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Overview
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Coming Soon This is a proposal for updating the Course Goal functionality to express the range of learner goals that enrolled students may have to support content view customization, and the potential for other platform features to be goal-aware and adjust their behavior accordingly. (nudges, messages, etc) |
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This document was created using the OE Roadmap Submission item template , but it likely will benefit from being represented in the roadmap as a series of smaller efforts to make it easier to provide visibility on whatever fraction of this set of initiatives moves forward. |
Abstract
…Early MOOC research identified the varying engagement patterns of learners in open online courses, spanning explorers, optimizers, completers, certificate learners, and other learning goal / outcome categories. Many years ago a basic version of course goals was added to course home to help categories learner behavior, but this data was hard to access for research, and it never modified the course experience to match your expressed learner goal intent. More recently, the course goal feature was replaced by a learning schedule planning tool for weekly nudge emails and course planning targets.
This proposal is build around the idea that we should return to capturing (optionally and with more configuration) course goals from enrolled students in order to define alternate course outline presentation options based on these course goals.
We would like to use this course level tool as a way to support mobile experience personalization to match your course content experience to your learning goal, helping drive early course engagement and reducing the sense that course success must only mean full course completion as opposed to successfully meeting my own learning goal within a given learning context of my choice.
Context & Background
Coming (Details coming soon)
Scope & Approach
The team at Schema Education has only just started scope and approach discovery review, and we are interested in collaborating with the community on next steps for this project, including potential sequencing & funding paths.
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Any relevant background information about the Initiative. What key pieces of information are important for newcomers to understand about the nature of the problem or pain point, the current user experience, etc. Please use the following format: Milestone 1: [Title]
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Initiative 1:
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Coming Soon
Named Release
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First Named Release to include this initiative. Alphabetical named releases are generally cut in early April and early October. Based on the removal date, what named release would be the first without this code? Please reach out to the Build Test Release working group (#wg-build-test-release in Slack) if you're not sure. Use the letter, if you're not sure of the name. |
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Recognizing that many Initiatives evolve incrementally, please include a brief scope of the Initiative timeline. Please include a target Named Release, with contingencies if necessary. |
TBD
Academic References (Draft)
Erwin Handoko1, Susie L. Gronseth - U. Houston 2019 - Prior research has identified the importance of SRL in student learning. The present study extends this research to highlight the role of goal setting, specifically within the context of MOOCs. It further illuminates particular aspects of this SRL subprocess that course instructors and designers could target to support learners. Goal setting is complex and can involve other SRL subprocesses, such as task interest/value, causal attribution, time management, self-efficacy, and goal orientation. By having early access to information about course content and expectations, learners can proactively decide whether the course topics and activities align with their interests and priorities. Time commitment details and pre-assessment feedback can be used to inform and prompt students to set specific, personalized short-term and long-term course goals. Setting such goals can position MOOC students for better performance and help them to identify, work toward, and ultimately achieve their learning goals. - https://www.irrodl.org/index.php/irrodl/article/view/4270/5115
Jeffrey P. Emanuel & Anne Lamb - Harvard 2013 Further, for MOOCs to have maximum impact, they must address multiple learner motivations and provide participants with multiple modes of interaction with the content and with their peers. - https://files.eric.ed.gov/fulltext/EJ1149352.pdf
Proposed By
Marco Morales , and team @ Schema Education
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