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Synergies Between Open Education and Other Forms of Open [clear filter]
Friday, November 4

10:30am EDT

Big Data, Little Data: A story behind the numbers
The low completion and certification rates in MOOCs lead some to question the learning effectiveness of these new learning environments. However, current reports show that the number of people who sign up for these courses has risen from an estimated 16-18 million to over 35 million users in 2015 compared to the previous year. This growth is also evident in the number of MOOCs offered, the breadth of topics covered in these new learning settings, and the number of universities collaborating to offer MOOCs across the globe. This is indicative of the fact that users see value in these learning environments that may be hard to detect using a single measure of completion or certification. Consequently, our research team has begun to explore available Canvas MOOC data in order to discover latent patterns among its learners and course design features that can support new and effective forms of knowledge production and learning.

On March 1, 2016, Instructure, the creator of the Canvas learning management system and the Canvas Network MOOC platform, released a de-identified dataset from Canvas Network courses that were offered from January 2014 to September 2015. The data was queried, organized, and de-identified using a process similar to the one used for the HarvardX-MITx Person-Course data release of 2014, and then the data was made available to researchers on Harvard's Dataverse service. Instructure has opened access to this data to create opportunities for identifying and solving educational challenges in online learning. The dataset includes over 325,000 aggregate records, with each record representing one individual's activity in one of 238 Canvas Network courses. The variables available in this dataset include administrative variables from the Canvas Network system or computed by the research team, as well as variables generated by the users either through their interaction with the course or collected through surveys.

In line with the call for the need for "better data" to help understand the experience of MOOC stakeholders that extends beyond the number of clicks users make as they interact with a MOOC platforms, our analysis includes contextually rich data in the form of qualitative course metadata, course review notes by MOOC designers, and instructors' end of course feedback on their experience with Canvas Network.

After reviewing the data set from Canvas Network, a single course from that larger set of courses was selected and comparisons of this course v. the larger dataset will be shared. The #HumanMOOC was selected for this review as the authors have worked together on the course and can share their stories from a quality review and course facilitation perspective.

This research is exploratory in nature. Hence, no formal a priori hypotheses have been formulated or tested. However, by exploring data from multiple sources, we hope to be able to formulate explanatory relationships that can be examined in future research efforts. During the session, we'll be sharing our initial insights gleaned from our effort at making sense of these diverse data sets as well as next steps and futureplans.

avatar for Katie Bradford

Katie Bradford

Director, Platform & Partnerships, Instructure
As Director of Platform & Partnerships Marketing at Instructure, Katie’s role is to guide innovation and open education initiatives at Instructure. She works across multiple teams to implement new processes and ideological shifts, marketing initiatives, and product changes that... Read More →

Friday November 4, 2016 10:30am - 10:55am EDT

10:55am EDT

'All the words of wisdom sound the same' - open research in a closed world
The practice of citation started as a way of indicating whose shoulders we stood on - it now means big money as researchers use citation, journal impact and other "use measures" to land grants and jobs. The "open scholarly graph" is how we could describe the ideal situation where citations, the papers they referred to and other resources (such as datasets) are all open. In reality these relationships are owned and defined by a small number of commercial academic publishers, using opaque algorithms and often-incorrect data.

In this session I will attempt to explain the strange world of scholarly metrics, with reference (no pun intended) to legendary sources and citation from the world of research into open education. And I will touch on the strange and complex nature of "the citation" as artifact, relationship and metaphor, before offering some small steps towards a solution.

How good an academic are you? And is there any way we can tell other than by reading your work for ourselves?

avatar for David Kernohan

David Kernohan

The Followers of the Apocalypse

Friday November 4, 2016 10:55am - 11:20am EDT

11:30am EDT

Make Open Education and OER Practical with Open Standards (LTI & Common Cartridge)
Taking advantage of OER and its potential benefits can take a lot of work. You have to learn it exists, find the right materials, adjust it for your context, make sure students know how to access it, keep it up to date, etc. With all that, many don't have time to learn and use Open Education pedagogical practices too.
I think we can lower the initial overhead to adopting both OER and open practices to the point where, for example, an adjunct hopping into a course the weekend before the semester begins would be able to use them.
We can achieve that using open standards like Common Cartridge and LTI. I'll show how you can easily import an editable course with built in renewable assignments and tools like Choral Explanations into an LMS. This allows teachers to start learning these open practices by actually doing them.

avatar for Bracken Mosbacker

Bracken Mosbacker

Director of Development, Lumen Learning

Friday November 4, 2016 11:30am - 11:55am EDT

1:15pm EDT

Incorporating Open Source Into Computer Science: Why (and how?!)
This presentation is intended to provide instructors with working knowledge of open source software concepts and communities. In this brief introduction, we will:

* talk about what open source is and why it is gaining traction in the business world;
* explore how instructors (and their students) can benefit by incorporating open source into the curriculum;
* review what differentiates open source from proprietary software; and
* discuss how teaching open source in an open way aligns with many current pedagogical practices, such as continuous assessment and cooperative learning.

We'll start with a quick definition and history of open source as a prelude to talking about the state of open source in business today. Then we'll cover the business drivers that are creating a need for students to learn open source, and what benefits you and your students can expect to see when you incorporate more open source into your classes.

Next, we will look at the key differences between open source and proprietary software, from a legal point of view as well as a philosophical one. We'll talk about how the legal aspects of open source, combined with open source principles, create a fundamentally different, community-centric software development environment.

We'll talk about the benefits -- and potential "gotchas" -- of embedding students in open source projects and how you as an instructor can think about those.

Finally, we'll talk about additional resources for instructors who want to learn more about open source: mailing lists, courses, and online resources will be provided for additional exploration of the topic.

avatar for Gina Likins

Gina Likins

University Outreach, Red Hat
I have a long history with and interest in education, having obtained my North Carolina teacher certification and taught both high school biology and environmental science. In addition, I’ve taught computer science classes (mostly “Introduction to the Web/HTML”) to students... Read More →

Friday November 4, 2016 1:15pm - 1:40pm EDT