Understanding Communication Patterns in MOOCs: Combining Data Mining and qualitative methods

Massive Open Online Courses (MOOCs) offer unprecedented opportunities to learn at scale. Within a few years, the phenomenon of crowd-based learning has gained enormous popularity with millions of learners across the globe participating in courses ranging from Popular Music to Astrophysics. They have captured the imaginations of many, attracting significant media attention - with The New York Times naming 2012 "The Year of the MOOC." For those engaged in learning analytics and educational data mining, MOOCs have provided an exciting opportunity to develop innovative methodologies that harness big data in education.Comment: Preprint of a chapter to appear in "Data Mining and Learning Analytics: Applications in Educational Research

Face-to-face and online interactions - is a task a task?

This study contrasts two different ways of analysing interaction and participation in language learning tutorials: Social network analysis of frequency and QSR analysis of type of interaction. One task from three German beginners' language tutorials (one delivered face-to-face, the other two online) is analysed. A description of the background and method of the study is provided together with some examples of the findings. As this is work in progress, only tentative conclusions can be provided at this stage

Taking statistical machine translation to the student translator

Despite the growth of statistical machine translation (SMT) research and development in recent years, it remains somewhat out of reach for the translation community where programming expertise and knowledge of statistics tend not to be commonplace. While the concept of SMT is relatively straightforward, its implementation in functioning systems remains difficult for most, regardless of expertise. More recently, however, developments such as SmartMATE have emerged which aim to assist users in creating their own customized SMT systems and thus reduce the learning curve associated with SMT. In addition to commercial uses, translator training stands to benefit from such increased levels of inclusion and access to state-of-the-art approaches to MT. In this paper we draw on experience in developing and evaluating a new syllabus in SMT for a cohort of post-graduate student translators: we identify several issues encountered in the introduction of student translators to SMT, and report on data derived from repeated measures questionnaires that aim to capture data on students’ self-efficacy in the use of SMT. Overall, results show that participants report significant increases in their levels of confidence and knowledge of MT in general, and of SMT in particular. Additional benefits – such as increased technical competence and confidence – and future refinements are also discussed

Trialing project-based learning in a new EAP ESP course: A collaborative reflective practice of three college English teachers

Currently in many Chinese universities, the traditional College English course is facing the risk of being ‘marginalized’, replaced or even removed, and many hours previously allocated to the course are now being taken by EAP or ESP. At X University in northern China, a curriculum reform as such is taking place, as a result of which a new course has been created called ‘xue ke’ English. Despite the fact that ‘xue ke’ means subject literally, the course designer has made it clear that subject content is not the target, nor is the course the same as EAP or ESP. This curriculum initiative, while possibly having been justified with a rationale of some kind (e.g. to meet with changing social and/or academic needs of students and/or institutions), this is posing a great challenge for, as well as considerable pressure on, a number of College English teachers who have taught this single course for almost their entire teaching career. In such a context, three teachers formed a peer support group in Semester One this year, to work collaboratively co-tackling the challenge, and they chose Project-Based Learning (PBL) for the new course. This presentation will report on the implementation of this project, including the overall designing, operational procedure, and the teachers’ reflections. Based on discussion, pre-agreement was reached on the purpose and manner of collaboration as offering peer support for more effective teaching and learning and fulfilling and pleasant professional development. A WeChat group was set up as the chief platform for messaging, idea-sharing, and resource-exchanging. Physical meetings were supplementary, with sound agenda but flexible time, and venues. Mosoteach cloud class (lan mo yun ban ke) was established as a tool for virtual learning, employed both in and after class. Discussions were held at the beginning of the semester which determined only brief outlines for PBL implementation and allowed space for everyone to autonomously explore in their own way. Constant further discussions followed, which generated a great deal of opportunities for peer learning and lesson plan modifications. A reflective journal, in a greater or lesser detailed manner, was also kept by each teacher to record the journey of the collaboration. At the end of the semester, it was commonly recognized that, although challenges existed, the collaboration was overall a success and they were all willing to continue with it and endeavor to refine it to be a more professional and productive approach

A case study of campus‐based flexible learning using the World Wide Web and computer conferencing

This paper explores the use of the World Wide Web (WWW) integrated with computer conferencing as a teaching and learning tool. The aim of the study described was to evaluate the effectiveness of the use of online materials designed in a flexible learning format and integrated with a computer conference. It was hoped that this would create additional opportunity for group discourse between campus‐based students. The paper is divided in the following way: a discussion of the context to new developments in teaching and learning is followed by an introduction to the case study. Finally the findings of the case study are discussed with reference to research from the field of collaborative systems (Orlikowski, 1992; Grudin, 1994) as a framework for reflection. Some tentative conclusions are made for future work

Qualitative and mixed methodology for online language teaching research

This paper provides an overview of CALL (Computer Assisted Language Learning), its history and current developments. It presents a rationale for moving CALL research forward, and outlines a particular approach to researching online language teaching and learning: the use of qualitative methodology. It is in this historical context that a case for more qualitative and integrative research designs is made. Examples of qualitative and mixed method studies are taken from the context of language teaching at the Open University in the United Kingdom, the largest institution of its kind in Europe, with a remit of teaching all subjects at university level to adults, regardless of their prior qualifications. With the help of these examples the scope and promise of qualitative approaches are discussed

Scholarly insight Autumn 2017:a Data wrangler perspective

As the OU is going through several fundamental changes, it is important that strategic decisions made by Faculties and senior management are informed by evidence-based research and insights. One way how Data Wranglers provide insights of longitudinal development and performance of OU modules is the Key Metric Report 2017. A particular new element is that data can now also be unpacked and visualised on a Nation-level. As evidenced by the Nation-level reporting, there are substantial variations of success across the four Nations, and we hope that our interactive dashboards allow OU staff to unpack the underlying data. The second way Data Wranglers provide insight to Faculties and Units is through the Scholarly insight report series. Building on the previous two reports whereby we reported on substantial variation and inconsistencies in learning designs and assessment practices within qualifications across the OU, in this Scholarly insight Autumn 2017 report we address four big pedagogical questions that were framed and co-constructed together with the Faculties and LTI units. Many Faculties and colleagues have reacted positively on our Scholarly insight Spring 2017 report, whereby for the first time we were able to show empirically that students experienced substantial variations in success within 12 large OU qualifications. As evidenced in our previous report, 55% of variation in students’ success over time was explained by OU institutional factors (i.e., how students were assessed within their respective module; how students were able to effectively transition from one learning design of one module to the next one), rather than students’ characteristics, engagement and behaviour. We have received several queries and questions from Faculties and Units about how to better understand these students’ journeys, and how qualifications and module designs could be better aligned within their respective qualification(s). As these are complex conceptual and Big Pedagogy questions, in Chapter 1 we continued these complex analyses by looking at the transitional processes of the first two modules that OU students take, and how well aligned these modules and qualification paths are. In Chapter 2, we explored the more fine-grained, qualitative, and lived experiences of 19 students across a range of qualifications to understand how OU grading practices and (in)consistencies of assessment and feedback influenced their affect, behaviour, and cognition. In addition to building on previous topics, we introduced two new Scholarly insights in Chapter 3 and Chapter 4. As the OU is increasingly using learning analytics to support our staff and students, in Chapter 3 we analysed the impact of giving Predictive Learning Analytics to over 500 Associate Lecturers across 31 modules on student retention. Finally, in Chapter 4 we explored the impact of first presentations of new modules on pass rates and satisfaction, whereby we were able to bust another myth that may have profound implications for Student First Transformation. Working organically in various Faculty sub-group meetings and LTI Units and in a google doc with various key stakeholders in the Faculties , we hope that our Scholarly insights can help to inform our staff, but also spark some ideas how to further improve our module designs and qualification pathways. Of course we are keen to hear what other topics require Scholarly insight