Lecturing in the Age of MOOCS! Ralf Becker Economics, School of Social Sciences
What have I learned?
Is this the key issue?
YES and NO Is this the key issue? Students and Staff put It is a regular too much importance opportunity to meet on lectures students Large lectures often They are a cheap way don’t utilise any staff/ to give students student or contact hours student/student interaction
Our Challenge / CHERIL project • Use the best elements of on-campus and distance/MOOC teaching methods in a big (250 students) 2 nd year economics course unit • ECON20110 Econometrics – Statistical/Econometric Theory – Real Life Applications – Do-it yourself
Lectures Tutorials Exams (easy to mark) Exams
From the Bb site The material provided on this blackboard site will play an integral role in this course. Each week there will be four components: • material that you will be expected to have covered BEFORE the lecture, • a set of lecture notes, • material that you will be expected to cover AFTER the lecture (but before the next lecture) - this material is integral to the course and you will be examined on it, • an RStudio lesson with practice questions and a quiz.
Do not use the Lecture content as a definition of the course unit syllabus! And make sure that students understand this!
A week in BB
A week in BB
A week in BB
A week in BB
A week in BB
A week in BB
A week in BB
A week in BB
Main Anticipated Gain Outsource part of the (examinable!!!!) material to online clips • Very introductory exposition • Long and tedious (but important) arguments • Proofs This gives more time in lectures for: • More complex/subtle material • Extended Examples • Discussion • Staff/Student and Student/Student interaction (e.g. quizzes)
A week in BB
A week in BB
A W
What worked and what didn’t work Or why changing student behaviour is so difficult
What worked and what didn’t work • Did students work harder? • Did students work earlier? • Did students use the online clips? • Did students engage with the software (R/Rstudio)
% of students accessing BB 1.2 1 0.8 2014 0.6 2015 0.4 0.2 0 1 2 3 4 5 RW 6 7 8 Clicks on BB per student 60 50 40 2014 30 2015 20 10 0 Lec Lec Lec, T Lec, CW Lec RW Lec, T MT
What worked and what didn’t work How were the online clips used?
Additional evidence for the way in which students use online clips
BB clicks / student 100 90 80 70 60 50 40 30 20 10 0 Lec Lec Lec, T Lec Lec, CW RW Lec, T MT Lec Lec, T CW Ex Ex Sem 1 Sequence 2014 Sem 1 2014 Sem 2
BB clicks / student 100 90 80 70 60 50 40 30 20 10 0 Lec Lec Lec, T Lec, Lec T MT Lec Lec, Lec, T Lec, T Ex Ex Ex Ex CW CW Sem 2 Sequence 2014 Sem 1 2014 Sem 2
What have we learned • Without grade incentive student behaviour is difficult to change • Changing the structure of a single course unit is likely to have limited success • Even without behaviour change different lecture content may be beneficial • Student feedback is overwhelmingly positive
“It’s the future man!”
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