Lori Breslow

Changing “Course” Reconceptualizing Educational Variables for Massive Open Online Courses

In massive open online courses (MOOCs), low barriers to registration attract large numbers of students with diverse interests and backgrounds, and student use of course content is asynchronous and unconstrained. The authors argue that MOOC data are not only plentiful and different in kind but require reconceptualization—new educational variables or different interpretations of existing variables. The authors illustrate this by demonstrating the inadequacy or insufficiency of conventional interpretations of four variables for quantitative analysis and reporting: enrollment, participation, curriculum, and achievement. Drawing from 230 million clicks from 154,763 registrants for a prototypical MOOC offering in 2012, the authors present new approaches to describing and understanding user behavior in this emerging educational context.

Tracking progress: predictors of students' weekly achievement during a circuits and electronics MOOC

Massive open online courses (MOOCs) provide learning materials and automated assessments for large numbers of virtual users. Because every interaction is recorded, we can longitudinally model performance over the course of the class. We create a panel model of achievement in an early MOOC to estimate within- and between-user differences. In this study, we hope to contribute to HCI literature by, first, applying quasi-experimental methods to identify behaviors that may support student learning in a virtual environment, and, second, by using a panel model that takes into account the longitudinal, dynamic nature of a multiple-week class.

Strengthening Teaching and Learning in Research Universities

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Exploring visual literacy as a global competency: An international study of the teaching and learning of communication

price are net prices, subject to local VAT. Prices indicated with * include VAT for books; the €(D) includes 7% for Germany, the €(A) includes 10% for Austria. Prices indicated with ** include VAT for electronic products; 19% for Germany, 20% for Austria. All prices exclusive of carriage charges. Prices and other details are subject to change without notice. All errors and omissions excepted. B. Stensaker, G.T. Bilbow, L. Breslow, R. van der Vaart (Eds.) Strengthening Teaching and Learning in Research Universities

The Importance of Evidence-Based Enhancement of the Quality of Learning and Teaching in Research-Intensive Universities

Engineering education is called upon to foster the development of 21st century skills in addition to teaching deep technical expertise. Both of these kinds of knowledge are needed to lead companies and strengthen communities. Indeed as society and the workplace become more global, it is imperative that we develop effective communication skills in undergraduate engineering students. Our larger, comprehensive research study explores the teaching and learning of four communication capabilities: writing, developing and delivering presentations, visual literacy, and participating in teams. This paper focuses specifically on opportunities for undergraduate engineering students to develop visual literacy skills at three universities located in two different countries.

Strategic Challenges in the Development of Teaching and Learning in Research-Intensive Universities

This chapter explores the role of research in improving teaching and learning in research-intensive universities. Over the past decades, there has been a notable increase in the number of studies investigating college-level teaching and learning, both in general and in specific disciplines. Pedagogical practice no longer has to be based on anecdote or intuition. Empirical evidence can inform instructions about methods that lead to better learning. The chapter presents four cases studies from the University of Helsinki and the Massachusetts Institute of Technology that describe how careful research into pedagogy contributed to improvements in educational practice in those two universities. The chapter concludes with observations about the role educational research can play in how faculty can make informed and strategic decisions about teaching and learning.

Studying learning in the worldwide classroom: Research into edX’s first MOOC

The chapter provides an introduction to the current challenges facing many research-intensive universities throughout the world. It is argued that issues related to teaching and learning are becoming more important as a way to improve competitiveness and an institution’s profile in a more globalised higher education sector. However, fostering change in research-intensive universities is often dependent on careful design addressing the normative, practical and organisational factors that may prevent institutional transformation. In the conclusion, it is emphasized that initiatives that aim at cultural transformation may be a fruitful way forward for institutions trying to enhance their teaching and learning in a more systematic way.