[Script Info]
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[Events]
Format: Layer, Start, End, Style, Name, MarginL, MarginR, MarginV, Effect, Text
Dialogue: 0,0:00:00.76,0:00:02.91,Default,,0000,0000,0000,,As I said a lot of new technology is being\Nbuilt.
Dialogue: 0,0:00:03.52,0:00:05.49,Default,,0000,0000,0000,,But it's very easy to be distracted by\Nthis technology.
Dialogue: 0,0:00:06.40,0:00:09.62,Default,,0000,0000,0000,,It's easy to forget what to focus on\Nbecause of all the shiny visuals.
Dialogue: 0,0:00:10.68,0:00:12.75,Default,,0000,0000,0000,,Simultaneously technology can open new\Ndoors
Dialogue: 0,0:00:13.43,0:00:15.53,Default,,0000,0000,0000,,or put in new constraints on our pedagogy.
Dialogue: 0,0:00:16.16,0:00:17.69,Default,,0000,0000,0000,,So let's think again, let's refocus.
Dialogue: 0,0:00:18.81,0:00:20.91,Default,,0000,0000,0000,,When we teach what should we care about\Nthe most?
Dialogue: 0,0:00:22.32,0:00:23.86,Default,,0000,0000,0000,,While I have some practical experience as an instructor,
Dialogue: 0,0:00:25.16,0:00:26.84,Default,,0000,0000,0000,,but I am not an expert in education.
Dialogue: 0,0:00:27.67,0:00:29.94,Default,,0000,0000,0000,,So I rely on an influential study by John\NHattie
Dialogue: 0,0:00:31.95,0:00:34.61,Default,,0000,0000,0000,,He looked at 800 meta analyses and\Nsynthesized them.
Dialogue: 0,0:00:35.69,0:00:37.16,Default,,0000,0000,0000,,He was looking for what influences\Nlearning,
Dialogue: 0,0:00:37.74,0:00:40.24,Default,,0000,0000,0000,,which circumstances, tools and techniques\Nhad
Dialogue: 0,0:00:40.41,0:00:43.59,Default,,0000,0000,0000,,the best effects, or which just had average\Neffects.
Dialogue: 0,0:00:44.70,0:00:48.03,Default,,0000,0000,0000,,So let's pick and choose a few of those\Nfactors in no order at the moment.
Dialogue: 0,0:00:49.40,0:00:50.91,Default,,0000,0000,0000,,The first is physical attributes.
Dialogue: 0,0:00:52.00,0:00:53.84,Default,,0000,0000,0000,,The class size, for instance.
Dialogue: 0,0:00:54.42,0:00:56.36,Default,,0000,0000,0000,,It's clear that this is relevant in a MOOC\Nsetting.
Dialogue: 0,0:00:57.49,0:01:00.43,Default,,0000,0000,0000,,The second factor is computer-assisted\Ninstruction.
Dialogue: 0,0:01:01.05,0:01:03.00,Default,,0000,0000,0000,,It's also clear that this is crucial in a MOOC
Dialogue: 0,0:01:04.35,0:01:06.47,Default,,0000,0000,0000,,There are other factors that will affect\Nteaching.
Dialogue: 0,0:01:07.32,0:01:09.04,Default,,0000,0000,0000,,Things that are maybe more intrinsic to\Nthe student.
Dialogue: 0,0:01:10.27,0:01:13.16,Default,,0000,0000,0000,,Course, we would like to think that we can\Nteach anyone, but we expect the
Dialogue: 0,0:01:13.20,0:01:16.59,Default,,0000,0000,0000,,students' disposition to learn, their\Nintrinsic motivation, to
Dialogue: 0,0:01:16.87,0:01:18.28,Default,,0000,0000,0000,,have to be a factor in the outcome.
Dialogue: 0,0:01:19.46,0:01:23.15,Default,,0000,0000,0000,,In some way, MOOCs have a self-selected\Naudience for now so this is mitigated.
Dialogue: 0,0:01:24.89,0:01:27.56,Default,,0000,0000,0000,,There's also the factor of the student's\Nprior cognitive ability.
Dialogue: 0,0:01:28.82,0:01:30.55,Default,,0000,0000,0000,,Think of something like their IQ, for\Ninstance.
Dialogue: 0,0:01:31.100,0:01:33.16,Default,,0000,0000,0000,,We have little control there.
Dialogue: 0,0:01:34.56,0:01:37.03,Default,,0000,0000,0000,,Fortunately, there are parts we can\Nactively change.
Dialogue: 0,0:01:38.32,0:01:40.71,Default,,0000,0000,0000,,The instructional quality of the course,\Nfor instance.
Dialogue: 0,0:01:41.70,0:01:45.25,Default,,0000,0000,0000,,That is, the student's perception of the\Nquality of the instruction they get,
Dialogue: 0,0:01:45.96,0:01:47.23,Default,,0000,0000,0000,,according to Hattie's definition.
Dialogue: 0,0:01:48.54,0:01:50.06,Default,,0000,0000,0000,,What about individualization?
Dialogue: 0,0:01:50.65,0:01:52.90,Default,,0000,0000,0000,,The design of a learning program\Nspecific to the student.
Dialogue: 0,0:01:54.23,0:01:55.36,Default,,0000,0000,0000,,Or maybe mastery learning.
Dialogue: 0,0:01:56.16,0:01:57.46,Default,,0000,0000,0000,,This is when students are given tests
Dialogue: 0,0:01:58.04,0:02:00.57,Default,,0000,0000,0000,,on relatively easy material soon after\Ninstruction.
Dialogue: 0,0:02:01.60,0:02:04.71,Default,,0000,0000,0000,,And if it seems necessary they're given more work again. \N
Dialogue: 0,0:02:04.71,0:02:06.48,Default,,0000,0000,0000,,They're retested until they get it.
Dialogue: 0,0:02:08.34,0:02:11.07,Default,,0000,0000,0000,,Maybe a teacher could challenge students\Nby outlining goals,
Dialogue: 0,0:02:12.87,0:02:16.08,Default,,0000,0000,0000,,but there is also feedback, which in Hattie's\Nmind, includes
Dialogue: 0,0:02:16.48,0:02:21.03,Default,,0000,0000,0000,,positive reinforcement for what has been\Ndone well, information about
Dialogue: 0,0:02:21.31,0:02:25.75,Default,,0000,0000,0000,,what needs to improve but also includes merely clarifying the goals,
Dialogue: 0,0:02:27.27,0:02:28.25,Default,,0000,0000,0000,,as part of the feedback.
Dialogue: 0,0:02:30.10,0:02:31.60,Default,,0000,0000,0000,,There's also peer tutoring, where the
Dialogue: 0,0:02:31.87,0:02:33.78,Default,,0000,0000,0000,,students explain, check, and assess each\Nother.
Dialogue: 0,0:02:35.12,0:02:36.06,Default,,0000,0000,0000,,How about a good old test?
Dialogue: 0,0:02:36.57,0:02:39.44,Default,,0000,0000,0000,,How about external factors, such as the\Npresence of a television at home?
Dialogue: 0,0:02:40.84,0:02:43.80,Default,,0000,0000,0000,,Hattie identified 130 different such\Nfactors.
Dialogue: 0,0:02:45.24,0:02:46.17,Default,,0000,0000,0000,,I only picked a few here.
Dialogue: 0,0:02:47.00,0:02:49.52,Default,,0000,0000,0000,,But it's already a lot of influencers on\Nthe student's achievement.
Dialogue: 0,0:02:51.38,0:02:53.35,Default,,0000,0000,0000,,But how do you rank them so we could make
Dialogue: 0,0:02:53.43,0:02:55.99,Default,,0000,0000,0000,,sense of the potential thug of that large\Nnumber of influencers [sic: influences]?
Dialogue: 0,0:02:58.57,0:02:59.81,Default,,0000,0000,0000,,So what do you think ranked the best?
Dialogue: 0,0:03:00.42,0:03:01.04,Default,,0000,0000,0000,,What ranked the worst?
Dialogue: 0,0:03:02.43,0:03:04.59,Default,,0000,0000,0000,,You can maybe guess that television is the\Nworst.
Dialogue: 0,0:03:05.14,0:03:07.68,Default,,0000,0000,0000,,That seems kind of an obvious candidate.
Dialogue: 0,0:03:08.40,0:03:11.13,Default,,0000,0000,0000,,In fact, television slowed down a student's progress.
Dialogue: 0,0:03:12.48,0:03:15.54,Default,,0000,0000,0000,,Next up, and very controversially, was class\Nsize.
Dialogue: 0,0:03:16.91,0:03:20.12,Default,,0000,0000,0000,,This is still very much at the bottom; in\Nfact the data indicates
Dialogue: 0,0:03:21.03,0:03:23.31,Default,,0000,0000,0000,,inconclusively that small class sizes have\N
Dialogue: 0,0:03:23.31,0:03:26.86,Default,,0000,0000,0000,,a tiny positive effect on the student's \Nlearning.
Dialogue: 0,0:03:28.43,0:03:30.00,Default,,0000,0000,0000,,The best way to make sense of this is probably
Dialogue: 0,0:03:30.36,0:03:32.04,Default,,0000,0000,0000,,to better understand Hattie's methodology.
Dialogue: 0,0:03:33.40,0:03:36.18,Default,,0000,0000,0000,,This result comes after accounting for all
Dialogue: 0,0:03:36.36,0:03:39.51,Default,,0000,0000,0000,,the other effects, if all else remains\Nequal.
Dialogue: 0,0:03:42.18,0:03:44.17,Default,,0000,0000,0000,,So if a politician somewhere bases a\Ndecision on this study, and
Dialogue: 0,0:03:44.43,0:03:47.58,Default,,0000,0000,0000,,blindly doubles the class size of all the\Nclassrooms in their country -
Dialogue: 0,0:03:48.59,0:03:51.07,Default,,0000,0000,0000,,presumably, importantly, by firing half of the\Nteachers -
Dialogue: 0,0:03:52.11,0:03:54.52,Default,,0000,0000,0000,,well the teachers that remain will suddenly be swamped with work.
Dialogue: 0,0:03:55.29,0:03:57.04,Default,,0000,0000,0000,,And unable to do some of the other
Dialogue: 0,0:03:57.30,0:03:59.30,Default,,0000,0000,0000,,techniques that actually have a very\Npositive effect.
Dialogue: 0,0:04:00.29,0:04:01.16,Default,,0000,0000,0000,,So this would be bad.
Dialogue: 0,0:04:03.19,0:04:04.41,Default,,0000,0000,0000,,Now on to the positive effects.
Dialogue: 0,0:04:05.68,0:04:07.72,Default,,0000,0000,0000,,When Hattie performed this study he very\Nwell understood
Dialogue: 0,0:04:08.18,0:04:10.28,Default,,0000,0000,0000,,that most of those techniques had a\Npositive effect.
Dialogue: 0,0:04:11.10,0:04:13.31,Default,,0000,0000,0000,,The point was to identify those that were\NMOST effective.
Dialogue: 0,0:04:14.47,0:04:16.54,Default,,0000,0000,0000,,So he set the bar at the average effect\Nsize.
Dialogue: 0,0:04:17.63,0:04:21.08,Default,,0000,0000,0000,,Obviously we're interested in the top\Neffects, those way above the bar.
Dialogue: 0,0:04:22.01,0:04:23.60,Default,,0000,0000,0000,,But we should proceed methodically.
Dialogue: 0,0:04:24.46,0:04:26.08,Default,,0000,0000,0000,,Below that bar, still with a positive\Neffect
Dialogue: 0,0:04:26.55,0:04:28.96,Default,,0000,0000,0000,,but not so great, are computer assisted\Ninstruction,
Dialogue: 0,0:04:30.24,0:04:31.72,Default,,0000,0000,0000,,individualization, and testing.
Dialogue: 0,0:04:33.99,0:04:35.68,Default,,0000,0000,0000,,Above that, and in a position that starts\Nto be
Dialogue: 0,0:04:35.87,0:04:39.38,Default,,0000,0000,0000,,very useful, are challenging students with\Ngoal [sic: goals],
Dialogue: 0,0:04:39.72,0:04:42.27,Default,,0000,0000,0000,,peer tutoring, mastery learning, and, slightly
Dialogue: 0,0:04:42.51,0:04:45.08,Default,,0000,0000,0000,,above all those three, the student's disposition to learn.
Dialogue: 0,0:04:46.88,0:04:49.25,Default,,0000,0000,0000,,But the three stellar effects are feedback,
Dialogue: 0,0:04:49.86,0:04:51.60,Default,,0000,0000,0000,,student's prior cognitive ability,
Dialogue: 0,0:04:52.09,0:04:53.16,Default,,0000,0000,0000,,and instructional quality.
Dialogue: 0,0:04:54.36,0:04:58.08,Default,,0000,0000,0000,,Each is at a level where you expect a 50%\Nincrease in the pace of learning.
Dialogue: 0,0:04:59.38,0:05:01.42,Default,,0000,0000,0000,,Of course feedback is a bit of an umbrella\Nterm here.
Dialogue: 0,0:05:02.56,0:05:06.24,Default,,0000,0000,0000,,It covers pure feedback or mastery\Nlearning, for instance.
Dialogue: 0,0:05:07.75,0:05:09.87,Default,,0000,0000,0000,,Note, also, that computer-assisted goes up
Dialogue: 0,0:05:10.47,0:05:15.72,Default,,0000,0000,0000,,as the course becomes more interactive\Nand more engaging. And also that smaller
Dialogue: 0,0:05:16.06,0:05:18.37,Default,,0000,0000,0000,,effects can be combined to accumulate traction.
Dialogue: 0,0:05:18.96,0:05:20.28,Default,,0000,0000,0000,,So nothing should be fully dismissed.
Dialogue: 0,0:05:21.88,0:05:25.20,Default,,0000,0000,0000,,So, we now have Hattie's final ranking for\Nthe effects I've selected.
Dialogue: 0,0:05:26.89,0:05:28.03,Default,,0000,0000,0000,,Why am I talking about this?
Dialogue: 0,0:05:28.68,0:05:30.88,Default,,0000,0000,0000,,Well, because in MOOCs some of it is\Nespecially relevant.
Dialogue: 0,0:05:32.08,0:05:34.54,Default,,0000,0000,0000,,Mastery learning has been trumpeted again and again for MOOCs.\N
Dialogue: 0,0:05:35.08,0:05:38.94,Default,,0000,0000,0000,,You can offer a quiz, sampling questions and answers until the student gets it.\N
Dialogue: 0,0:05:40.13,0:05:43.42,Default,,0000,0000,0000,,Interaction as well. More and more MOOCs have interactive components \N
Dialogue: 0,0:05:43.86,0:05:46.12,Default,,0000,0000,0000,,that students can use to visually see what\Nthey are learning.
Dialogue: 0,0:05:47.46,0:05:49.17,Default,,0000,0000,0000,,So this is all a success story for MOOCs
Dialogue: 0,0:05:49.49,0:05:52.01,Default,,0000,0000,0000,,integrating fully those effects in the\Nformat, if you want.
Dialogue: 0,0:05:53.50,0:05:56.51,Default,,0000,0000,0000,,Peer effects are also important and also\Npresent in MOOCS.
Dialogue: 0,0:05:57.28,0:05:58.34,Default,,0000,0000,0000,,But they're not fully mastered yet.
Dialogue: 0,0:05:59.23,0:06:01.65,Default,,0000,0000,0000,,There are some structured peer grading\Ncomponents in MOOCS
Dialogue: 0,0:06:02.24,0:06:04.15,Default,,0000,0000,0000,,but they're still in early stages and can\Nbe improved.
Dialogue: 0,0:06:05.21,0:06:07.71,Default,,0000,0000,0000,,Also, few people know for sure how to get\Na forum started,
Dialogue: 0,0:06:08.45,0:06:11.66,Default,,0000,0000,0000,,one that encourages students from all\Nbackgrounds to engage with their peers.
Dialogue: 0,0:06:12.62,0:06:14.15,Default,,0000,0000,0000,,I'm certainly not one of those\Nexperts.
Dialogue: 0,0:06:14.86,0:06:17.31,Default,,0000,0000,0000,,It's a skill, something that needs to be\Nlearned and practiced.
Dialogue: 0,0:06:18.43,0:06:21.21,Default,,0000,0000,0000,,Some of those experts, on the other hand,\Nmight be lurking in this class.
Dialogue: 0,0:06:22.21,0:06:25.55,Default,,0000,0000,0000,,So please help the discussion get started\Non the forums, if you feel you can help.
Dialogue: 0,0:06:27.12,0:06:28.38,Default,,0000,0000,0000,,I would love to engage with all of you.
Dialogue: 0,0:06:29.14,0:06:30.26,Default,,0000,0000,0000,,Share your opinion, don't be afraid.
Dialogue: 0,0:06:31.06,0:06:32.24,Default,,0000,0000,0000,,There's definitely no right or wrong.
Dialogue: 0,0:06:33.03,0:06:34.75,Default,,0000,0000,0000,,Even Hattie's study is open to criticism.
Dialogue: 0,0:06:35.63,0:06:36.91,Default,,0000,0000,0000,,And especially my retelling of it.
Dialogue: 0,0:06:38.03,0:06:39.82,Default,,0000,0000,0000,,This is education. There is no one answer.
Dialogue: 0,0:06:40.63,0:06:43.04,Default,,0000,0000,0000,,So, I would love to have a discussion on\Nthe forums about all that.
Dialogue: 0,0:06:44.39,0:06:46.94,Default,,0000,0000,0000,,The last effect I want to discuss, that\Nwill be the
Dialogue: 0,0:06:47.22,0:06:50.98,Default,,0000,0000,0000,,next video, is the most important, according\Nto Hattie: that is "feedback".