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Research @ MIT Open Learning

• Rules, Roles, and Resources: Collaboration in Virtual Reality• Dr. Meredith Thompson, Research Scientist,

MIT Teaching Systems Lab and pK-12 @ MIT J-WEL

• Math Games• Jeff Dieffenbach for Dr. Esther Duflo and team

• Converting zombies into learners: Improving MOOC learner retention• Dr. Inma Borrella, MIT Center for Transportation Logistics

• The Future of the Chief Learning Officer• Dr. George Westerman, Workforce Learning @ MIT J-WEL

Birth throughpK-12

HigherEducation

Workplace/Lifelong Learning

MITIntegratedLearningInitiative(MITili)

LearningScience

Foundational research on

learningeffectiveness

JameelWorld

EducationLab

(J-WEL)

LearningEngineering

Applied research, policy,

pedagogy, and practice

Officeof

DigitalLearning

(ODL)

Learningat Scale

OpenCourseWare,Bootcamps, MITx,

MicroMasters, MIT xPRO

MIT Open Learning

Framing the

science of learning

Learner

Instruction

Policy

Prior knowledgeMotivation

InterestPhysiological readiness

ContentDeliveryAssessment

LawAccessFundingLeadershipMeasurement

Collaborative Learning Environments in VR (CLEVR)The Education Arcade at MIT

education.mit.edu

Educational Game

ea

Cellular Biology

ea

Collaboration

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Why VR?

…...actual reality is pretty immersive…...

…..everyone will ask you......

Why VR?

Embodied learning

Connection

Do the impossible

Flow

Cool! New!

Experiential

Game based learning

Collaboration

RolesRules Resources

Collaboration

“….We could have worked together better… we could have communicated more…..”

Main learning outcomesBiology

“It was a lot different...for some reason I thought there was going to be more empty space in [the cell]…..”

Themes

Change in Cell Conceptions

Awareness of cell structure

and shape

Number of organelles

Types of organelles

Location of organelles

Understanding of organelle

function

Thank you from the team!

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MIT Students: Darius Bopp, Gwen Edgar, Femi Oladipupo, Temi Taylor, Valeria Yang,

Therese Mills, Soomin Kim, Katarina Gshwind

MEng students: Jing Fan, David Vargas

Staff: Rik Eberhardt, Dan Roy, Judy Perry, Philip Tan, Meredith Thompson, Annie

Wang

Faculty: Eric Klopfer

Math Games

Josh Dean, Esther Duflo, Harini Kanan, Liz Spelke

The Indian Context: Why Math Games?

• Learning outcomes are low across elementary aged children

- First-time learners: students not prepared for school

• About 62-90% of students aged 3 to 5 already enrolled in pre-school

• Pre-schools being steadily established in government schools

- There is no national guidelines on curriculum

- There are concerns regarding inappropriate curriculum

• Can we leverage findings from cognitive development literature to develop a game-based math curriculum aimed at improvinglearning outcomes in schools?

Overview of Games

• I Do: Teacher uses large size “practice” cardsto model game play with one card

• We Do: Teacher creates demo-group with4 children and plays remaining large sizepractice cards with them

• Focus on: • Appropriate ‘math vocabulary’ for each game

• Discussing answers within group

• You Do: Children play independently in small groups of 4

Study Design and Measurement

141 DoE Schools

141 Kindergarten classes

71 Math Games

70 Control

141Grade 1classes

71 Math Games

70 Control

Assessments: Conduct baseline and endline

assessments for ~2500 randomly chosen children

from both grade 1 and pre-school schools

Number Comparison: Instructions and Properties

Kindergarten Game Properties

Numbers 1-20

Decks go from being 100% double sidedto 25%

First Grade Game Properties

Numbers 1-100

Decks go from being 100% double sidedto 0%

Objective: Children sort cards into bins based on which number is larger

Front Back

Find Shape: Instructions and PropertiesObjective: (Non-symbolic) Children find out which one of the red/blue shape is similar to array of black shapes, (Symbolic) Children identify which of the red/blue

shape is the answer to the hint provided above

Game Properties

Distinguish between dissimilar (3 sided versus 4) and similar shapes (triangles)

Perpendicular & parallel linesAcute and Obtuse angles, length of sides

Symmetry

© 2019 MIT Center for Transportation & Logistics| mm.mit.edu/scm | February 1 |

Dr. Inma Borrella

Converting Zombies into Learners: Improving MOOC Learner Retention


Our program

Earth by Wuppdidu from the Noun Projectwebinar by Danil Polshin from the Noun ProjectAward by Rockicon from the Noun Projectonline courses by Adrien Coquet from the Noun Project

28,231 Certificates Issued1,277 Credentials Granted

196 Countries Represented

279,310 Learners Enrolled18,789 Learners Verified

Since 2014…

29 Massive Online Courses3 Proctored Final Exams


The dropout problemIn 2017 we ran 9 SCx courses, with 11,675 verified learners

Icon1: Agarunov Octay-Abraham| thenounproject.comIcon2: Maxim Kulikov| thenounproject.com

0

500

1000

1500

2000

2500

3000

3500

4000

SC0x SC1x SC2x SC3x SC4x

Verified learners per course in 2017


The dropout problemIn 2017 we ran 9 SCx courses, with 11,675 verified learners, 4,090 of them dropped out

Icon1: Agarunov Octay-Abraham| thenounproject.comIcon2: Maxim Kulikov| thenounproject.com

0

500

1000

1500

2000

2500

3000

3500

4000

SC0x SC1x SC2x SC3x SC4x

Verified learners per course in 2017

Completed Dropped out


From zombies to learners

Submit HWs

Watch videos

Do not watch videos

Do not submit HWs

85%Voyeurs 10%

Zombies 5%

Learners

Magicians ~0%

Icon eye: David Padrosa | thenounproject.comIcon zombie: Alex Auda Samora | thenounproject.comIcon stick: Sergey Demushkin | thenounproject.comIcon hat: Numero Uno | thenounproject.com

20% dropout+

65% complete


Research questions and objectives

Can we predict which verified learners will drop out by analyzing their behavior in the edX platform?

What interventions are effective in reducing the dropout rate?

Objectives:

• Build a model to predict which learners are going to dropout.

• Identify most relevant predictors.

• Propose and test targeted interventions to reduce the dropout rate.

Icon ball: Hea Poh Lin | thenounproject.com


Initial findings

Can we predict which verified learners will drop out by analyzing their behavior in edX?

Random forest showed best predicting power.

We can identify 4 out of 5 dropouts.

Most relevant predictors will inform the design of interventions.

PerformanceGraded assignment activity

Time spent in the courseTime since last click

Video activity


Inma Borrella – [email protected]

Thank You!

The Future of the Chief Learning Officer

George Westerman | [email protected]

Joint Research with Abbie Lundberg

LearnLaunch

February 1, 2019

mailto:[email protected]

MIT J-WEL Workplace Learning (WL)http://jwel.mit.edu

Provide research-driven insights and tools that help

individuals and organizations to develop the skills they need

to thrive in the modern economy.

Design of the learning unit

Future skill trends

Content development

Career advising solutions

Alternative certifications

Future-ready competencies

The present and future of the CLO

Trainer Order taker

Deliver skills

Trainer

Content creator

Budget line item

2 organizations

Transformer Strategic partner

Change culture

Facilitator

Curation & co-creation

Investment

4 organizations

Transitioning

11 organizations

Three Transformations

Learning Experiences

Learning Goals

Learning Methods

Learning Unit

“If we’re going to grow, we have to change. And if we’re going to

change, we have to learn” - global head of L&D, agribusiness

Transforming Learning Goals

From safeguarding the organization to enabling organizational change

Really helping business units to meet their goals

No longer just taking orders; co-developing transformation programs

Building a change management capability in HR

Changing enterprise culture, not just skills

Growth mindset; fostering innovation in learning

“Digital competencies” for everyone

“A foundation of the strategy was to identify the critical skills that are core

to our transformation and pull focus to uplift those capabilities.” - global head of L&D, telecom company

“It’s better to be a

‘learn-it-all’ than a

‘know-it-all’” – Satya Nadella

Transforming the Learning Experience

Content and DeliveryRight content, right time, right channel

Just-in-time

Bite-sized chunks

External not just internal

Case study simulations

Peer-delivered

Multi-modal (video, audio, text, games, XR, in-person)

ExperienceInstruction, introspection, immersion

More digital and blended

Personalized (self-service and coaching)

Shared experience (cohort, not necessarily in the classroom)

Introspection and reflection

Immersion: simulations & on-the-job

“How do you get people to be curious and want to learn?… What is it that will make them start learning and re-learning and un-learning things?” - executive

director, global bank

Transforming the Learning Unit (1 of 2)“It’s much more than just using platforms … It’s about how we learn from

each other, how we can be quick in connecting with each other in critical

areas and share new ideas.” – L&D director, building materials company

Organization

• Smaller• Budget Value

• Faster, more agile

Roles

• Experience design• Content strategist

• Software developer• Curator• Communications• Finance

Focus

• Skills that will

change business

• Adaptability, not just knowledge

• From teaching to fostering inquiry and

interaction

Transforming the Learning Unit (2 of 2)“We've had [millions of] completions of curated learning boards. They

have become embedded in the fabric of how people learn.” – Head of the talent organization, global consulting and management services firm

Development

• From Creation to Curation

• Personas / Roles

• Multiple sources and formats• Removing underperforming

content and courses

Co-creation with business

• Joint design and ownership • Learning outside the classroom

• SME curation• Peer learning (teach backs,

cohorts)

Conclusion:Learning Execs Have a Choice to Make

Trainer Order taker

Compliance-oriented

Slow to change

Constant budget and performance questions

Transformer Strategic partner

Change driver

Continual optimization (portfolio, pedagogy, unit)

Strategic investment with clear returns

A long way to go, but the destination is becoming more clear.

Big challenges for learning execs (Good opportunities for EdTech)

Measuring performance gains / ROI

Making compliance training more engaging

Integrating diverse content

Assessing competencies (especially non-technical)

Training non-technical competencies

Understanding talent profile of the company

Competency / career maps

Career advising

Thank you

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