An introduction to FutureLearn

MATT WALTON - HEAD OF PRODUCT - 16 JUNE 2015

1969

The university of the air

2012

The year of the MOOC

Higher education: our MP3 is the MOOC

Clay Shirkey

2013

FutureLearn

Simon Nelson CEO, FutureLearn

Martin Bean Ex Vice Chancellor, Open University

Simon Nelson CEO, FutureLearn

To pioneer the best social learning experiences

for everyone, anywhere

OUR MISSION

An enjoyable user experience Social learning

Thoughtful pedagogy Mobile-first Partnership Learner-first

each of the main pedagogic approaches, and demonstrates the complexity of what it takes tolearn: a continual iteration between teachers and learners, and between the levels of theoryand practice. It is not symmetrical: The teacher is privileged as defining the conception anddesigning the practice environment to match. The teacher also learns, from receivinglearners’ questions and products, as well as reflecting on their performance. But teachersare learning about teaching, rather than learning about the concept or practicing the skill.

The terminology used here is designed to be interpretable across all discipline areas. Theword “product” is odd, perhaps, as a way of describing what a learner produces as evidence

Learner’s conception as

practice

Learner’s conception

Teacher’s conception

Other learner’(s) conceptions

Teacher-designed task practice environment

Other learner’(s) conceptions as

practice

11.16. Offers answers, ideas

10.17. Questions, offers ideas

8. 20. Feedback on action

7. Action to achieve goal

13. Shares practice attempt

6.12.18. Adapts practice of Task using current conception

4. Adapts a Task practice environment for learners’needs

9.15.21. Reflects on feedback in relation toTask and action

Reflects onalternative practice

17. Reflects on learners’practice

3. Re-presents concepts, hints,

comments

1. Presents concepts

5. Task goal

19. Revised action

22. Presents conception as product

2. Questions

Adapts practice of Task using current conception

14. Shares practice attempt

Fig. 5 The Conversational Framework: instructionism, social learning, constructionism, and collaborativelearning combine to provide a simplified representation of what it takes to learn. Numbers show a possibleordering of the successive activities of learner, teacher, and peers

Learner’s conception as

practice

Learner’s conception

Teacher’s conception

Other learner’(s) conceptions

Teacher-designed task practice environment

Other learner’(s) conceptions as

practice

Offers answers, ideas

Questions, offers ideas

Feedback on action

Action to achieve goal

Shares practice attempt

Adaptspractice of Task using current conception

Adapts a Task practice environment for learners’needs

Reflects on feedback in relation to Task and action

Reflects onalternative practice

Task goal

Revises action

Adaptspractice of Task using current conception

Shares practice attempt

Presents concepts

Fig. 4 Collaborative learning combines the pedagogies of constructionism and social learning to providericher interactions between learners and their concepts and practice

Computer-Supported Collaborative Learning 11

LEARNING AS A CONVERSATION

To inspire the best learning experiences by telling stories

provoking conversation celebrating progress

OUR PRODUCT VISION

PRODUCT VISION

Telling stories

The to do list

Videos

Video Length (mins)

Exit

%

0 10 20 30

40

60

20

80

0%

20%

40%

60%

80%

0 10 20 30Minutes

Exit

Rat

e

Effect of video length on session exit

Articles

Exercises

PRODUCT VISION

Provoking conversation

Previous weeks

Step

Com

plet

ions

Future weeksCurrent Week

0

30,000

60,000

90,000

On timeWeeks

Step

s

Steps completed in correct week

Discussions

Profiles & following

Peer review

PRODUCT VISION

Celebrating progress

Mark as complete

Tests and quizzes

Progress

£34 + delivery

[

Statements of participation

Shareable

2015

Where are we now?

1.7 million registered learners

Over 160 courses

TYPE TO ENTER TEXTType to enter text

CONFIDENTIAL PAGE 01PAGE 127

FutureLearn now has 19 academic partnerships outside the UKAN INTERNATIONAL PARTNERSHIP

PAGE ‹#›

We’re proud to count 31 of the UK’s leading universities and institutions amongst our partnersUK PARTNERS

61% Female

39% Male

Age in Years

0%

6%

13%

19%

25%

Under 18 years old 26 - 35 years old 46 - 55 years old Over 66 years old

30%

70%UK

International

Everyone, anywhere

40%

2.3m Joiners Someone who joined the course. 2,319,907 have joined all courses to date

43% Returning Learners Learners who marked steps as complete in more than one week

23% Fully Participating Learners Learners who marked the majority of steps as complete including all of the assessments

Learners who make comments

52%Learners Joiners who viewed at

least one step of the course

PAGE 13DATA FOR ALL COURSES SEPT 2013 – MAY 2015

COURSE METRICS