Posts Tagged 'Stanford Graduate School of Education'

Coming up for air (and spouting off)

A real-time chronicle of a seasoned professor who has just completed giving his first massively open online course.

Almost a month has passed since I last posted to this blog. Keeping my MOOC running took up so much time that, once it was over, I was faced with a huge backlog of other tasks to complete. Taking a good look at the mass of data from the course is just one of several post-MOOC activities that will have to wait until the New Year. So readers looking for statistics, analyses, and conclusions about my MOOC will, I am afraid, have to wait a little bit longer. Like most others giving these early MOOCs, we are doing so on the top of our existing duties; the time involved has yet to be figured into university workloads.

One issue that came up recently was when I put on my “NPR Math Guy” hat and talked with Weekend Edition host Scott Simon about my MOOC experience.

In the interview, I remarked that MOOCs owed more to Facebook than to YouTube. This observation has been questioned by some people, who believe Kahn Academy’s use of YouTube was the major inspiration. In making this comment, they are echoing the statement made by former Stanford Computer Science professor Sebastian Thrun when he announced the formation of Udacity.

In fact, I made my comment to Scott with my own MOOC (and many like it) in mind. Though I have noted in earlier posts to this blog how I studied Sal Khan’s approach in designing my own, having now completed my first MOOC, I am now even more convinced than previously that the eventual (we hope) success of MOOCs will be a consequence of Facebook (or social media in general) rather than of Internet video streaming.

The reason why I felt sure this would be the case is that (in most disciplines) the key to real learning has always been bi-directional human-human interaction (even better in some cases, multi-directional, multi-person interaction), not unidirectional instruction.

What got the entire discussion about MOOCs off in the wrong direction – and with it the public perception of what they are – is the circumstance of their birth, or more accurately, of their hugely accelerated growth when a couple of American Ivy League universities (one of them mine) got in on the act.

But it’s important to note that the first major-league MOOCs all came out of Stanford’s Computer Science Department, as did the two spinoff MOOC platforms, Udacity and Coursera. When MIT teamed up with Harvard to launch their edX platform a few months later, it too came from their Computer Science Department.

And there’s the rub. Computer Science is an atypical case when it comes to online learning. Although many aspects of computer science involve qualitative judgments and conceptual reasoning, the core parts of the subject are highly procedural, and lend themselves to instruction-based learning and to machine evaluation and grading. (“Is that piece of code correct?” Let the computer run it and see if it performs as intended.)

Instructional courses that teach students how to carry out various procedures, which can be assessed to a large degree by automatic grading (often multiple choice questions) are the low hanging fruit for online education. But what about the Humanities, the Arts, and much of Science, where instruction is only a small part of the learning process, and a decidedly unimportant part at that, and where machine assessment of student work is at best a goal in the far distant future, if indeed it is achievable at all?

In the case of my MOOC, “Introduction to Mathematical Thinking,” the focus was the creative/analytic mathematical thinking process and the notion of proof. But you can’t learn how to think a certain way or how prove something by being told or shown how to do it any more than you can learn how to ride a bike by being told or shown. You have to try for yourself, and keep trying, and falling, until it finally clicks. Moreover, apart from some very special, and atypical, simple cases, neither thinking nor proofs can be machine graded. Proofs are more like essays than calculations. Indeed, one of the things I told my students in my MOOC was that a good proof is a story, that explains why something is the case.

For the vast majority of students, discussion with (and getting feedback from) professors, TAs, and other students struggling to acquire problem solving ability and master abstract concepts and proofs, is an essential part of learning. For those purposes, the online version does not find its inspiration in Khan Academy as it did for Thrun, but in Facebook, which showed how social interaction could live on the Internet.

When the online version of Thrun’s Stanford AI class attracted 160,000 students, he did not start a potential revolution in global higher education, but two revolutions, only the first of which he was directly involved in. The first one is relatively easy to recognize and understand, especially for Americans, who for the most part have never experienced anything other than instruction-based education.

For courses where the goal is for the student to achieve mastery of a set of procedures (which is true of many courses in computer science and in mathematics), MOOCs almost certainly will change the face of higher education. Existing institutions that provide little more than basic, how-to instruction have a great deal to fear from MOOCs. They will have to adapt (and there is a clear way to do so) or go out of business.

If I want to learn about AI, I would prefer to do so from an expert such as Sebastian Thrun. (In fact, when I have time, I plan on taking his Udacity course on the subject!) So too will most students. Why pay money to attend a local college and be taught by a (hopefully competent) instructor of less stature when you can learn from Thrun for free?

True, Computer Science courses are not just about mastery of procedures. There is a lot to be learned from the emphases and nuances provided by a true expert, and that’s why, finances aside, I would choose Thrun’s course. But at the end of the day, it’s the procedural mastery that is the main goal. And that’s why that first collection of Computer Science MOOCs has created the popular public image of the MOOC student as someone watching canned instructional videos (generally of short duration and broken up by quizzes), typing in answers to questions to be evaluated by the system.

But this kind of course occupies the space in the overall educational landscape that McDonalds does in the restaurant business. (As someone who makes regular use of fast food restaurants, this is most emphatically not intended as a denigratory observation. But seeing utility and value in fast food does not mean I confuse a Big Mac with quality nutrition.)

Things are very, very different in the Humanities, Arts, and most of Science (and some parts of Computer Science), including all of mathematics beyond basic skills mastery – something that many people erroneously think is an essential prerequisite for learning how to do math, all evidence from people who really do learn how to do math to the contrary.

[Ask the expert. We don’t master the basic skills; we don’t need them because, early on in our mathematic learning, we acquired one – yes, just one – fundamental ability: mathematical thinking. That’s why the one or two kids in the class who seem to find math easy seem so different. In general, they don’t find math easy, but they are doing something very different from everyone else. Not because they are born with a “math gene”. Rather, instead of wasting their time mastering basic skills, they spent that time learning how to think a certain way. It’s just a matter of how you devote your learning time. It doesn’t help matters that some people managed to become qualified math teachers and professors seemingly without figuring out that far more efficient path, and hence add their own voice to those who keep calling for “more emphasis on basic skills” as being an essential prerequisite to mathematical power.]

But I digress. To get back to my point, while the popular image of a MOOC centers on lecture-videos and multiple-choice quizzes, what Humanities, Arts, and Science MOOCs (including mine) are about is community building and social interaction. For the instructor (and the very word “instructor” is hopelessly off target in this context), the goal in such a course is to create a learning community.  To create an online experience in which thousands of self-motivated individuals from around the world can come together for a predetermined period of intense, human–human interaction, focused on a clearly stated common goal.

We know that this can be done at scale, without the requirement that the participants are physically co-located or even that they know one another. NASA used this approach to put a man on the moon. MMOs (massively multiplayer online games – from which acronym MOOCs got their name) showed that the system works when the shared goal is success in a fantasy game world.

Whether the same approach works for higher education remains an open question. And, for those of us in higher education, what a question! A question that, in my case at least, has proved irresistible.

This, then, is the second MOOC revolution. The social MOOC. It’s outcome is far less evident than the first.

The evidence I have gathered from my first attempt at one of these second kinds of MOOC is encouraging, or at least, I find it so. But there is a long way to go to make my course work in a fashion that even begins to approach what can be achieved in a traditional classroom.

I’ll pursue these thoughts in future posts to this blog — and in future versions of my Mathematical Thinking MOOC, of which I hope to offer two variants in 2013.

Meanwhile, let me direct you to a recent article that speaks to some of the issues I raised above. It is from my legendary colleague in Stanford’s Graduate School of Education, Larry Cuban, where he expresses his skepticism that MOOCs will prove to be an acceptable replacement for much of higher education.

To be continued …

Answering the 64,000-Students Questions

A real-time chronicle of a seasoned professor who has just completed giving his first massively open online course.

With the “instructional” part of the course finished and the remaining students working on the Final Exam (it will be peer graded next week), at last I can sit back and take a short breather. The next step will be to debrief and reflect with my two course assistants (both PhD students in the Stanford Graduate School of Education) and decide where to ride the MOOC beast next.

For sure I’ll offer another version of this course next year, with changes based on the huge amounts of data you get with a global online class of 64,000 students. Despite the enormous effort in designing, preparing, and running such a massive enterprise, there are three very good reasons to pursue this.

First, and this I believe is one of the main reasons why Stanford is supporting the development of MOOCs (I am not part of the central, policy-making administration), designing, running, and analyzing the learning outcomes of MOOCs is a tremendous research opportunity that will almost certainly result in new understandings of how people learn, and as a result very likely will enable the university to improve the learning experience of our regular on-campus students. After just five weeks, my two graduate assistants have enough data to write several dissertations, in addition to the one they need to get their doctorates.

Second, there is a huge, overall, feel-good factor for those of us involved, knowing that we can help to provide life-changing opportunities for people around the world who would otherwise have no access to quality higher education. Is what they get as good as being at Stanford? I very much doubt it, though the scientist in me says we should keep an open mind into the eventual outcomes of what is at present a very novel phenomenon. But if you compare a Stanford MOOC with the alternative of nothing at all, then already you have an excellent reason to continue.

Third, and this is something that anyone in education will acknowledge makes up for our earning a much lower salary than our (often less formally qualified) friends in the business and financial worlds, there is the pleasure of hearing first-hand from some of our more satisfied customers. The following is one of many appreciative emails and forum posts I have received as my course came to and end:

Mr. Devlin and all members of the Introduction To Mathematical Thinking team, I just wanted to say Thank You for everything that you have done to share your knowledge and giving your time and great effort to help others learn. I imagine that this is not an easy project to lead and sustain on a continuous basis. However, you have done a wonderful job in relaying your message. Through your efforts, you have helped many people in the process; especially me. Until this class, I hated math. I hated the idea of learning math or thinking in mathematically analogous methods that are applicable to real world situations. I just didn’t get it. I’m still a little confused about why I am able to comprehend your lessons as effectively as I am (which is saying a lot considering how much I hated math) when I have not been able to do so in the past. Now, I find myself looking forward to your classes everyday! I look forward to using what I have learned from the last video lectures or assignments and using those lessons in situations I did not think possible. And now, I love math! Your instruction has helped me to think more logically and to draw more concise conclusions with issues that I am trying to handle. This is indeed a skill. This is also a skill that you can build upon throughout your lifetime if one chooses to do so. Though I may not be at the level of learning that I should be at, I have learned more in the past three weeks than I have learned throughout my life; and I will continue to learn. I am very serious about this statement. So, thank you All. Thank you, Mr. Devlin. Great Job and Cheers!

Nice!

To be sure, there were trolls on the course discussion forum, for whom nothing we did was right. But one of the benefits of having tens of thousand of students is that within at most an hour of a flame post appearing, tens of others jumped on the offending individual, and within a short while all that was left was a “This comment has been deleted” notice. As the course wore on, the trolls simply dropped away.

Though there was the one individual who, in week four, posted a comment that he hated my teaching style and was learning nothing. Given that this was a free course that no one was under any compulsion to take, and for which no official credential was awarded, one wonders why this person stuck around for so long!

That example provided no more than an amusing anecdote to tell when I start to give talks on “What’s it like to teach 64,000 students?” (Invitations are already coming in.) But there is a somewhat closely related issue that I find far more significant.

Like almost all current MOOCs, there was no real credentialing in my course, so the focus was entirely on learning for its own sake. (As a lifelong math professor, used to teaching classes where many of the students were there because they needed to fulfill a mathematics requirement, having a class of students who were there purely voluntarily added appeal to my giving a MOOC.) To be sure, there were in-lecture quizzes, machine-graded assignments, and a peer evaluated final exam, but the only people who had access to any student’s results were myself, my two course assistants, and the student. Moreover, there was no official certification to back up a good result (the course offered two levels, Completion and Completion with Distinction), and turn it into a form of credential.

Yet many students had an ongoing obsession with their grades, and indeed pleaded with me from time to time to re-grade their work. (Clearly not possible in a 64,000 student MOOC. Besides, I never saw their work. How could I?) As a competitive person myself, I can appreciate the desire to do well. But with literally nothing at stake, I was at first surprised by the degree to which it bothered some of them. When I figured out what was probably going on, I found something that bothered me.

Unlike most MOOCs, mine, being at first-year university level, can be taken by high school students. Indeed, since my primary target audience comprised students entering or about to enter university to study mathematics or a math-related subject, I expected to get high school seniors, and designed my course as much as possible to accommodate them.

I’m guessing that the majority of students who were obsessed with grades were still at high school – indeed, most likely a US high school. That grade obsession I observed is, I suspect, simply a learned behavior that reflects the way our K-12 system turns the learning of a fascinating subject – one of humankind’s most amazing, creative, intellectual achievements – into a seemingly endless sequence of bite-sized pieces that are fed to the student in a mandated hamster-wheel.

No wonder they could not relax and enjoy learning for its own sake. Any natural curiosity and desire to learn – something all humans are born with – had been driven out of them by the very institution that is supposed to encourage and develop that trait. In its place was mere grade hunting.

Do I know this for a fact? No. That’s why I used those hedging words “guess” and “suspect”. But something has to explain that grade obsession in my course, and it certainly brought to mind Paul Lockhart’s wonderful essay A Mathematician’s Lament, which I had the privilege to bring to a wider audience some years ago.

But now I digress. Time to wrap up and check the dashboard on the course website see how many students have submitted the Final Exam so far.

Though this post has dropped the title “MOOC Planning”, I am going to keep posting here, as the project goes forward. Stay tuned.

To be continued …


I'm Dr. Keith Devlin, a mathematician at Stanford University. I gave my first free, open, online math course in fall 2012, and have been offering it twice a year since then. This blog chronicles my experiences as they happen.

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