Research @ MIT Open Learning • Rules, Roles, and Resources: Collaboration in Virtual Reality • Dr. Meredith Thompson, Research Scientist, MIT Teaching Systems Lab and pK-12 @ MIT J-WEL • Math Games • Jeff Dieffenbach for Dr. Esther Duflo and team • Converting zombies into learners: Improving MOOC learner retention • Dr. Inma Borrella, MIT Center for Transportation Logistics • The Future of the Chief Learning Officer • Dr. George Westerman, Workforce Learning @ MIT J-WEL
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Research @ MIT Open Learning
• Rules, Roles, and Resources: Collaboration in Virtual Reality• Dr. Meredith Thompson, Research Scientist,
MIT Teaching Systems Lab and pK-12 @ MIT J-WEL
• Math Games• Jeff Dieffenbach for Dr. Esther Duflo and team
• Converting zombies into learners: Improving MOOC learner retention• Dr. Inma Borrella, MIT Center for Transportation Logistics
• The Future of the Chief Learning Officer• Dr. George Westerman, Workforce Learning @ MIT J-WEL
Birth throughpK-12
HigherEducation
Workplace/Lifelong Learning
MITIntegratedLearningInitiative(MITili)
LearningScience
Foundational research on
learningeffectiveness
JameelWorld
EducationLab
(J-WEL)
LearningEngineering
Applied research, policy,
pedagogy, and practice
Officeof
DigitalLearning
(ODL)
Learningat Scale
OpenCourseWare,Bootcamps, MITx,
MicroMasters, MIT xPRO
MIT Open Learning
Framing the
science of learning
Learner
Instruction
Policy
Prior knowledgeMotivation
InterestPhysiological readiness
ContentDeliveryAssessment
LawAccessFundingLeadershipMeasurement
Collaborative Learning Environments in VR (CLEVR)The Education Arcade at MIT
education.mit.edu
Educational Game
ea
Cellular Biology
ea
Collaboration
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Why VR?
…...actual reality is pretty immersive…...
…..everyone will ask you......
Why VR?
Embodied learning
Connection
Do the impossible
Flow
Cool! New!
Experiential
Game based learning
Collaboration
RolesRules Resources
Collaboration
“….We could have worked together better… we could have communicated more…..”
Main learning outcomesBiology
“It was a lot different...for some reason I thought there was going to be more empty space in [the cell]…..”
Themes
Change in Cell Conceptions
Awareness of cell structure
and shape
Number of organelles
Types of organelles
Location of organelles
Understanding of organelle
function
Thank you from the team!
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MIT Students: Darius Bopp, Gwen Edgar, Femi Oladipupo, Temi Taylor, Valeria Yang,
Therese Mills, Soomin Kim, Katarina Gshwind
MEng students: Jing Fan, David Vargas
Staff: Rik Eberhardt, Dan Roy, Judy Perry, Philip Tan, Meredith Thompson, Annie
Wang
Faculty: Eric Klopfer
Math Games
Josh Dean, Esther Duflo, Harini Kanan, Liz Spelke
The Indian Context: Why Math Games?
• Learning outcomes are low across elementary aged children
- First-time learners: students not prepared for school
• About 62-90% of students aged 3 to 5 already enrolled in pre-school
• Pre-schools being steadily established in government schools
- There is no national guidelines on curriculum
- There are concerns regarding inappropriate curriculum
• Can we leverage findings from cognitive development literature to develop a game-based math curriculum aimed at improvinglearning outcomes in schools?
Overview of Games
• I Do: Teacher uses large size “practice” cardsto model game play with one card
• We Do: Teacher creates demo-group with4 children and plays remaining large sizepractice cards with them
• Focus on: • Appropriate ‘math vocabulary’ for each game
• Discussing answers within group
• You Do: Children play independently in small groups of 4
Study Design and Measurement
141 DoE Schools
141 Kindergarten classes
71 Math Games
70 Control
141Grade 1classes
71 Math Games
70 Control
Assessments: Conduct baseline and endline
assessments for ~2500 randomly chosen children
from both grade 1 and pre-school schools
Number Comparison: Instructions and Properties
Kindergarten Game Properties
Numbers 1-20
Decks go from being 100% double sidedto 25%
First Grade Game Properties
Numbers 1-100
Decks go from being 100% double sidedto 0%
Objective: Children sort cards into bins based on which number is larger
Front Back
Find Shape: Instructions and PropertiesObjective: (Non-symbolic) Children find out which one of the red/blue shape is similar to array of black shapes, (Symbolic) Children identify which of the red/blue
shape is the answer to the hint provided above
Game Properties
Distinguish between dissimilar (3 sided versus 4) and similar shapes (triangles)
Perpendicular & parallel linesAcute and Obtuse angles, length of sides
Earth by Wuppdidu from the Noun Projectwebinar by Danil Polshin from the Noun ProjectAward by Rockicon from the Noun Projectonline courses by Adrien Coquet from the Noun Project
Shared experience (cohort, not necessarily in the classroom)
Introspection and reflection
Immersion: simulations & on-the-job
“How do you get people to be curious and want to learn?… What is it that will make them start learning and re-learning and un-learning things?” - executive
director, global bank
Transforming the Learning Unit (1 of 2)“It’s much more than just using platforms … It’s about how we learn from
each other, how we can be quick in connecting with each other in critical
areas and share new ideas.” – L&D director, building materials company