This is an old data visualisation, which is still used in our Study Skills lecture for first year students…
It is based on tracking data from our VLE and shows the number of ‘hits’ over time.
Terms 1 and 2 are 10 weeks long and Term 3 is 6 weeks of teaching, followed by a revision period and then exams.
This graph provides the answer.
How much students access online learning material is not the only factor; when is also important.
(Also, what they do with the material is important, but that’s not shown in this image.)
This video (length 2:40, no audio) incorporates my reflections on the theories of Eric Mazur, BF Skinner and xMOOC designers and some of the recent commentary in the press suggesting that traditional lectures are outmoded.
I don’t think we should be too quick to change, but rather consider the benefits and drawbacks of each method of teaching/learning and then use the most appropriate method for the context.
The video was made using a three different tools – http://www.storyboardthat.com/, Powerpoint and http://www.screencast-o-matic.com/.
It is also available at http://screencast-o-matic.com/watch/c2hYDNnaW9.
Comments very welcome. Is it too ‘Janet and John’? It looked very different in my head.
This screenshot shows an online learner (“Customer”) in a free online course (http://www.edx.org/course/harvardx/harvardx-ph207x-health-numbers-354), purchasing answers to the final exam questions.
This prompted quite a debate in the discussion forums of the course.
What is the point in achieving a course completion certificate by cheating in this way? The certificate does not carry any credit; the only benefit of taking the course is the learning.