Post on 13-Aug-2015
transcript
An introduction to FutureLearn
MATT WALTON - HEAD OF PRODUCT - 16 JUNE 2015
1969
The university of the air
2012
The year of the MOOC
Higher education: our MP3 is the MOOC
Clay Shirkey
2013
FutureLearn
Simon Nelson CEO, FutureLearn
Martin Bean Ex Vice Chancellor, Open University
Simon Nelson CEO, FutureLearn
To pioneer the best social learning experiences
for everyone, anywhere
OUR MISSION
An enjoyable user experience Social learning
Thoughtful pedagogy Mobile-first Partnership Learner-first
each of the main pedagogic approaches, and demonstrates the complexity of what it takes tolearn: a continual iteration between teachers and learners, and between the levels of theoryand practice. It is not symmetrical: The teacher is privileged as defining the conception anddesigning the practice environment to match. The teacher also learns, from receivinglearners’ questions and products, as well as reflecting on their performance. But teachersare learning about teaching, rather than learning about the concept or practicing the skill.
The terminology used here is designed to be interpretable across all discipline areas. Theword “product” is odd, perhaps, as a way of describing what a learner produces as evidence
Learner’s conception as
practice
Learner’s conception
Teacher’s conception
Other learner’(s) conceptions
Teacher-designed task practice environment
Other learner’(s) conceptions as
practice
11.16. Offers answers, ideas
10.17. Questions, offers ideas
8. 20. Feedback on action
7. Action to achieve goal
13. Shares practice attempt
6.12.18. Adapts practice of Task using current conception
4. Adapts a Task practice environment for learners’needs
9.15.21. Reflects on feedback in relation toTask and action
Reflects onalternative practice
17. Reflects on learners’practice
3. Re-presents concepts, hints,
comments
1. Presents concepts
5. Task goal
19. Revised action
22. Presents conception as product
2. Questions
Adapts practice of Task using current conception
14. Shares practice attempt
Fig. 5 The Conversational Framework: instructionism, social learning, constructionism, and collaborativelearning combine to provide a simplified representation of what it takes to learn. Numbers show a possibleordering of the successive activities of learner, teacher, and peers
Learner’s conception as
practice
Learner’s conception
Teacher’s conception
Other learner’(s) conceptions
Teacher-designed task practice environment
Other learner’(s) conceptions as
practice
Offers answers, ideas
Questions, offers ideas
Feedback on action
Action to achieve goal
Shares practice attempt
Adaptspractice of Task using current conception
Adapts a Task practice environment for learners’needs
Reflects on feedback in relation to Task and action
Reflects onalternative practice
Task goal
Revises action
Adaptspractice of Task using current conception
Shares practice attempt
Presents concepts
Fig. 4 Collaborative learning combines the pedagogies of constructionism and social learning to providericher interactions between learners and their concepts and practice
Computer-Supported Collaborative Learning 11
LEARNING AS A CONVERSATION
To inspire the best learning experiences by telling stories
provoking conversation celebrating progress
OUR PRODUCT VISION
PRODUCT VISION
Telling stories
The to do list
Videos
Video Length (mins)
Exit
%
0 10 20 30
40
60
20
80
0%
20%
40%
60%
80%
0 10 20 30Minutes
Exit
Rat
e
Effect of video length on session exit
Articles
PRODUCT VISION
Provoking conversation
Previous weeks
Step
Com
plet
ions
Future weeksCurrent Week
0
30,000
60,000
90,000
On timeWeeks
Step
s
Steps completed in correct week
Discussions
Profiles & following
Peer review
PRODUCT VISION
Celebrating progress
Mark as complete
Tests and quizzes
Progress
£34 + delivery
[
Statements of participation
Shareable
2015
Where are we now?
1.7 million registered learners
Over 160 courses
TYPE TO ENTER TEXTType to enter text
CONFIDENTIAL PAGE 01PAGE 127
FutureLearn now has 19 academic partnerships outside the UKAN INTERNATIONAL PARTNERSHIP
PAGE ‹#›
We’re proud to count 31 of the UK’s leading universities and institutions amongst our partnersUK PARTNERS
61% Female
39% Male
Age in Years
0%
6%
13%
19%
25%
Under 18 years old 26 - 35 years old 46 - 55 years old Over 66 years old
30%
70%UK
International
Everyone, anywhere
40%
2.3m Joiners Someone who joined the course. 2,319,907 have joined all courses to date
43% Returning Learners Learners who marked steps as complete in more than one week
23% Fully Participating Learners Learners who marked the majority of steps as complete including all of the assessments
Learners who make comments
52%Learners Joiners who viewed at
least one step of the course
PAGE 13DATA FOR ALL COURSES SEPT 2013 – MAY 2015
COURSE METRICS