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MOOCs as Networks of Local Learning Communities

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Derek Bruff

on 8 September 2015

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Transcript of MOOCs as Networks of Local Learning Communities

MOOCs as Networks of Local Learning Communities
An Experiment in Preparing Future Faculty
Derek Bruff (@derekbruff)
Center for Teaching (@vandycft)
Vanderbilt University

What comes to mind when you hear the word "MOOC"?
MOOC as Course Replacement
MOOC as Educational Outreach
~100 Research Universities
~80% of PhDs
Strategy: Prepare these future STEM faculty to implement and advance evidence-based teaching practices.
Network: Faculty, staff, and administrators at 22 research universities in the U.S.
“WIDER seeks to
substantially increase the scale
of application of highly effective methods of STEM teaching and learning in institutions of higher education, by employing instructional materials and methods that have a convincing evidentiary basis of effectiveness.”
1 - Principles of Learning
Derek Bruff
Vanderbilt U.
2 - Learning Objectives
Stephanie Chasteen
U. Colorado - Boulder
3 - Assessment
Angela Little
U. California - Berkley
4 - Cooperative Learning
Rique Campa
Michigan State U.
5 - Peer Instruction
Bennett Goldberg
Boston University
6 - Lecturing
Derek Bruff
Vanderbilt U.
7 - Inquiry-Based Labs
Cynthia Brame
Vanderbilt U.
8 - Writing to Learn
Janet Littrell
U. Pittsburgh
9 - Problem-Based Learning
Rique Campa
Michigan State U.
10 - Inclusive Teaching
Trey Mack
Vanderbilt U.
11 - Student Motivation
Derek Bruff
Vanderbilt U.
Intros & Outros
Trina McMahon, UW-Madison
Derek Bruff, Vanderbilt U.
2013 - NSF WIDER CFP
"An Introduction to Evidence-Based Undergraduate STEM Teaching"
5908
Enrolled Students
4009
Active Students
566
Statements of Accomplishment
14%
Completion Rate
MOOC
MOOC-Centered Learning Community
Individual Participant
(Not to Scale)
29%
18%
20%
9%
Doctoral student
Post-doc
Faculty member
Instructional staff
61%
37%
2%
Female
Male
Prefer not to say
99% already had a college degree!
75%
3%
2%
20%
United States
Canada
India
Elsewhere
39%
20%
12%
5%
5%
4%
4%
Biological sciences
Physical sciences
Engineering
Earth sciences
Mathematics
Computer science
Social sciences
Two-Year Colleges
Comprehensive Universities
Liberal Arts Colleges
Research Universities
Undergraduate STEM Education
aka Distributed Flip
aka DOCC
See http://derekbruff.org/?p=2938.
Faciltator's Guide
Module learning goals
Description of module content
Suggested in-person activities
Discussion Highlights
Questions & Perspectives
Course Feedback
>40 hosting institutions, most non-CIRTL
Mostly grad students and post-docs, some faculty
Some offered as part of credit-bearing courses
Most were multi-disciplinary, some single discipline
Average size = 10 participants
@CIRTLMOOC
Something else...?
Given what you've heard about the MOOC and its MCLCs, what predictions would you make for this experiment?
MCLC Facilitator Survey (n=24)
Most facilitator prep time was spent deciding what topics, videos, and discussions to prioritize.
"There was much more material then we could cover in an hour meeting so it was important for the participants to focus on what we would discuss during the meeting."
Most (68%) selected activities from the facilitator's guide. Some (29%) just used the guide for inspiration.
Facilitators were of mixed opinions on the value of the global learning community to their local ones.
“Yes. It is valuable to hear from other students and educators for a varied, diverse perspective.”
"Some students engaged in the online forum earlier on in the MOOC; however, as time went on, it seemed apparent that the online discussion board was not used by our participants."
"We were all very pressed for time, and I think most of us prioritized the in-person MOOC over the online forum since it was nice to be able to discuss things in person."
1 - Principles of Learning
Derek Bruff
Vanderbilt U.
2 - Learning Objectives
Stephanie Chasteen
U. Colorado - Boulder
3 - Assessment
Angela Little
U. California - Berkley
4 - Cooperative Learning
Rique Campa
Michigan State U.
5 - Peer Instruction
Bennett Goldberg
Boston University
6 - Lecturing
Derek Bruff
Vanderbilt U.
7 - Inquiry-Based Labs
Cynthia Brame
Vanderbilt U.
8 - Writing to Learn
Janet Littrell
U. Pittsburgh
9 - Problem-Based Learning
Rique Campa
Michigan State U.
10 - Inclusive Teaching
Trey Mack
Vanderbilt U.
11 - Student Motivation
Derek Bruff
Vanderbilt U.
Intros & Outros
Trina McMahon, UW-Madison
Derek Bruff, Vanderbilt U.
Several facilitators pointed to the value of local learning communities.
“Being at a research intensive institution, it's been difficult to find and connect with other graduate students who are interested in education and teaching as a future career. This learning community allowed us to meet and connect and, hopefully, will serve as the start of an education interest group.”
“Our participants reported that the primary benefit of the MCLC was accountability to actually watch the videos and stay current with the course, and secondarily growing our local STEM teaching community.”
A common request: “Early communication, even earlier access to the videos than the students, and more complete facilitator notes would be immensely beneficial.”
Almost all facilitators said they would use MOOC content in other contexts.
"The videos are much more accessible than, say, assigning a reading on the same content. So I would appreciate being able to use the videos to help participants prepare for a workshop or class discussion."
"Actually I [already] have. I was giving a talk about diversity a few weeks ago... I used Mark Connolly's two videos about ‘talking about leaving’ - they were perfect."
For what other teaching initiatives might this model be useful?
14%
62%
19%
5%
Spent 0-2 hrs/wk
Spent 3-6 hrs/wk
Spent 7-10 hrs/wk
Spent >10 hrs/wk
Henry (Rique) Campa
Robert (Bob) Mathieu
Katherine (Kitch) Barnicle
Derek Bruff
Bennett Goldberg
NSF Grant #1347605
Best aspects of the MCLC experience for participants?
92%
86%
75%
72%
Interacting with peers
Meeting others interested in teaching
Discussing course material & assignments
Discussing teaching topics beyond the MOOC
To analyze: What effects did MCLC participation have on behaviors and outcomes in the MOOC?
Source: Post-Course Survey (response rate = 12%)
Source: Post-Course Survey (response rate = 12%)
Source: Pre-Course Survey (response rate = 36%)
Source: MCLC Facilitator Survey (n=24)
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