Reposted from Philip Guo:
Videos are a widely-used kind of resource for online learning. This paper presents an empirical study of how video production decisions affect student engagement in online educational videos. To our knowledge, ours is the largest-scale study of video engagement to date, using data from 6.9 million video watching sessions across four courses on the edX MOOC platform. We measure engagement by how long students are watching each video, and whether they attempt to answer post-video assessment problems.
Our main findings are that shorter videos are much more engaging, that informal talking-head videos are more engaging, that Khan-style tablet drawings are more engaging, that even high-quality pre-recorded classroom lectures might not make for engaging online videos, and that students engage differently with lecture and tutorial videos.
Based upon these quantitative findings and qualitative insights from interviews with edX staff, we developed a set of recommendations to help instructors and video producers take better advantage of the online video format.
Read the entire report here.
Reposted from MIT News:
“The MIT education of the future is likely to be more global in its orientation and engagement, more modular and flexible in its offerings, and more open to experiments with new modes of learning. Those are some themes of the 16 recommendations contained in the final report of the Institute-Wide Task Force on the Future of MIT Education, convened 18 months ago by President L. Rafael Reif to envision the MIT of 2020 and beyond.
Among other priorities, the Task Force’s report urges the establishment of an MIT Initiative for Educational Innovation, to foster ongoing experimentation and research in teaching and learning, and recommends that MIT engage with teachers and learners worldwide to broadcast this educational innovation well beyond its own campus. The report also suggests that MIT consider offering different levels of certification through its online-learning ventures, MITx and edX, and recommends that the Institute redouble its commitment to access and affordability — possibly by increasing MIT’s undergraduate population, which has remained stable for decades despite increasing demand, or by providing flexibility to allow students to complete a traditional undergraduate degree in less than four years.
In its final report, the Task Force organizes its 16 recommendations around four themes:
- laying a foundation for the future, by creating a proposed Initiative for Educational Innovation;
- transforming pedagogy, largely through “bold experiments” sponsored by the proposed new initiative;
- extending MIT’s educational impact, to teachers and learners well beyond its own campus; and
- enabling the future of MIT education, by cultivating new revenue streams and envisioning new spaces to support learning at MIT.”
Reposted from the Center for Digital Education:
“A 20-member task force, including three former Federal Communications Commission leaders, made six recommendations comprised of 26 action steps for education leaders with the theme that learning must revolve around learners, not learning institutions.
The shift to competency-based education is included as a change in thinking, policy and practice. Also, the recommendations call for open standards that allow different technology programs to work together, much like the open standards that made the Internet successful. And making sure student data is secure and private is “a major challenge and tension point that a lot of schools are struggling with,” said John Bailey, co-chair of the task force and executive director of Digital Learning Now.
These challenging action steps are nested under six specific recommendations…”