the école polytechnique fédérale de lausanne experience with moocs (situated in the european...
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By Pierre Dillenbourg (École Polytechnique Fédérale de Lausanne, EPFL, Switzerland). Pierre Dillenbourg is academic director of EPFL’s Center for Digital Education and head of the Computer-Human Interaction for Learning & Instruction Lab. He is lead organizer of EPFL’s European MOOC Summit (6-7 June 2013; see slides below), and one of the world’s leading thinkers about the nature of MOOCs and learning analytics. He started his research on learning technologies in 1984, and conducts research on MOOCs, computer-supported collaborative learning & work, learning technologies, and human-computer interaction.TRANSCRIPT
(1) MOOCs European Stakeholders Summit
(2) Lessons from EPFL MOOCs
Pierre Dillenbourg, EPFL Center for Digital Education
Massive Open Online Courses (2008)Technology-enhanced learning (2004)
Swiss Virtual Campus (2000)Learning Management Systems (1999)
Virtual University (1999)Open Learning (1995)
e-Learning (1993)Online Education (1993)
Computer-Mediated Learning (1990)Educational telematics (1988)
Computer-Assisted Learning (1985)Computer-Based Learning (1980)
Computer-Assisted Instruction (1960)
É C O L E P O L Y T E C H N I Q U EFÉ DÉR A L E D E L A U S A N N E
(A) Graz University of Technology(B) Université Catholique de Louvain(B) Université Libre de Bruxelles(CH) EPFL (CH) ETHZ(CH) IDIAP(CH) IMD(CH) Université de Genève(D) Hasso-Plattner-Institut (D) IWM-KMRC(D) Ludwig Maximillians Universität(D) Technische Universität Müchen (DK) Danish Technical University(F) CNRS(F) Ecole Normale Supérieure, Lyon(F) Ecole Normale Supérieure, Ulm(F) INRIA(F) Telecom Bretagne(F) Université Pierre &Marie Curie(F) Ecole Polytechnique, Paris
(FIN) Aalto University(I) Universita degli Studi di Napoli Federico (IRE) Institute of Technology in Sligo(NL) Open Universiteit(NL) Technical University Delft(NL) Technical University Eindhoven(NL) Universiteit Leiden(P) Nova University (P) Universidade Alberta(P) University of Porto(PL) Poznan Supercomp- & Networking Center (SP) UNED(SP) Universidad Carlos III de Madrid(SP) Universitat Politècnica de València (UK) Edinburgh University(UK) Open University
Universities & Research Institutes
Associations & Institutions
EU Commission
EUCEN (222) European Universities Continuing Education
Network
EUNIS (128) European University Information
Systems
EUA (900) European University Association
EDEN (200) European Distance & E-learning Network
EADTU (29) European Association of Distance
Teaching University
ELIG e-Learning Industry Group
SCHOOLNET (30) Ministries of Education
EUROTECH (4) Network of Science & Technologies Universities
AMUE French U
CINECA Italian U
IVERSITY.org
Corporate Actors
US Platforms
EU Platforms
European MOOC activity
• There is a lot of energy in Europe for MOOCs
• Europe has great assets: Bologna (ECTS), Erasmus, FP7,
language diversity, public funding.
• The diversity of MOOCs does not enable a shared strategy at
EU level
• E.g. Giving credits, online proctoring, etc,
• Suprisingly, the MOOC lanscape remains quite geographical
• EU-commission strategy is not clear yet
• Portals and initiatives versus Platforms
• Associations write white papers but no action yet, except
EADTU
Some elements that emerges from the EU summit
Cambridge
EPFL
OxfordETHZ
Imperial Coll London
Univ Coll LondonUniv Leuven
Karolinska Inst Stockholm
Univ Edinburgh
Weizmann Inst Sci
Univ Zurich
Hebrew Univ Jerusalem
Univ Geneva
Univ Helsinki
Univ Bristol
Univ Munich
0
5
10
15
20
25
30
35
40
45
50
20 30 40 50 60 70 80 90 100
Num
ber o
f ERC
gra
nts (
6 ca
lls)
FP7 EU contributions (in milion EUR)
Leading European Universities: FP7 contributions vs ERC grants
Where are we ?
EPFL Situation on 01.06.2013
• Partnerhsip with Coursera and EdX
• 4 MOOC finished
• 17 MOOCs in preparation
• 12/21 are in French
• 3 Networks: EuroTech, RESCIF, FROOG
Center for Digital Education ÉC O L E P O L Y T E C H N I Q U EFÉ DÉR A L E D E L A U S A N N E
EPFL Center for Digital Education
Retention rates
65% show up16% watch videos at Week 8
24’000 students
Why does EPFL engage in MOOCs?
Visibility: Enhance EPFL reputation– Unique selling point MOOCs
Internal: Improving teaching– Learning data analytics– « Flipped » classrooms
Networks: collaboration opportunities– RESCIF: education for French speaking Africa– EuroTech: MOOCs for postgraduate education, with DTU, TUM, TU/e
Continued Education– Potential source of revenue
Citizens– Raising interest in the population
14 online 7 online + 7 on campus 14 on campus no opinion0%
10%
20%
30%
40%
50%
60%
70%
«In the future, I would prefer to take this course…. »
Dat
a pr
oduc
ed b
y H
eath
er M
iller
& M
artin
Ode
rsky
MOOC ‘FRP SCALA’ (Odersky)
We got good news …
We do not decide who watch a MOOC
Data produced by Heather Miller & Martin Odersky
0
5
10
15
20
25
30
35
40
45
No HS Some HS HS Some Univ Bachelor Master PhD Other
Percentage
PARTICIPANTS' HIGHEST DEGREES
In a MOOC, how much time do students take to watch the video materialthat correspond to a 2 hours lecture ?
1.5 h 3 h 5 h
The need for reasonable over-generalisations
What motivates students to enroll?Median and range across 5 post-course surveys
Genera
l inter
est
Exten
d curre
nt knowled
ge
Professio
nal Dev
elopmen
t
Interest
in M
OOCs
Supplem
ent t
raditional
class
Can't a
fford form
al ed
ucation
Might t
ake f
ormal
colle
ge cl
ass
Geogra
phically
isolat
ed0%
20%
40%
60%
80%
100%
Yvonne Belanger, head Assesment & Planning, Duke University
By Patrick Jermann
Data produced by Heather Miller & Martin Odersky
0
500
1000
1500
Uni
ted
Stat
esRu
ssia
n Fe
dera
tion
Uni
ted
King
dom
Ger
man
yFr
ance
Pola
ndU
krai
neIn
dia
Spai
nSw
itzer
land
Cana
daSw
eden
Net
herla
nds
Oth
erBr
azil
Italy
Finl
and
Aust
ralia
Belg
ium
Arge
ntina
Nor
way
Chin
aCz
ech
Repu
blic
Bela
rus
Afgh
anist
anH
unga
ryRo
man
ia
Aust
riaIs
rael
Irela
ndG
reec
eD
enm
ark
Mex
ico
Japa
nCr
oatia
Po
rtug
alSi
ngap
ore
Sout
hAfr
ica
Turk
eySl
ovak
iaBu
lgar
iaEs
toni
aN
ew Z
eala
ndSe
rbia
Kore
a, R
epub
lic o
fCo
lom
bia
Phili
ppin
esU
rugu
ayIra
n, Is
lam
ic R
epub
lic o
fVi
etna
mKa
zaks
tan
Taiw
an, P
rovi
nce
ofCh
ileLi
thua
nia
Paki
stan
Slov
enia
MOOC ‘FRP SCALA’ (Odersky)
MOOCs start to be taken in Africa
In French
0
15
30
45
60
Asia Americas Europe Africa Oceania
Proportion of students
dsp
analys…
linearopt
Lessons learned: MOOCs are demanding for students
assignments
videos, quizzes
http://www.chipestimate.com/blogs/IPInsider/?p=458
assignments
9+ 7 or 8 6 5 4 30%
5%
10%
15%
20%
25%
30%
35%
On-lineOn-campus
Answers from 84 EPFL students, M. Odersly & H. Miller
MOOC ‘FRP SCALA’ (Odersky)
Correlation between peer’s grades and TA’s grades
EPFL Center for Digital Education
R = .51R = .55
Lessons learned: MOOCs are demanding for teachers
assignments
Dat
a pr
oduc
ed b
y H
eath
er M
iller
& M
artin
Ode
rsky
MOOC ‘FRP SCALA’ (Odersky)
Exams ?
1. Plagiarism is massive
2. Students fear a loss of contact
3. Flipped classes are difficult to set up
4. Managing both internal & external students
5. The workload frightens teachers
6. Students criticize data owned by platforms
We got problems …
X|Cπ|φ
MOOCs are more social than you
believe
Individualisation
Social interactions
1960
1980
2000
2020
The Myth of Individualisation
MOOCS
Result from Loya Aniruddha, Aarthi Gopal, Isha Shukla // Patrick Jermann, Roland Tormey
Regular Irregular0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
1542
8786
301
17070
Drop OutStay In
Regular Irregular0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
1542
8786
216
6427
Drop OutStay In
Routines reduce drop out MOOC ‘SCALA’
(Students who watched at least 1 lecture)(Students who uploaded at least 1 assignement)
Is Learning Analytics a Bubble ?
(1) Eye-tracking study of the role of deictics
http://www.youtube.com/watch?v=_8ev-qaA4TM
(2) Gaze-driven player for hands-free note taking:
http://www.youtube.com/watch?v=AffjJm6etY8
Over-expectations are the worst friends
of learning technologies
Better be an actor than a spectator
Pierre Dillenbourg, EPFL Center for Digital Education