in-nyc apple textbooks
shared by Bharat Battu on 14 Jan 12 - No Cached
  • Bharat Battu on 14 Jan 12
     
    "The event is expected to focus on iTunes U and electronic textbooks/' iTunes U has been offering free educational videos and recorded lectures for years. I wonder what they'll unveil on Thursday the 19th re: e-textbooks
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Mimicking the brain, in silicon - MIT News Office - 0 views

web.mit.edu/...brain-chip-1115.html AI artificial intelligence learning memory
shared by Bharat Battu on 15 Nov 11 - No Cached
  • Bharat Battu on 15 Nov 11
     
    In line with this past week's lecture on AI and computers attempting to capture human-like learning. This work my MIT researchers is trying to replicate 'plasticity' in our learning - how our brain neurons adapt to new info, creating new connections.
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Hotseat at Purdue University - 1 views

www.itap.purdue.edu/...hotseat technology
shared by Diana Mazzuca on 19 Nov 11 - No Cached
  • Diana Mazzuca on 19 Nov 11
     
    Reminded me of our conversation about online chat participation during a class lecture. Hotseat allows students to vote on question priority. 
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Pearson's take on MOOCs - 2 views

fwd.pearson.com/...flipping-the-mooc MOOC Pearson
shared by Cole Shaw on 30 Sep 12 - No Cached
  • Cole Shaw on 30 Sep 12
     
    Kind of like Professor Dede's post about McGraw-Hill's interest in e-learning, here is a blog post from Pearson about MOOCs. I think his take (Jeff Borden, one of their VPs) is pretty accurate, in that we need a version 2 where it's not as lecture-based as version 1. I would guess that they are working on their own "version 2" solution (perhaps with Knewton?).
  • ...1 more comment...
  • Maria Anaya on 30 Sep 12
     
    In a couple of weeks a bunch of Pearson people are spending a couple of days at MIT Media Lab learning about the future of learning. Specifically they are interested on how to capitalise on technology and how to make education of all kinds for all ages more widely accessible, more affordable, more effective. Should be interesting, the lab will be doing demos all day of all the projects in the Media Lab.
  • Cole Shaw on 01 Oct 12
     
    Maria, do you know if this event is open to the public, or more a "sponsor-day" event? I would love to go!
  • Maria Anaya on 01 Oct 12
     
    Not sure if it's public event, I only know about it because I will be helping with the App Inventor demo. I'll let you know once I know more info.
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The King of MOOCs Abdicates the Throne - 3 views

www.slate.com/...cessful_for_most_students.html MOOC education technology learning educational_technology online
shared by Harley Chang on 21 Nov 13 - No Cached
  • Harley Chang on 21 Nov 13
     
    Sebastian Thrun, CEO of Udacity, has openly admitted that his company's MOOC courses are a lousy replacement for actual university class and instead will be taking his company to focus more on corporate training. I personally will reserve further judgement until after I finish the readings for next week.
  • ...1 more comment...
  • Grif Peterson on 21 Nov 13
     
    I posted this article in G+ a day or two ago. Some of the better commentary surrounding this article below. Tressie McMillan Cottom: "Thrun says it wasn't a failure. It was a lesson. But for the students who invested time and tuition in an experiment foisted on them by the of stewards public highered trusts, failure is a lesson they didn't need." Rebecca Schuman: "Thrun blames neither the corporatization of the university nor the MOOC's use of unqualified "student mentors" in assessment. Instead, he blames the students themselves for being so poor." Stephen Downes: "I think that what amuses me most about the reaction to the Thrun story is the glowing descriptions of him have only intensified. "The King of MOOCs." "The Genius Godfather of MOOCs." Really now. As I and the many other people working toward the same end have pointed out repeatedly, the signal change in MOOCs is openess, not whatever it was (hubris? VC money?) that Thrun brought to the table. Rebecca Schuman claims this is a victory for "the tiny, for-credit, in-person seminar." It's not that, no more than the Titanic disaster was a victory for wind-powered passenger transportation."
  • Molly Wasser on 29 Nov 13
     
    Grif - where did the Stephen Downes quote come from ? I read the Rebecca Schuman article and don't really agree with her. To expand on the Schuman quote you posted - it's really interesting how she says the massive lecture format doesn't work but then provides two examples of massive technology that do work - texting and World of Warcraft. This relates directly to some of what we talked about earlier this semester. I don't think it's the 'massive,' as Schuman implies, that causes the failure of a MOOC. It's part of the design. Once the design is better and more engaging, then MOOCs may find that they have higher retention rates. Schuman: Successful education needs personal interaction and accountability, period. This is, in fact, the same reason students feel annoyed, alienated, and anonymous in large lecture halls and thus justified in sexting and playing World of Warcraft during class-and why the answer is not the MOOC, but the tiny, for-credit, in-person seminar that has neither a sexy acronym nor a potential for huge corporate partnerships.
  • Grif Peterson on 09 Dec 13
     
    The Downes quote was from OLDaily, which is a daily listserve of his that I subscribe too. I think the difference between texting/WoW and MOOCs is that, while both have many many users, the former two have means in which those groups are disaggregated into smaller units that are largely responsible for the UX/individual growth that goes on. I agree with you that massive is not necessarily the failure, in fact, I think it's the best thing they have going for them. However, until the design can leverage meaningful collaboration, like WoW and texting, the massive will remain a burden.
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Humanities 27: Imaginary Journeys - 0 views

isites.harvard.edu/...icb.do icommon emerging technology imaginary journey
shared by Xavier Rozas on 09 Sep 09 - No Cached
  • Xavier Rozas on 09 Sep 09
     
    While the technology has summarily 'emerged', Google Earth and a well designed media rich narrative are rethinking lecture dynamics and student participation. Informative video highlights some of the features and offers testimonials about Greenblatt's Humanities 27 being taught at Harvard.
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Charles Leadbeater: Education innovation in the slums | Video on TED.com - 0 views

www.ted.com/...s_leadbeater_on_education.html education disruptive_education transformative_education slums innovation
shared by Amanda Valverde on 27 Sep 10 - Cached
  • Amanda Valverde on 27 Sep 10
     
    Charles Leadbetter TED talk mentioned during lecture.
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Flip-thinking - the new buzz word sweeping the US - Telegraph - 2 views

www.telegraph.co.uk/...buzz-word-sweeping-the-US.html education teaching classroom homework math
shared by Anushka Paul on 06 Oct 10 - No Cached
  • Anushka Paul on 06 Oct 10
     
    Teacher Karl Fisch uploads his lectures to YouTube for his students to watch at home at night, then gets them to apply the concepts in class by day.
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Education Week: Lectures Are Homework in Schools Following Khan Academy Lead - 0 views

www.edweek.org/...05khan_ep.h31.html technology education learning
shared by Diego Vallejos on 27 Sep 11 - No Cached
  • Diego Vallejos on 27 Sep 11
     
    A new article about moving lectures to homework to save time-class for discussions and hand-on learning
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How Khan Academy Is Changing the Rules of Education | Magazine - 3 views

www.wired.com/...ff_khan education math khan academy teaching article educational_technology
shared by Amanda Bowen on 08 Sep 11 - No Cached
  • Amanda Bowen on 08 Sep 11
     
    One teacher claims that "The idea is to invert the normal rhythms of school, so that lectures are viewed on the kids' own time and homework is done at school." - Do you agree that this is a good solution? 
  • ...2 more comments...
  • Chris McEnroe on 09 Sep 11
     
    That is the way a couple of my colleagues (science and math) use Khan and they feel it creates more opportunity to use them as a resource for their specific needs. The spend some time at the beginning of class to answer questions as a group and then students begin working on problems and asking for individual help during class.
  • Chris Mosier on 09 Sep 11
     
    I think the idea of distributing video tutorials and courseware for free is a powerful lever for change and education (Khan Academy, MIT OpenCourseWare, etc). While I'm intrigued by Khan Academy and see the benefit to help student who want to pause and replay lessons, there is a limit to it's use as an educational tool. In the article linked below, the Los Altos district currently piloting the program noted that they have not seen any statistical difference between Khan students and the control group. http://losaltos.patch.com/articles/school-district-expands-khan-academy-to-all-schools
  • James Glanville on 09 Sep 11
     
    I too am intrigued by this "inverting" of time spent in the classroom and at home. My idealized model would be to introduce learners to new material at their own pace out of the classroom (allowing for pausing, note taking, reflecting and/or rewinding) and focus classroom time on face to face guiding and coaching of clusters of students or individual students engaged in applying or exploring the current material. To help facilitate this (and assist with accountability) some brief form of pre-assessment before class or at the start of class could illuminate for student and teacher alike what material has been mastered and what needs more attention. The research report from the TIE Foundations summer reading appears to support this type of hybrid approach. => Marsha Lovett, Oded Meyer, and Candace Thille (2008). The Open Learning Initiative: Measuring the effectiveness of the OLI statistics course in accelerating student learning.
  • Katherine Tarulli on 10 Sep 11
     
    An added benefit of tools such as Khan Academy is the option for reinforcement. In a traditional K-12 school environment students do not have the option to watch a video of their class or spend personalized time reviewing a concept they need more time with during class time due to the required pace of school curriculum. An online learning tool allows a student to watch a lesson as many times as needed and to learn from an expert. Often if a student needs help outside the classroom the only people they turn to is parents, who may or may not know about the content themselves.
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Investing in e-learning, future | Inquirer Opinion - 1 views

opinion.inquirer.net/...investing-in-e-learning-future
shared by Maung Nyeu on 31 Oct 11 - No Cached
  • Maung Nyeu on 31 Oct 11
     
    While we are debating e-learning, developing countries are forging ahead, including engaging private sector, setting up long term strategy and policy, and starting Asia e University. "Think of it this way. We are preparing them for jobs that don't yet exist and for technologies that haven't been invented," Policarpio, Philippine Education Dept. official, says. He also compares what we do at Harvard stating that there is a big difference in accessing resources vs. e-learning., "For example, Harvard and Yale have an online portal for learning-a place where they can share their lectures and reports online. But those are just resources anyone can access. e-learning goes beyond that. It melds all kinds of academic activities with ICT (Information and Communication Technology)."
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Harvard Professor Ditches Lectures For Interactive Approach, Launches Startup Learning ... - 1 views

bostinnovation.com/...es-startup-learning-catalytics harvard interactive startup learning
shared by James Glanville on 02 Nov 11 - No Cached
  • James Glanville on 02 Nov 11
     
    Article about Learning Catalytics  with Eric Mazur and Brian Lukoff
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