+ First year report Ayşe Saliha Sunar The University of Southampton Electronics and Computer Science Ayse Saliha Sunar [email protected] http://www.mendeley.com/groups/4715311/mooc-personalisation
Jun 20, 2015
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First year report
Ayşe Saliha Sunar The University of Southampton Electronics and Computer Science
Ayse Saliha Sunar [email protected] http://www.mendeley.com/groups/4715311/mooc-personalisation
2+Outline
My PhD interest and the first year of the PhD
Research aim and questions
Background of the study
Literature survey: personalisation of MOOCs
PhD approach
Future plan
Ayse Saliha Sunar [email protected] http://www.mendeley.com/groups/4715311/mooc-personalisation
3+My PhD Interest
Growing number of learners
Ayse Saliha Sunar [email protected] http://www.mendeley.com/groups/4715311/mooc-personalisation
https://www.edsurge.com/n/2013-12-22-moocs-in-2013-breaking-down-the-numbers
Growing number of researches
MOOCs: rapidly growing area
http://www.irrodl.org/index.php/irrodl/article/view/1455/2531
• Master project: on Intelligent Tutoring Systems • PhD research interest: Personalisation of MOOCs
4+The first year of the PhD
Oct
• Orientation
Nov-Feb
• Read to gain fundamental knowledge about the area
Mar-Jul
• Clarified the idea for the PhD project • Wrote the first year report
Aug
• Submitted the first year report • Done deep examination as a holiday homework
Sept
• Resubmitted the first year report • Done the viva preparation
Ayse Saliha Sunar [email protected] http://www.mendeley.com/groups/4715311/mooc-personalisation
+ 5
Research Aim and Questions
To investigate viability and potential value of integration a personalised approach into a MOOC environment to increase learners’ interaction and engagement in the course subject
Can providing personalised recommendations to learners who engage with MOOCs help
1. building a personal network for each learner, which includes people whom with share common interests
2. identifying digital resources in which learners are interested
3. maintaining learners’ motivation during the course
4. making learners more satisfied with their MOOC experience
Ayse Saliha Sunar [email protected] http://www.mendeley.com/groups/4715311/mooc-personalisation
6+Background: MOOCs
Massive Open Online Courses
Strength Weakness
Widely accessible Limited interaction
Low coast Pedagogy
Self-paced learning Assessment
Life-long learning Feedback
Academic credits (optional) Decrease in motivation
Ayse Saliha Sunar [email protected] http://www.mendeley.com/groups/4715311/mooc-personalisation
7+Background: Personalisation in e-learning systems
Personalised learning systems Intelligent Tutoring Systems Adaptive Hypermedia Systems
• Adaptive content delivery
• Adaptive representation of content
• Adaptive assessment
• Personalised feedback
• Recommendations
• Knowledge level• Errors/
Misconceptions• Motivation • Progress on tasks• Learning approach• Learners’
preferences • Systems’
pedagogical approach
User Model
Adaptive Model
DomainModel
INPUT(s) SYSTEM OUTPUT(s)
Ayse Saliha Sunar [email protected] http://www.mendeley.com/groups/4715311/mooc-personalisation
8+Literature Survey on Personalisation of MOOCs
Registration &
Log-in
Course(s) selection from the
course list
Wiki and blogs (if there
any)
Feedback
Course selection among
selected courses
Automatic assessment generation (Marinda et al. 2013)
Adaptive planner (Alario-Hoyos et al. 2014)
Learning pathways(Bansal 2013; Marinda et al. 2013Henning et al. 2014)
Learning contents (Sonwalker 2013; Nesterko, 2014)Lecture
selection in the course
Assessment
Discussion forums
Lecture content delivery
Forum Thread Recommendation (Researchers from the EDGE Lab., 2013; Yang et al. 2014)
Demonstrating contributions of studies in different aspect of MOOC personalisation
Ayse Saliha Sunar [email protected] http://www.mendeley.com/groups/4715311/mooc-personalisation
9+Literature Survey on Personalisation of MOOCs
Subject Motivation Target learnersStudy plan Helping learners to arrange their
schedule according to priorities Have lack of experience in studying
Learning materials & pathways
Designing suitable learning materials and pathways to each individual in a diverse MOOCs learners’ community
Actually planned but did not finish the course they enrolled in
Learning contents
Designing contents based on learners’ goal and learning style
All types of MOOC learners
Forum threads Helping learners to find useful threads among overloaded information
MOOC learners who get engaged in discussion forums
Assessments Facilitating authoring assessments and giving right material to learners
All types of MOOC learners
Ayse Saliha Sunar [email protected] http://www.mendeley.com/groups/4715311/mooc-personalisation
Summarising motivation and targets of the current researches
10+Literature Survey: Personalisation of MOOCs tasks
Adaptive planner for facilitating the management of tasks in MOOCs (Alario-Hoyos et al., 2014)
Target: those who has lack of experience in studying MOOCs, may benefit from personalised planning and feedback to develop work habits and study skills
Ayse Saliha Sunar [email protected] http://www.mendeley.com/groups/4715311/mooc-personalisation
11+Literature Survey: Personalisation of learning materials Adaptive Recommendation System for MOOC (Bansal,
2013)
A Project Stage Report for a PhD Thesis
Objective: providing the recommendation/feedback of some tasks to complete based on learners’ activities in the current week before the start of the next week
Target: all types of MOOC learners
Benefit: learners would be aware of the concepts they are lacking and have a chance to recover it by getting some recommended tasks.
Ayse Saliha Sunar [email protected] http://www.mendeley.com/groups/4715311/mooc-personalisation
12+Literature Survey: Personalisation of learning pathways Personalized Web Learning: Merging Open Educational
Resources into Adaptive Courses for Higher Education (Henning et al., 2014)
The outline of the study is represented.
Objective: recommending personal learning pathways for each learner
Target: learners who actually planned but did not finish the course they enrolled in
Benefit: high dropout rates would decrease.
Ayse Saliha Sunar [email protected] http://www.mendeley.com/groups/4715311/mooc-personalisation
13+Literature Survey: Personalisation of learning contents The First Adaptive MOOC: A Case Study on Pedagogy
Framework and Scalable Cloud Architecture—Part I (Sonwalker, 2013)
Aim: improving pedagogical effectiveness of MOOCs
Objective: adapting the content of learning materials to the way a learner would like to learn
Target: all types of MOOC learners
Ayse Saliha Sunar [email protected] http://www.mendeley.com/groups/4715311/mooc-personalisation
14+Literature Survey: Personalisation of learning contents MOOC Research Initiative - Final Report
Project Title: MOOCs Personalization for various Learning Goals (Nesterko, 2014)
Project: funded by The Bill and Melinda Gates foundations and the project leader is Dr. Sergiy Nesterko from HarvardX Research Fellow.
Achievement: developed a predict model learners’ future activity in the MOOC
Benefits: it could be helpful to design the course to support individuals.
Ayse Saliha Sunar [email protected] http://www.mendeley.com/groups/4715311/mooc-personalisation
15+Literature Survey: Ranking forum threads
Learning about social learning in MOOCs: From statistical analysis to generative model (Brinton et al., 2013)
Objective: ranking forum threads based on learners’ behavior for each learner
Target: MOOC learners who get engaged in discussion forums
Benefits: helping learners to deal with overloaded information on forums and sharp decline rate of forum
Ayse Saliha Sunar [email protected] http://www.mendeley.com/groups/4715311/mooc-personalisation
16+Literature Survey: Forum threads recommendation
Forum Thread Recommendation for Massive Open Online Courses (Yang et al., 2014)
Aim: dealing with rapidly increasing number of forum threads
Objective: recommending right forum threads to each learner
Target: MOOC learners who get engaged in discussion forums
Ayse Saliha Sunar [email protected] http://www.mendeley.com/groups/4715311/mooc-personalisation
17+Literature Survey: Automatic assessment generation
Automatic Generation of Assessment Objects and Remedial Works for MOOCs (Miranda et al., 2013)
Objective: providing pedagogy-based guided quizzes and giving personalised learning path regarding the evaluation of assessments
Benefits: less effort for instructors in the assessment authoring
phase could fill the lack of a one-to-one tutoring could mitigate the drop-out problem in MOOCs
Ayse Saliha Sunar [email protected] http://www.mendeley.com/groups/4715311/mooc-personalisation
18+Mendeley Group
Ayse Saliha Sunar [email protected] http://www.mendeley.com/groups/4715311/mooc-personalisation
Created a Mendeley group to share papers related to personalisation of MOOCs and personalisation in other e-Learning environments
Helpful to meet people in the same area and share useful papers
http://www.mendeley.com/groups/4715311/mooc-personalisation
19+Approach
Socialising MOOCs Twitter Discussion forums
Gamifying MOOCs Badges Leaderboards
(Dashboards)
Personalising MOOCs Recommendation system
Registration & Log-in
Course(s) selection from the
course list
Course selection among
selected courses
Lecture selection
in the course
Assessment
Discussion forums
Lecture content delivery
Feedback
Ayse Saliha Sunar [email protected] http://www.mendeley.com/groups/4715311/mooc-personalisation
Demonstrating the focus of my research and possible instruments will be used
20+Socialising MOOCs
Promoting learners to use forum and Twitter hashtags
Connecting learners if they interacted each other at least one time
Three types of interacting: Liking someone’s comment on Future Learn or Twitter Replying someone’s comment on Future Learn or Twitter Following someone’s profile on Future Learn or Twitter
Address the research question:• building a personal network for each learners, which
includes people whom with share common interests
Ayse Saliha Sunar [email protected] http://www.mendeley.com/groups/4715311/mooc-personalisation
21+Personal Network
Benefits Learners could find people whom
they may be interested in and build a personal network
Ayse Saliha Sunar [email protected] http://www.mendeley.com/groups/4715311/mooc-personalisation
22+Gamifying MOOCs
Three kinds of badges Based on activeness on social platforms Based on scores on quizzes Based on completion rates of course materials
Leaderboards for all those three types
Benefits Learners could get motivated to study when they see their
fellows. Learners could be more happy with their MOOC experience.
Address the research question:• maintaining learners’ motivation during the course • making learners more satisfied with their experience of
MOOCs
Ayse Saliha Sunar [email protected] http://www.mendeley.com/groups/4715311/mooc-personalisation
23+Personalising MOOCs
Recommending a learner conversations (on Future Learn or Twitter) which his/her connected learners involved
Benefits Could help learners to find people or information which are
relevant to themselves
Address the research question:• building a personal network for each learners, which
includes people whom with share common interests • identifying digital resources in which learners are
interested • making learners more satisfied with their experience of
MOOCs
Ayse Saliha Sunar [email protected] http://www.mendeley.com/groups/4715311/mooc-personalisation
24+Indicative Sketch of the Proposed Tool
Your network
Feedback
Conversation recommendations
Profile
★Badge★
Other courses
A visual representation of the learner’s network
Course name
Progress
Name
A list of other enrolled courses
Feedback to the system
FL profile
Leaderboard
The list of the most active learners (and links to their profile)
The most successful learners in assignments
Learners who completed higher numbers of the course materials
Recommended conversations from the course forum
Recommended conversations from Twitter
Ayse Saliha Sunar [email protected] http://www.mendeley.com/groups/4715311/mooc-personalisation
Possible screenshot showing information to be presented to learners
25+Future Plan
2014-2015 Clarifying the techniques that are utilized in the research Writing 1 conference and 1 journal paper (in the first 6
months) Evaluating the techniques (in the second 6 months) Taking academic English classes offered by the university Taking other compulsory lectures
2015-2016 Experimenting the system technically Experimenting the system in practice Evaluating results Writing findings to journal(s) and conference(s)
Writing up Ayse Saliha Sunar [email protected] http://www.mendeley.com/groups/4715311/mooc-personalisation
26+Conclusion
Summarised the first year research to contribute to studies on personalising MOOCs by applying social and gamified features
Clarified the following years’ plans
Ayse Saliha Sunar [email protected] http://www.mendeley.com/groups/4715311/mooc-personalisation
27+
Thank you very much for your patience!
Ayse Saliha Sunar [email protected] http://www.mendeley.com/groups/4715311/mooc-personalisation