#oersymposium2014 S4K Prof. Iiyoshi

Toru Iiyoshi, Ph.D.
Director & Professor
Center for the Promotion of Excellence in Higher Education
(CPEHE)
Kyoto University
Spurring Open Educational Innovation for the
Sustainable Advancement of Learning and Teaching
2nd Regional Symposium on Open Educational Resources, Wawasan Open University, Penang, June 26, 2014
1
“The rocket worked perfectly except for landing on the wrong planet.”
-Wernher von Braun
Where do we want to go with innovation?
Biographical Film (1960)
2

With the proliferation of open education (including OER),
what do you think will happen to the number of:
1.Students
2.Universities
3.Courses
4.Instructors
Kick-Off Questions
The same educational innovation could lead us to
different futures of higher education...
3
Open Education As Educational Innovation
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文明文化
教育教育
Educational Civilization Educational Culture
Educational Innovation
Open Education As Educational Innovation
5
8.01 Physics I: Classical Mechanics ( Circus Physics )
6

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From a traditional lecture course to student-centered collaborative learning
TEAL (Technology Enable Active Learning)
The Gallery of Teaching and Learning - KEEP Case Studies: Transferring Knowledge and Experience
10

Educational Innovation Is Not Built in A Day!
At M.I.T., Large Lectures Are Going the Way of the Blackboard - NYTimes.com
MIT TechTV – Perspectives of TEAL
MIT TechTV – Perspectives of TEAL
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MOOC 8.01x = Best Remix of 8.01 + 8.01T
Educational innovation cannot be built in a day!
12

A Collaborative Publication Project
How can we advance teaching and learning
by taking full advantage of open
education?
A hardcover book + free online distribution
with Creative Commons
30 chapters by 38 prominent leaders and
visionaries (Foreword by John Seely Brown)
Lessons learned and visions of the future
from: OKI, IMS, CNI, Sakai, Moodle,
ETUDES, iCampus, VUE, Mellon Foundation,
OCW, Connexions, OLI, MERLOT,
OpenLearn, SOFIA, Creative Commons,
LAMS, Hewlett Foundation, CASTL, VKP,
ISSOTL, Open University, Educause,
Carnegie Foundation, and more
Carnegie Foundation s Book on
Open Education (August 2008, MIT Press)http://mitpress.mit.edu
Search: opening up education
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Identify the educational value proposition and
implications of open education initiatives
Help illuminate the micro and macro factors that would
move these initiatives from their current stage to their
golden state
Explore, as a community of practice and reﬂection, how
we can eﬀectively share educational innovations,
pedagogical experience, and knowledge to continuously
improve the quality of education
Opening Up Education:
A Collaborative Publication Project
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Open
Technology
Open
Content
Open
Knowledge
Open Education: Three Components
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and more...
Open
Content
16

MIT OpenCourseWare
Provide free, searchable,
access to MIT’s course
materials for educators,
students, and self-learners
around the world.
Over 2,000 courses (including
graduate courses) in 2010
17
These are also great educational
materials for learning EGAP
(English for Academic Purposes)
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OCW-Based Academic English Listening Skills Builder
(By courtesy of Profs. Akira Tajino & Sachi Takahashi @ Kyoto U.)
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Global OpenCourseWare Consortium
Over 250 universities and projects around the world have already joined OCWC.
20

E → O → C: Where Are We?
E-decade: 1990‘s
e-Commerce, e-Business, e-Publishing, e-Learning
Gopher (1991), WWW (1991), Mosaic (1993), XML (1996), WebCT &
Blackboard (1997), etc.
O-decade: 2000’s
Opensource, Open System, Open Standards, Open Access, Open
Education, Open Research, Open Innovation
WEB 2.0, Wikipedia, YouTube, Blogs, OpenCourseWare, iTunes U, etc.
“Liberation Technology” (J. M. Unsworth, 2004)
C-decade: 2010’s
Collaboration, Collectivity, Communities, Commons, Cloud Computing
Social Networking Service (SNS), Twitter, Social Learning, Meta
University, MOOCs
21
Open
Practice
Open
Technology
Open
Content
Open
Knowledge
Open Education: Three Components
+1
22

MOOC Wars? Coursera vs. edX
“Battle Royale” by
“Teaching Star” Professors?
A Big Shift Happening?
Organizations (Universities)
Individuals (Professors)
Should OER also include Human Resources? (from yesterday’s discussion)
23
World-Wide Rapid Spread of MOOC (for What?)
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Open Badges
Certiﬁcates
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8 Things You Should Know About MOOCs
1. The overwhelming majority of MOOC students are male
2. MOOCs attract students who already have college
degrees
3. The median age of MOOC participants is 24
4. One-third of MOOC participants are from North America
5. Nearly half of registrants never engage with any of the
content
6. European view the most course content
7. Students with a doctorate viewed more course material
8. Serial students are the most engaged
(J. Newman & S. Oh, 2014)On Chronicle of Higher Education
So What???
26

6-Week MOOC
14-Week MOOC
4-Week MOOC
Evolution or De-evolution of Education?
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(Andy Warhol, 1962)
Or, Campbell’s Soup Cans?
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33
KyotoUx001
Chemistry of Life
by Prof. Motonari Uesugi
34

What assessment and evaluation methods need to
be developed and employed to measure various
aspects of creativity meaningfully?
Prof. Uesugi DOES NOT like
multiple-choice questions!
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The best student will be considered as a strong
candidate for the MEXT (Ministry of Education)
fellowship.
Top five students will be invited to the Kyoto
University’s campus to experience the campus life
(including participating in Prof. Uesugi’s and other
classes).
Best TA Award will be granted to some select students
who have helped other students voluntarily.
KyotoUx 001: Three Special Rewards for Learners
(Announced at the press conference on Nov. 1, 2013)
40

PakistanMalaysia
Vietnam
Yaemen
U.S.A.
Phillipine
Latvia
Peru
England
Nigeria
Serbia
Canada
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Reflections, Ideas and Thoughts
Ownership of learning
Teaching -> Learning -> Teaching
Peer Instruction vs. Peer Assessment
Reborn technology-enabled teachers/students
Diversity & multiple perspectives (e.g.“criss-crossed
landscape”)
Anatomy of teaching and learning
Learning how to learn to solve new problems
Collective capability vs. individual capability
(prisoner’s dilemma, halo effect?)
42

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Making MOOCs Reusable with CC
Building upon the OER & OpenCourseWare tradition and assets!
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Teacher-Student Relationship
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What is the 21st Century Education?
http://www.youtube.com/watch?v=Ax5cNlutAys
46

What is the 21st Century education about?
creativity
cultural awareness
problem solving
innovation
civic engagement
communication
productivity
collaboration
accountability
exploration
initiative
responsibility
leadership
Today, teachers must be
innovators
mentors
entrepreneurs
motivators
illuminators
catalysts
, and learners must be
teachers
researchers
synthesizers
innovators
explorers
?
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Having Students Create MOOCs
(10:11am, June 26, 2014)
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MOOC Creation for Everybody! (just like )
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Rise of Massive Student Teaching Online
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OpenStudy: A Global Community of Learners
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(Tim Brown, IDEO)
Multiple
Perspectives &
Communication
Skills
Domain
Expertise
& Skills
Open
Education
55
Seamless Integration of
Working and Learning in
the Openly Networked Society
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Structural change of higher education system:
Pipeline → Network (knowledge & people)
RE-EXAMINING:
the notion of “The University as a physical space”
the entity of “The University as a business organization”
“college/university faculty” as a profession
the roles of “faculty (as teachers) vs. students (as
learners)”
the traditional view of “higher education = degrees”
the traditional view of “society vs. higher education”
Paradigm Shift in Higher Education
How can OER play out innovatively
in this rapidly changing HE landscape?
Data & Learning
Analytics
57
What kind of mechanisms do we need to devise to harvest,
accumulate, and distribute locally created educational
assets, pedagogical innovations, and wisdom of practice in
a way that can be reused effectively in different local
contexts? (e.g., “Education Concierge”)
To foster the spawning and sharing of new ideas and models
for innovative learning and teaching, what conditions need
to be created through the collectivity culture?
How can we create a vast network of educational
knowledge-bases that inspires and helps to inform future
efforts?
Build the Commons through
the Collectivity Culture
Opening Up Education: Recommendation #5
58

Scholarship of Teaching and Learning
• Making teaching practice visible and public
• Solicit it critical review
• Learn from and build on each other’s work
59
Cultural & Institutional Change is Needed
Practice Good Better Best
Community Communal Collaborative Competitive
Value Product Process Product
60

Practice Good Better Best
Community Communal Collaborative Competitive
Value Product Process Product
Cultural & Institutional Change is Needed
BEST is the worst enemy of BETTER...
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Level 1: Course Content Exchange
Level 2: Course Content Collaboration
Level 3: Course Content Co-Innovation
Level 4: Knowledge Co-Creation
Level 5: Collaborative Learning Connection
Towards Collaborative Knowledge Production:
Opening Up the Universities
- Tapscott, D. & Williams, A.G. (2010). Innovating the
21st-Century University, EDUCAUSE Review.
62

Sharing Empirical Knowledge Is Not Easy!
Knowledge usually entails a knower. Where people treat information as
independent and more-or-less self sufficient, they seem more inclined to
associate knowledge with someone.
Given this personal attachment, knowledge appears harder to detach
than information. It is hard to pick up and hard to transfer (you might
expect, for example, someone to send you or point you to the
information they have, but not to the knowledge they have).
One reason knowledge may be so hard to give and receive is that
knowledge seems to require more by way of assimilation. Knowledge is
something we digest rather than merely hold. It entails the knower's
understanding and some degree of commitment.
- Brown, J.S. & Duguid, P. (2000)
Open
Knowledge
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Pedagogical Knowledge
Content Knowledge
Pedagogical Content Knowledge
Dimensions of Teaching and Learning Knowledge
(Lee S. Shulman)
Tacit Knowledge Explicit Knowledge
Local Knowledge Global Knowledge
64

Pedagogies
Knowledge of T&L is COMPLEX
Learners
Instructors
Educational
Resources
Educational
Tools
Aptitude-Treatment Interaction (ATI)
Task, Trait, and Treatment
Interaction (TTTI）
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Assessm
ent
Data
Student WorkExamples
Key
Findings
Course
Syllabus
Project
Report
To examine, select and organize teaching and learning objects
and transform them into visually appealing and intellectually
engaging knowledge representation is a daunting task.
66

How can we facilitate community inquiry and discourse,
making diverse pedagogical know-how visible and
transferable in intellectually engaging and rewarding
ways?
How can we help educators and educational institutions
build their intellectual and technical capacity to create
and share quality educational knowledge, and transform
“tacit knowledge” into “commonly usable knowledge”?
Make Practice and Knowledge
Visible and Shareable
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Instructors Instructors
Learners Learners
Triple-Play of Knowledge Sharing in Open Education
Open
Technology
Open
Content
68

Open
Technology
Open
Content
Learners Learners
Practical knowledge
of creating & using
tools & resources
69
Open
Technology
Open
Content
Learners Learners
Practical knowledge
of using & improving
tools & resources
Neuroscience for Kids
http://faculty.washington.edu/chudler/neurok.html
Eric H. Chudler, Ph.D., University of Washington, Seattle, WA
E-mail: chudler@u.washington.edu
Motivation
Neuroscience is a rapidly changing
field and access to educational
material about the brain and
nervous system is limited.
Neuroscience for Kids is a resource
that provides students and
teachers with interactive on-line material and
hands-on, off-line activities for learning about the
anatomy and physiology of the nervous system.
Background
Neuroscience for Kids has been
developed for students and
teachers at all levels, although
most of the material is designed
for middle school students and teachers. The site is
intended to be used as a supplement to class
instruction. Students and teachers explore at their
own pace as they learn about many neuroscience
topics including brain structure and function,
neurological disorders, the senses and drug effects.
Impact of Use on Teaching and
Learning
To evaluate the effectiveness of
Neuroscience for Kids on student
attitudes toward science and
neuroscience content knowledge,
the entire web site was distributed
via CD to 52 teachers (approximately 3,794 middle
school students) across the country. Each teacher
was provided with a maximum of 5 CDs per class.
Student content knowledge of neuroscience
concepts improved after use of the resource, but
student attitudes toward science remained
unchanged.
Learning Activities
Neuroscience for Kids is available
24 hours a day, 7 days a week. It
can be used at school, home or the
library...anywhere with access to
the Internet. The resource can be used to:
Research- users can find basic information about
neuroanatomy, neurophysiology, the senses, sleep,
mental and neurological illness, the effect of drugs
on the brain, neuroscience methods, blood supply,
language, and more.
Experiment and Interact- users can view on-line
activities and demonstrations (e.g., visual illusions),
locate ideas for science fair projects and ask
neuroscientists questions.
Explore- all pages include extensive links to other
resources on the WWW.
Play- on-line and off-line games, demonstrations
and quizzes permit users to learn in an entertaining
environment. Students and teachers can also send
free postcards by e-mail or request a monthly,
electronic newsletter.
Print- worksheets, bookmarks, coloring books,
puzzles, stationery, greeting cards, games, quizzes
can be printed and used off-line.
Plan- teachers have access to lesson plans and
materials that can be used inside or outside of
class.
Ask-a group of scientists in the Neuroscientist
Network is ready to answer your questions about
the nervous system.
Tips for Teaching
Students and teachers can work
through the Neuroscience for Kids
material at their own pace. If
visitors are interested in basic
information about the functions of
the brain, they can begin with the
link to "Explore the Nervous System." To reinforce
concepts related to neuroanatomy and
neurophysiology, students and teachers can select
from many hands-on activities in "Experiments and
Activities." Links to other Internet web sites and
resources for further exploration about the nervous
system are also provided. Visitors can sign up to
receive the monthly, electronic "Neuroscience for
Kids Newsletter."
Explore the Nervous System
Experiments and Activities
Neuroscience for Kids Newsletter
Reflections
Neuroscience for Kids is a
collaborative effort between
neuroscientists and K-12
educators. Neuroscientists bring the
content knowledge to the project
while educators are aware of the
best practices that make learning enjoyable. It is
through this type of partnership that exemplary
Internet resources can be developed for students
and teachers.
This electronic portfolio was created using the KML Snapshot Tool™, a part of the KEEP Toolkit™,
developed at the Knowledge Media Lab of The Carnegie Foundation for the Advancement of Teaching.
Terms of Use - Privacy Policy
70

Open
Technology
Open
Content
Learners Learners
Practical knowledge
of using tools &
resources
71
Learners Learners
Open
Knowledge
Practical knowledge of using
tools and resources
Practical knowledge of
creating & using tools &
resources
Practical knowledge of using
& improving tools &
resources
Motivation
Background
Learning
unchanged.
Learning Activities
language, and more.
class.
the nervous system.
Tips for Teaching
Kids Newsletter."
Reflections
and teachers.
Spinning a Circle of Opening
Up, Evolving, and Deepening
Teaching and Learning
Open
Technology
Open
Content
72

A Circle of Knowledge Building and Sharing
(Iiyoshi & Richardson, 2008)
73
by Carnegie Foundation s Knowledge Media Lab (1999-2008)
74

Transforming Introductory Physics Courses:
From a Large Lecture Classroom to a Student-Centered Active Learning Space
John W. Belcher, Peter Dourmashkin, David Litster, and Judy Yehudit Dori
Massachusetts Institute of Technology Department of Physics
MIT Center for Educational Computing Initiatives
Studio Physics is a new format for freshman physics education at MIT that is designed to help students develop much better intuition about, and conceptual models of, physical
phenomena. The format is centered on an active learning approach - that is, a highly collaborative, hands-on environment, with extensive use of networked laptops and desktop
experiments.
What is the focus of your investigation?
The motivation for moving to a different mode of
teaching introductory physics courses was threefold.
First, the traditional lecture and recitation format
for teaching the mechanics and electromagnetism
courses at MIT has traditionally had a 40-50%
attendance rate, even with good lecturers, and a
10% or higher failure rate. Second, a range of
educational innovations in teaching freshman
physics has demonstrated that any pedagogy using
interactive-engagement methods results in higher
learning gains than the traditional lecture format.
Finally, unlike many educational institutions in the
US and around the world, the mainline introductory
physics courses at MIT have not included a
laboratory component for over three decades.
Experiments were something we felt were crucial
for understanding, and something we were anxious
to re-introduce.
The objective of the TEAL project is to transform
the way physics is taught to large physics classes at
MIT in order to decrease failure rates and increase
students conceptual understanding, as well as
maintaining their quantitative problem solving skills.
Visualization technology can be used to support
meaningful learning by enabling the presentation of
spatial and dynamic images, which portray
relationships between complex concepts. This is
especially important in electromagnetism, where the
concepts are hard to grasp and visualize.
Supported by the d'Arbeloff Fund for Excellence in
Education
Also supported by the MIT/Microsoft iCampus Alliance
Physics 8.02T course web site
What resources / references have you found
helpful?
"Studio Physics" loosely denotes a format instituted
in 1994 at Rensselaer Polytechnic Institute by
Professor Jack Wilson. This pedagogy has been
modified and elaborated on at a number of other
universities, notably in North Carolina State
University's Scale-Up program, under Professor
Robert Beichner. Our approach is most similar to
the NCSU Program.
The Scale-Up Project at NCSU
Fig. 1 Undergraduate physics students in the d但rbeloff
Studio Classroom.
What was your approach and what tools were
constructed to facilitate the students'
understanding of the subject matter?
The TEAL project is centered on an active learning
approach, aimed at helping students visualize,
develop better ntuition about, and conceptual
models of electromagnetic phenomena. Taught in a
specially designed classroom with extensive use of
networked laptops, this collaborative, hands-on
approach merges lectures, recitations, and desktop
laboratory experience in a media-rich environment.
In the TEAL classroom, nine students sit together at
round tables (Fig. 1), with a total of thirteen tables.
Five hours of class per week is broken into two,
two-hour sessions and a one-hour problem-solving
session led by graduate student teaching assistants.
The students are exposed to a mixture of
presentations, desktop experiments, web-based
assignments, and collaborative exercises. The
desktop experiments and computer-aided analysis
of experimental data provide the students with
direct experience of various electromagnetic
phenomena.
TEAL also incorporates advanced two- and three
dimensional visualizations, that employ Java
applets, ShockWave visualizations, and 3ds max
animations to allow students to gain insight into the
way in which fields transmit forces by watching how
the motion of objects evolve in time in response to
those forces. The animations allow the students to
intuitively relate the forces transmitted by
electromagnetic fields to more tangible forces.
As an example of one of our visualizations, Figure 2
shows the output of an applet that allows students
to explore visually the structor of vector fields. The
vector field in this case has an x-component give by
sin(y*y) and a y-component given by cos(x*x).
Fig. 2 David Rush's entry for the Weird Fields Contest
Spring 2004 Weird Fields Contest As Reported In
Wired.Com
What results have emerged?
The TEAL Project has had a robust assessment and
evaluation effort underway since its inception. This
effort is led by Professor Judy Yehudit Dori, a
faculty member in the Department of Education in
Technology and Science at the Technion. We use a
variety of assessment techniques, including the
traditional in-class exams, focus groups,
questionnaires, and pre and post testing. Our pre
and post tests consists of 20 multiple choice
questions covering basic concepts in
electromagnetism. Some of these questions are
taken from standardized tests that have been
developed and used at other institutions, and some
of these questions were developed at MIT.
Figure 3 shows the results of the pre and post
testing for Spring 2003 8.02. The results are given
for three categories of student scores: High,
Intermediate, and Low. This separation allows us to
gauge the effectiveness of instruction across the
range of student backgrounds; the separation is
made using the student score on the pre-test. The
difference between the pre and post scores is a
measure of the effectiveness of instruction.
To summarize those results, the learning gains in
TEAL Spring 2003 by standard measures are about
twice those in the traditional lecture/recitation
format across the entire range of student
backgrounds. In particular, we compared our results
in TEAL to the standard MIT lecture/recitaiton
format taught in Spring 2002. The fact that
interactive-engagement teaching methods produce
about twice the average normalized learning gains
when compared to traditional instruction replicates
the results of many studies obtained at other
universities, including Harvard.
More about TEAL and its assessment and evaluation
Fig. 3 Comparison of student scores on pre/post tests
for Spring 2003
MIT OpenCourseWare MERLOT
Effectively share the pedagogical content knowledge and experience in
creating and using educational resources and make it useful to others
Carnegie Mellon
Open Learning Initiative
Motivation
Background
Learning
unchanged.
Learning Activities
language, and more.
class.
the nervous system.
Tips for Teaching
Kids Newsletter."
Reflections
and teachers.
Open
Content
75
by MIT s Oﬃce of Educational Innovation and Technology (2008-)
76

77
MOST: Mutual Online System for Teaching & Learning
Available for All the Universities and Faculty
Members in Japan
https://most-keep.jp（by CPEHE@Kyoto U）
78

Sharing Eﬀective Practice in Course & Curriculum Improvement
79
80

Open
Technology
Open
Content
Open
Knowledge
Towards Systemic Advancement of Education
and Sppuring Educational Innovation
By openly sharing educational tools, resources and
practical knowledge of effective teaching and learning, we
can anticipate three dramatic improvements over time:
1. Increased quality of tools and resources
2. More effective use of them
3. Greater individual and collective pedagogical knowledge
81
What kind of mechanisms do we need to devise to harvest,
accumulate, and distribute locally created educational
assets, pedagogical innovations, and wisdom of practice in
a way that can be reused effectively in different local
contexts? (e.g., “Education Concierge”)
To foster the spawning and sharing of new ideas and models
for innovative learning and teaching, what conditions need
to be created through the collectivity culture?
How can we create a vast network of educational
knowledge-bases that inspires and helps to inform future
efforts?
Build the Commons through
the Collectivity Culture
Slide PDF available for download at: http://goo.gl/jOwtBw
82

#oersymposium2014 S4K Prof. Iiyoshi

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#oersymposium2014 S4K Prof. Iiyoshi