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Lecturing in the Age of MOOCS! Ralf Becker Economics, School of - - PowerPoint PPT Presentation
Lecturing in the Age of MOOCS! Ralf Becker Economics, School of - - PowerPoint PPT Presentation
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
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What have I learned?
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Is this the key issue?
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YES and NO
Students and Staff put too much importance
- n lectures
Large lectures often don’t utilise any staff/ student or student/student interaction It is a regular
- pportunity to meet
students
Is this the key issue?
They are a cheap way to give students contact hours
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Our Challenge / CHERIL project
- Use the best elements of on-campus and distance/MOOC
teaching methods in a big (250 students) 2nd year economics course unit
- ECON20110 Econometrics
– Statistical/Econometric Theory – Real Life Applications – Do-it yourself
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Lectures Tutorials Exams (easy to mark) Exams
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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.
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Do not use the Lecture content as a definition
- f the course unit
syllabus! And make sure that students understand this!
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A week in BB
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A week in BB
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A week in BB
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A week in BB
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A week in BB
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A week in BB
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A week in BB
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A week in BB
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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)
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A week in BB
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A week in BB
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A W
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What worked and what didn’t work
Or why changing student behaviour is so difficult
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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)
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0.2 0.4 0.6 0.8 1 1.2 1 2 3 4 5 RW 6 7 8
% of students accessing BB
2014 2015 10 20 30 40 50 60 Lec Lec Lec, T Lec, CW Lec RW Lec, T MT
Clicks on BB per student
2014 2015
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What worked and what didn’t work
How were the online clips used?
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Additional evidence for the way in which students use online clips
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10 20 30 40 50 60 70 80 90 100 Lec Lec Lec, T Lec Lec, CW RW Lec, T MT Lec Lec, T CW Ex Ex
BB clicks / student
2014 Sem 1 2014 Sem 2
Sem 1 Sequence
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Sem 2 Sequence
10 20 30 40 50 60 70 80 90 100 Lec Lec Lec, T Lec, CW Lec T MT Lec Lec, CW Lec, T Lec, T Ex Ex Ex Ex
BB clicks / student
2014 Sem 1 2014 Sem 2
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- 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
What have we learned
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