diff --git a/README.rst b/README.rst index 4913238..cd68ae7 100644 --- a/README.rst +++ b/README.rst @@ -26,10 +26,6 @@ This repository contains courses that you can import into your Open edX instance - ``course-v1:OpenedX+OEX-Dev101+2024`` - `<./dist/Open\ edX\ Developer\ Onboarding.tar.gz>`_ - `<./Open\ edX\ Developer\ Onboarding>`_ - * - *OLX example course* - - - - `<./dist/olx-example.tar.gz>`_ - - `<./olx-example>`_ * *OLX example course* - ``course-v1:OpenedX+OLXex+2025`` - `<./dist/OLX-example-course.tar.gz>`_ diff --git a/dist/olx-example.tar.gz b/dist/olx-example.tar.gz deleted file mode 100644 index 845f363..0000000 Binary files a/dist/olx-example.tar.gz and /dev/null differ diff --git a/olx-example/README.rst b/olx-example/README.rst deleted file mode 100644 index 618bf13..0000000 --- a/olx-example/README.rst +++ /dev/null @@ -1,10 +0,0 @@ -OLX Example Course -================================== - -This is the OLX example course described in the `OLX documentation `_. -It contains all the course content in an unzipped view. You can use it to: - -* Inspect the OLX code -* Reviews the assets in the course - -It should not be used to import into your Open edX instance. Use the tar.gz file in the top-level ``dist`` directory. diff --git a/olx-example/course/about/overview.html b/olx-example/course/about/overview.html deleted file mode 100644 index f975829..0000000 --- a/olx-example/course/about/overview.html +++ /dev/null @@ -1,53 +0,0 @@ -
-

About This Course

-

This is a course designed for edX employees. The first chunk covers edX pedagogy. We may expand this in the future....

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Contributors

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Piotr Mitros

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Chief Scientist and co-founder of edX

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Stephen Sanchez

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Software Engineer

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David Cormier

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Open Education advocate, MOOC pioneer

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David Pritchard

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MIT professor specializing in physics education research.

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- -
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-

Frequently Asked Questions

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-

Do I need to buy a textbook?

-

No. But "How People Learn" from National Academy Press is really neat, and a free download.

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diff --git a/olx-example/course/about/short_description.html b/olx-example/course/about/short_description.html deleted file mode 100644 index 5e2d29f..0000000 --- a/olx-example/course/about/short_description.html +++ /dev/null @@ -1,3 +0,0 @@ -This is an internal course for use within edX. Version zero explains -one area of edX pedagogy. Version 1 may be a full course for new -edXers. diff --git a/olx-example/course/course.xml b/olx-example/course/course.xml deleted file mode 100644 index a5095c1..0000000 --- a/olx-example/course/course.xml +++ /dev/null @@ -1,221 +0,0 @@ - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

In the on-line portion, we examined a way we used technology to allow efficient implementation of one theory from learning science – constructive learning – in edX. In designing the edX platform, we applied many such techniques. We took aspects of mastery learning, project-based learning, gamification and others. Other platforms have sophisticated techniques for targeting specific student misconceptions, enabling a range of student social experiences, assessing teacher performance, and hundreds of other research-based techniques. We would like to give you a chance to practice with designing software to enable good pedagogy.

-

You've either assigned yourself or we've assigned you to teams of three. The groupings are available in the wiki.

- - - - - - -
3pm-3:10pmWelcome!
3:10pm-3:20pmRead cards. Discuss the problem. Brainstorm possible solutions
3:20pm-3:30pmHave each team member take 5 minutes to draw a mockup of one solution (can be the same solution). Pick one solution to focus on for the remainder of the meeting.
3:30-3:40pmWork together to design a UX for this.
3:40-3:45pmTake a minute to discuss: If we wanted to bring this to the edX platform, how easy would it be with XBlocks, our analytics APIs, and our content store? Talk through some architectural implications. What did we do well? What did we do poorly?
3:45-3:50pmReadout: Present your ideas to your fellow groups.
3:50pm-4pmRead-out. How was this activity? Should we do more? Where should we go from here?
- - - - - - - - - - - - In the previous section, we mentioned the MITx platform originally didn't support multiple choice questions (although, as we found, they do have good uses). In this section, we'll explain the theoretical basis of why. We'll start off with a few now well-established theories about learning and motivation from a few different disciplines. These will, perhaps, seem like a disconnected drink from a firehouse. Bear with us. This does come together.... - - - - - - - - - - - - - - - - - - - - - - -
- View peer profiles >> -
- - -
Errata: There are two minor bugs with profile photo uploads: -
    -
  • The uploads are limited to 4MB
    • -
  • The page may require a refresh after the upload.
    • -
- Apologies -- this launched the morning of the meeting. -
- - - - -
- << Edit my profile -
- - -

Errata: This page is a quick hack. This is limitied just - to the edX run of the Insider course. Pending XBlocks data - model, the way we manage this page is completely manual. We - periodically run a script on the read replica. We generate the - above from the output of the script. This is an occasional - process (we do this once in a while). It does not update in real - time.

-

- We understand this page is horrific. We don't recommend - exposing anyone other than trained software engineers to this - page. -

- - - - - diff --git a/olx-example/course/html/A_footnote_on_the_platform.html b/olx-example/course/html/A_footnote_on_the_platform.html deleted file mode 100644 index bfa1575..0000000 --- a/olx-example/course/html/A_footnote_on_the_platform.html +++ /dev/null @@ -1 +0,0 @@ -

If you haven't done math in edX before, use * is for multiplication, and ^ for exponents.

\ No newline at end of file diff --git a/olx-example/course/html/Active_learning_explanation_0.html b/olx-example/course/html/Active_learning_explanation_0.html deleted file mode 100644 index 72d57f7..0000000 --- a/olx-example/course/html/Active_learning_explanation_0.html +++ /dev/null @@ -1,5 +0,0 @@ -

Active Learning Explanation

- -

That last check-box question probably wasn't as good as the first question, right? You might have just checked all of the boxes; most people do. This type of question is analogous to underlining text. It's more active than just reading or listening, but not much more active. Still, it's sometimes hard to make a lesson fully constructive, but even making learning just a little bit more active or constructive still helps. In studies, Kaplan found students learned a little bit more even if the only way in which the interaction was active was by having to hit a "next" button in a sequence.

- -

It's also a little bit tedious.

diff --git a/olx-example/course/html/Analogs_0.html b/olx-example/course/html/Analogs_0.html deleted file mode 100644 index b18279e..0000000 --- a/olx-example/course/html/Analogs_0.html +++ /dev/null @@ -1,8 +0,0 @@ -

Conclusion: Analogs

- -

Constructive learning, as designed into the edX platform, is designed to mimic some of the elements of a traditional tutoring interaction. Done well, a student either discovers information through problems and simulations, or is guided to a conclusion by asking questions. Some of this was based on ideas from the Socratic method used in humanities education. Unlike many more open-ended interpretations of the Socratic method, edX's design generally leads students to a pre-defined conclusion. It also has analogs to techniques in management and influence that rely on asking questions to guide the person to a specific conclusion.

-

So, is this a good idea? Perhaps. Miki Chi has strong support for this, but there are contradictory research-based theories as well:

-
Here is an idea we often encounter: that people will learn better, with greater understanding, if they discover information for themselves, rather than being told this same information. Such an idea strikes a chord with many who as it represents a truism. Often, the reasoning is that the self is an active change agent. To discover something for ourselves entails deep and thoughtful processing that one is unlikely to forget. The more the self is involved, the deeper the processing. So if we can induce students to uncover or deduce knowledge for themselves, then the experiences made meaningful, memorable, and enjoyable.
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Such notions remain as myths that confuse the role of the self with the notion that the mind is active as it learns. There is no contradiction between active information processing and learning from direct instruction. The idea that secure knowledge emanates automatically from personal discovery is flawed and incorrect. We certainly enjoy solving puzzles. We find enquiry is highly motivating. But there is little basis to suggest that personal discovery within itself assists a person to actually learn.
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Source: Visible Learning and the Science of How We Learn. John Hattie and Gregory Yates
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Constructive learning is one way — and a particularly effective way — to make the student more actively engaged in the learning process, but Hattie and Yates would argue that any way which can lead to similar levels of learning, so long as they involve similar levels of active information processing, can be as effective, or in many cases, more effective.

diff --git a/olx-example/course/html/Another_example_0.html b/olx-example/course/html/Another_example_0.html deleted file mode 100644 index 7565763..0000000 --- a/olx-example/course/html/Another_example_0.html +++ /dev/null @@ -1 +0,0 @@ -

What did you think of this one? 

\ No newline at end of file diff --git a/olx-example/course/html/Applications_to_STEM_0.html b/olx-example/course/html/Applications_to_STEM_0.html deleted file mode 100644 index 1235386..0000000 --- a/olx-example/course/html/Applications_to_STEM_0.html +++ /dev/null @@ -1,4 +0,0 @@ -

Applications to STEM

- -

What's really neat in STEM (Science, Technology, Engineering, and Mathematics) education are interactives.

-

A great example is a question designed by Marcello Pagano, a professor at Harvard School of Public Health, and Piotr Mitros. Marcello asked his students how they might evaluate hospitals for quality, and suggested mortality as a metric — how many people die out of a thousand. What do you think? Is that a good metric? What do you think happens?

diff --git a/olx-example/course/html/Citations_0.html b/olx-example/course/html/Citations_0.html deleted file mode 100644 index 2a13cc2..0000000 --- a/olx-example/course/html/Citations_0.html +++ /dev/null @@ -1,13 +0,0 @@ -

Citations

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[TODO: Insert 1996 Geocities-style under construction logo here]

- -

Collaborative Dialogue Patterns in Naturalistic One-on-One Tutoring. Graesser, at al, 1995. 

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By analyzing common patterns in tutoring interactions, this paper tries to find out how and why tutoring causes improved learning. Below is a common pattern we can follow in designing learning sequences:

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    -
  1. Tutor asks questions.
    2. -
  2. Student answers questions.
    3. -
  3. Tutor gives short feedback on the quality of the student's answer.
    4. -
  4. Tutor and student collaboratively improve answer.
    5. -
  5. Assessment of student understanding.
    6. -
diff --git a/olx-example/course/html/Constructive_explain_html.html b/olx-example/course/html/Constructive_explain_html.html deleted file mode 100644 index 84d120c..0000000 --- a/olx-example/course/html/Constructive_explain_html.html +++ /dev/null @@ -1,4 +0,0 @@ -

Constructive Learning Explanation

- -

See what we did there? This was a pretty obvious multiple choice question, and you had infinite tries to get it right. The goal of that question wasn't to assess you or to challenge you. It was simply to make you figure out the information for yourself — either by considering your own experience (constructive learning), or by manipulating and interacting with the information if you got the answer wrong the first time (active learning). While there's no guarantee that you actually understood how you got to your answer (it's not a very good assessment tool) there is a fair chance that you now currently know the answer itself (it's a reasonable information delivery tool).

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When the MITx platform was originally built out, it didn't include multiple choice questions. They're usually pretty poor choices for assessments. But actually, it turns out, they're often a wonderful choice for information delivery. There is substantial evidence that as we move up the spectrum from passive to active to constructive students learn more effectively.

\ No newline at end of file diff --git a/olx-example/course/html/Constructive_learning_continuum_html.html b/olx-example/course/html/Constructive_learning_continuum_html.html deleted file mode 100644 index 4c8c4c7..0000000 --- a/olx-example/course/html/Constructive_learning_continuum_html.html +++ /dev/null @@ -1,3 +0,0 @@ -

Constructive Learning Continuum

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In this section we are going to mock-up some examples of what you can do with the edX platform and talk about how they fit in the ICAP framework.

\ No newline at end of file diff --git a/olx-example/course/html/Expectations.html b/olx-example/course/html/Expectations.html deleted file mode 100644 index 1de3374..0000000 --- a/olx-example/course/html/Expectations.html +++ /dev/null @@ -1,16 +0,0 @@ -

Expectations and deadlines

- - - -

We know you commit a great deal of time at work bettering the edX platform, but we hope you can find the time to complete the course material by these dates. The greater the participation, the more we can hope to improve this course for future use. Treat this with the same priority as any other engineering team meeting (with the exception that you participate asynchronously, at your own schedule).

diff --git a/olx-example/course/html/ICAP_Intro_HTML.html b/olx-example/course/html/ICAP_Intro_HTML.html deleted file mode 100644 index 90bc6fe..0000000 --- a/olx-example/course/html/ICAP_Intro_HTML.html +++ /dev/null @@ -1,15 +0,0 @@ -

ICAP Overview

- -

ICAP is a neat framework for thinking about how students learn. The gist of ICAP is that there are four ways of delivering information:

- - - -

The terms used here mean very different things to different people. In particular, "constructive learning" has very different meanings in different research communities. For example, many members in educational philosophy use it interchangeably with constructivist learning, which is at best weakly related to the ICAP definition (which comes from the cognitive science community). Likewise, "active learning" is often used to refer to anything which is not passive learning. Just to have a common language, throughout this unit we'll use the language of ICAP (and use "constructivist" when referring to the educational psychology definition).

- -

The platform was originally designed to make it easier to move from passive learning to active learning and then to constructive learning (although not yet to interactive). Most courses on edX have gone as far as the first step — active learning, using simple embedded "finger exercises". In this module, we'll explore these first three of the four modes and how to use technology to move towards constructive learning, in particular.

diff --git a/olx-example/course/html/ICAP_through_vicarious_learning.html b/olx-example/course/html/ICAP_through_vicarious_learning.html deleted file mode 100644 index aafec9e..0000000 --- a/olx-example/course/html/ICAP_through_vicarious_learning.html +++ /dev/null @@ -1,7 +0,0 @@ -

This section is completely optional. In the Kolb cycle you saw previously, there was a step that tied together application and theory. This sequence gives more of the theoretical basis behind constructive learning as used in the edX platform. This section is relatively rough (read: beta), and it also experiments with several presentation styles.

- -

There is a substantial body of literature that suggests that watching videos of expert-novice interactions is more effective than watching experts. This work was pioneered and originally popularized by Derek Muller (TED Video - overview). It was rigorously studied and further developed by Miki Chi (Miki's - paper), who found that watching videos of expert-novice interactions together in small groups, with the ability to pause, discuss, and rewind, was almost as effective as one-on-one tutoring. Results regarding student enjoyment have been mixed. In some cases, students find such videos confusing (but they learn more!), and in some cases, they like the additional personality of these videos.

- -

Inspired by this, in the following video, Piotr Mitros walks David Cormier, the early pioneer who first coined the term MOOC (Massive Open Online Course, as well as a few students through how MITx/edX platform was designed around constructive learning, and what the term means in this context.

diff --git a/olx-example/course/html/Interactive_0.html b/olx-example/course/html/Interactive_0.html deleted file mode 100644 index 214c64f..0000000 --- a/olx-example/course/html/Interactive_0.html +++ /dev/null @@ -1,40 +0,0 @@ - - -

Interactive

- -

Marcello then let his students play with this interactive. It's actually quite simple; it only took about 2 hours time to code up, and we now have frameworks to do it even more quickly:

-

- Hospital Rankings -

- -
- -
-
-

Consider two different hospitals — Hospitals B & C — with different types of patients.

-

Use the sliders below to see what happens to the average death rate in a hospital which performs just as well as Hospital A does but which has a different patient population.

-
-[mathjax] -\begin{matrix} -\mathbf{Age \space Group} & \mathbf{Mortality \space Rate} \\ -\hline \\ -\mathrm{Young} & 2/1000 \space \mathrm{deaths/visit} \\ -\mathrm{Middle \space Aged} & 5/1000 \space \mathrm{deaths/visit} \\ -\mathrm{Old} & 8/1000 \space \mathrm{deaths/visit} \\ - -\end{matrix} -[/mathjax] - -
- -

Population by Age

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Old:
- -

Average Mortality Rate Calculation

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-
diff --git a/olx-example/course/html/Intro_1.html b/olx-example/course/html/Intro_1.html deleted file mode 100644 index 42c9628..0000000 --- a/olx-example/course/html/Intro_1.html +++ /dev/null @@ -1 +0,0 @@ -

Just to give you an idea of how constructive learning works, we'll start out with an example of a tutorial-style learning sequence which moves information transfer from passive up to active or constructive on the ICAP spectrum.

\ No newline at end of file diff --git a/olx-example/course/html/Reflection.html b/olx-example/course/html/Reflection.html deleted file mode 100644 index fd90206..0000000 --- a/olx-example/course/html/Reflection.html +++ /dev/null @@ -1 +0,0 @@ -

Reflection: Why did you think we put this question in?

diff --git a/olx-example/course/html/Usage.html b/olx-example/course/html/Usage.html deleted file mode 100644 index f42a81c..0000000 --- a/olx-example/course/html/Usage.html +++ /dev/null @@ -1 +0,0 @@ -

This learning sequence is one example of the many ways to do tutorial-style learning sequences in edX. There are equally many ways to use them.

\ No newline at end of file diff --git a/olx-example/course/html/Video_summary.html b/olx-example/course/html/Video_summary.html deleted file mode 100644 index a71cabe..0000000 --- a/olx-example/course/html/Video_summary.html +++ /dev/null @@ -1,3 +0,0 @@ -

In this sequence, we will derive how to calculate the length of one edge of a right triangle from the lengths of the other two. This is called the Pythagorean Theorem. 

-

The strategy we will use will be to start with a right triangle. We will place four such triangles in such a way that they form a square. We will derive the area of the square in two different ways. Since it is the same square, we know the are has to be the same, so we will equate those. When we simplify, we will be left with a right triangle. 

-

Step 1: Notice which triangles are similar, and label the lengths of the segments in the square. 

\ No newline at end of file diff --git a/olx-example/course/html/Video_summary_0.html b/olx-example/course/html/Video_summary_0.html deleted file mode 100644 index d8bc913..0000000 --- a/olx-example/course/html/Video_summary_0.html +++ /dev/null @@ -1,2 +0,0 @@ -

In this segment, we correctly label the lengths of the segments.

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Step 2: Figure out the area of the large square directly, from the lengths of the outer segments.

\ No newline at end of file diff --git a/olx-example/course/html/Video_summary_1.html b/olx-example/course/html/Video_summary_1.html deleted file mode 100644 index 073cc29..0000000 --- a/olx-example/course/html/Video_summary_1.html +++ /dev/null @@ -1,2 +0,0 @@ -

We finally get the Pythagorean theorem.

-

This is a theorem you use regularly across a range of disciplines. If you'd like to figure out a length on a map, for example, you'll use this theorem. It has tremendous applications in engineering, in science, and all over the place.

\ No newline at end of file diff --git a/olx-example/course/html/Week_overview.html b/olx-example/course/html/Week_overview.html deleted file mode 100644 index d23c387..0000000 --- a/olx-example/course/html/Week_overview.html +++ /dev/null @@ -1,45 +0,0 @@ -Fork me on GitHub - -

Welcome!

- -

This unit describes how we designed the edX platform to help bring constructive learning to education. There are a couple of motivations behind the creation of this course. First of all, it's helpful to understand pedagogical aspects of the platform because the edX platform should continue to promote effective teaching and learning. Second, as a deep dive, the design of constructive learning in the edX platform is a good example of how technology can use key concepts from the learning sciences. If this unit is effective, we may create future units on other key pedagogical principles applied to the design of the edX platform, such as mastery learning, rapid feedback, and gamification.

- -

Objectives:

-
    -
  1. Understand constructive learning as designed into the edX platform.
    2. -
  2. Further your understanding of educational research.
    3. -
  3. Sketch how you would present a topic as a constructive learning sequence.
    4. -
  4. Think about how technology can work with other principles from the learning sciences.
    5. -
-

Integrated Learning Sequences

-

The edX platform was designed to use technology to create an active and constructive learning experience that actively engages students in learning. This is an alternative to simply having them watch videos, which is a much more passive mode of learning.

-

For example, each of the following steps describes a student who is more and more engaged in the learning process and learns more enjoyably and effectively.

-
    -
  1. A student watches a long video. 
    2. -
  2. A student watches a video with questions asked every 15 minutes to check understanding. 
    3. -
  3. A student watches a sequence of 1-4 minute videos interspersed with problems, simulations, and discussions where the student is actively engaged in constructing their understanding of the material.
    4. -
-

ICAP:

-

The theory underlying this active learning approach to education comes from Michelene Chi. Her work in education stretches back to the 1980s and the idea of active learning comes from her ICAP framework, which categorizes four different ways of learning: Passive, Active, Constructive, Interactive. This categorization is a useful framework for discussing the design of the edX platform.

- -

Fork me on github:

- -

Meta: -This module is a learning process... about learning processes. The first time most courses are run, they tend to be horrific due to a lack of pedagogical -content knowledge — an understanding of what aspects of the course are hard, what aspects are easy, how long things take, and similar questions about the course's design and content. Usually there is either an -expert blind spot or an overcompensation for the possibility of one. We need your feedback.

- -

Certain problems edX faces can be addressed using these ideas to come up with creative solutions, such as...

- -
    -
  • 'Eating our own dogfood.'
    • -
  • Providing training resources for edX instructors.
    • -
  • Better onboarding for new edX employees around pedagogy, mission, technology, etc.
    • -
  • Internally disseminating what we know about learning.
    • -
- -

Your feedback is essential on: (1) How can this course improve? (2) Should this course evolve and be applied within edX? Outside edX? How?

- -

In addition, as we said, learning is an active process. You will learn much more from this course if you not only pay attention to the content of this course module but also to the instructional design. In next weeks meeting, we will ask you to construct feedback about this course. Generating this feedback will help you think about pedagogy and apply what you're learning. As you go through this module be careful to pay attention not just to the content of the module but also to the pedagogical and technological design. If you'd like to contribute more substantially, please make a pull request against the course on github.

- -

Remember to click the "Mark as Complete" button below to make sure you receive credit for this section of the course!

diff --git a/olx-example/course/html/Week_overview.html.orig b/olx-example/course/html/Week_overview.html.orig deleted file mode 100644 index 69df039..0000000 --- a/olx-example/course/html/Week_overview.html.orig +++ /dev/null @@ -1,50 +0,0 @@ -Fork me on GitHub - -

Welcome!

- -

This unit describes how we designed the edX platform to help bring constructive learning to education. There are a couple of motivations behind the creation of this course. First of all, it's helpful to understand pedagogical aspects of the platform because the edX platform should continue to promote effective teaching and learning. Second, as a deep dive, the design of constructive learning in the edX platform is a good example of how technology can use key concepts from the learning sciences. If this unit is effective, we may create future units on other key pedagogical principles applied to the design of the edX platform, such as mastery learning, rapid feedback, and gamification.

- -

Objectives:

-
    -
  1. Understand constructive learning as designed into the edX platform.
    2. -
  2. Further your understanding of educational research.
    3. -
  3. Sketch how you would present a topic as a constructive learning sequence.
    4. -
  4. Think about how technology can work with other principles from the learning sciences.
    5. -
-<<<<<<< HEAD -

Integrated Learning Sequences

-

The edX platform was designed to use the technology in more active and constructive ways that to actively engage students in learning, rather than simply having them watch videos, which is a much more passive mode of learning.

-======= -

Integrated Learning Sequences

-

The edX platform was designed to use technology in more active and constructive ways that actively engage students in learning, rather than simply having them watch videos which is a much more passive mode of learning.

->>>>>>> 43a441d5a9da938f1bf8bf1d0a7f01faa6b7a8f8 -

For example, each of the following steps describes a student who is more and more engaged in the learning process and learns more enjoyably and effectively.

-
    -
  1. A student watches a long video. 
    2. -
  2. A student watches a video with questions asked every 15 minutes to check understanding. 
    3. -
  3. A student watches a sequence of 1-4 minute videos interspersed with problems, simulations, and discussions where the student is actively engaged in constructing their understanding of the material.
    4. -
-

ICAP:

-

The theory underlying this active learning approach to education comes from Michelene Chi. Her work in education stretches back to the 1980s and the idea of active learning comes from her ICAP framework, which categorizes four different ways of learning: Passive, Active, Constructive, Interactive. This categorization is a useful framework for discussing the design of the edX platform.

- -

Fork me on github:

- -

Meta: -This module is a learning process... about learning processes. The first time most courses are run, they tend to be horrific due to a lack of pedagogical -content knowledge -- an understanding of what aspects of the course are hard, what aspects are easy, how long things take, and similar questions about the course's design and content. Usually there is either an -expert blind spot or an overcompensation for the possibility of one. We need your feedback.

- -

Certain problems edX faces can be addressed using these ideas to come up with creative solutions, such as...

- -
    -
  • 'Eating our own dogfood.'
    • -
  • Providing training resources for edX instructors.
    • -
  • Better onboarding for new edX employees around pedagogy, mission, technology, etc.
    • -
  • Internally disseminating what we know about learning.
    • -
- -

Your feedback is essential on: (1) How can this course improve? (2) Should this course evolve and be applied within edX? Outside edX? How?

- -

In addition, as we said, learning is an active process. You will learn much more from this course if you not only pay attention to the content of this course module but also to the instructional design. In next weeks meeting, we will ask you to construct feedback about this course. Generating this feedback will help you think about pedagogy and apply what you're learning. As you go through this module be careful to pay attention not just to the content of the module but also to the pedagogical and technological design. If you'd like to contribute more substantially, please make a pull request against the course on github.

- -

Remember to click the "Mark as Complete" button below to make sure you receive credit for this section of the course!

diff --git a/olx-example/course/html/flexible.html b/olx-example/course/html/flexible.html deleted file mode 100644 index 4b8b247..0000000 --- a/olx-example/course/html/flexible.html +++ /dev/null @@ -1,9 +0,0 @@ -

Conclusion: Kolb

- -

Most theories of learning involve an integration of multiple stages and types of learning. Constructive dialogue-style learning sequences are more applicable to some of those than to others. Take a look at a Kolb cycle, Bloom, or any similar theory, and you will see that applied projects, theory, project-based learning, deliberate practice, and many other techniques have their place. Learning is an integrated process with many components:

- -

The Kolb Cycle Infographic. Stage 1, Why? Reflective Observation. Stage 2, What? Abstract Hypothesis and Conceptualization. Stage 3, How? Active Experimentation. Stage 4, What if? Concrete Experience. Return to Step 1.

- -

You might, for example, have students apply knowledge to build intuition in a surface fashion (as in the HSPH example). Once students have intuition, you might introduce theory to tie it together. At that point, you could use deliberate practice to help build mastery. This might lead into a project, to allow students to apply knowledge with minimal scaffolding. The set of stages is discipline-specific, and the pedagogical best-practices is specific to both the discipline and the stage.

- -

Ultimately, the edX platform wasn't designed to force people into constructive learning or any other particular pedagogy, but to provide a platform with frameworks like XBlocks and the upcoming APIs around the Insights analytics modules and flexible content stores to allow people to construct and use a range of pedagogies, applying the most appropriate pedagogy to the task.

diff --git a/olx-example/course/html/hsph_discover.html b/olx-example/course/html/hsph_discover.html deleted file mode 100644 index d2083a3..0000000 --- a/olx-example/course/html/hsph_discover.html +++ /dev/null @@ -1,3 +0,0 @@ -

Through this exercise students discovered the apparent paradox that a better hospital might have a higher mortality rate than a worse hospital. Next, Marcello tied together what the students discovered, and began to walk them through a derivation of standardization and normalization.

-

One key point is that in this walkthough, the students did the algebra. There are few things as disengaging as watching someone else do math. By being walked through the math, but doing the derivation themselves, students both learned more and were more engaged with the course.

-

In many cases, this didn't even involve explicit problems. Some of the course videos would end with "Solve for X," while the next one would start with "if you did this correctly, you should have gotten..."

diff --git a/olx-example/course/html/peerview.html b/olx-example/course/html/peerview.html deleted file mode 100644 index 0027c70..0000000 --- a/olx-example/course/html/peerview.html +++ /dev/null @@ -1,386 +0,0 @@ - - - - - - -
-
-
-
-
- Mouse over photos to see users' profiles -
-
- - - - - - - diff --git a/olx-example/course/html/pythag_final.html b/olx-example/course/html/pythag_final.html deleted file mode 100644 index 8d90084..0000000 --- a/olx-example/course/html/pythag_final.html +++ /dev/null @@ -1,2 +0,0 @@ -

We calculate the area of the big square in terms of the little square and triangles.

-

Final step: Equate both expressions for the size of a square and simplify. This should relate \(a\), \(b\), and \(c\). 

\ No newline at end of file diff --git a/olx-example/course/info/handouts.html b/olx-example/course/info/handouts.html deleted file mode 100644 index b26c42e..0000000 --- a/olx-example/course/info/handouts.html +++ /dev/null @@ -1,3 +0,0 @@ -
    -
  1. There are no handouts yet. -
\ No newline at end of file diff --git a/olx-example/course/info/updates.html b/olx-example/course/info/updates.html deleted file mode 100644 index 515eaf3..0000000 --- a/olx-example/course/info/updates.html +++ /dev/null @@ -1,11 +0,0 @@ -

September 17, 2014

Welcome!

- -

This course module was created to give an understanding of the motivations and the core principles behind the edX platform.

- -

In this first course module, we will explore some of the learning sciences that are foundational to the design of edX’s core platform.

- -

Start by filling out a profile page. Are you still reading? Come back after it's filled out -- we need this quickly for peer group formation. Got it filled out? Continue onto the overview section to know what is expected of you, and what to expect from the course.

- -

Once you have created your own profile, check out the profiles filled out by your peers!

- -

Please join a work group by Friday, September 26th. These groups will work on an in-person exercise on Thursday, October 2nd.

\ No newline at end of file diff --git a/olx-example/course/info/updates.items.json b/olx-example/course/info/updates.items.json deleted file mode 100644 index 3738d31..0000000 --- a/olx-example/course/info/updates.items.json +++ /dev/null @@ -1,16 +0,0 @@ -[ - { - "content": "

Welcome!

\n\n

This course module was created to give an understanding of the motivations and the core principles behind the edX platform.

\n\n

In this first course module, we will explore some of the learning sciences that are foundational to the design of edX\u2019s core platform.

\n\n

Start by filling out a profile page. Are you still reading? Come back after it's filled out -- we need this quickly for peer group formation. Got it filled out? Continue onto the overview section to know what is expected of you, and what to expect from the course.

", - "date": "September 17, 2014", - "id": 1, - "status": "visible" - } - - { - "content": "

Once you have created your own profile, check out the profiles filled out by your peers!

\n\n -

Please join a work group by Friday, September 26th. These groups will work on an in-person exercise on Thursday, October 2nd.

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"content_son": { - "category": "asset", - "course": "edX_Insider", - "name": "urlname_mapping_3.json", - "org": "edX", - "revision": null, - "tag": "c4x" - }, - "displayname": "urlname_mapping_3.json", - "filename": "/c4x/edX/edX_Insider/asset/urlname_mapping_3.json", - "import_path": "urlname_mapping_3.json", - "locked": false, - "thumbnail_location": null - }, - "urlname_mapping_4.json": { - "contentType": "application/json", - "content_son": { - "category": "asset", - "course": "edX_Insider", - "name": "urlname_mapping_4.json", - "org": "edX", - "revision": null, - "tag": "c4x" - }, - "displayname": "urlname_mapping_4.json", - "filename": "/c4x/edX/edX_Insider/asset/urlname_mapping_4.json", - "import_path": "urlname_mapping_4.json", - "locked": false, - "thumbnail_location": null - } -} \ No newline at end of file diff --git a/olx-example/course/problem/Active_learning_example.xml b/olx-example/course/problem/Active_learning_example.xml deleted file mode 100644 index 9a530e4..0000000 --- a/olx-example/course/problem/Active_learning_example.xml +++ /dev/null @@ -1,13 +0,0 @@ - -

Broadly speaking, what are good uses of problems in a learning sequence?

- - - To deliver information in a more active way. - To continuously assess and monitor student understanding. (formative assessment) - To give students a means to construct information for themselves, rather than telling them. (constructive learning) - To allow students to practice concepts they are learning. (active learning) - To give students a tool to monitor their own level of progress and mastery. (metacognition) - To allow students to quickly figure out whether they already know the material, so they can skip watching tedious videos or reading text. (allow students to self-regulate to improve efficacy) - - - \ No newline at end of file diff --git a/olx-example/course/problem/Constructive_active_learning_example.xml b/olx-example/course/problem/Constructive_active_learning_example.xml deleted file mode 100644 index 45b4197..0000000 --- a/olx-example/course/problem/Constructive_active_learning_example.xml +++ /dev/null @@ -1,16 +0,0 @@ - -

According to Chi's ICAP framework, there are four main learning techniques -- Interactive, Constructive, Active, and Passive. Of the three techniques listed below, which do you think produces the highest level of learning gains?

- - - Passive - Active - Constructive - - - -
-

Explanation

-

Miki's framework suggests that constructive learning is more effective than active learning, and active is more effective than passive. Interactive (students learning together in groups) is more effective than passive and active, and is either more effective or equally effective to constructive.

-
- - \ No newline at end of file diff --git a/olx-example/course/problem/Label_similar_triangles_0.xml b/olx-example/course/problem/Label_similar_triangles_0.xml deleted file mode 100644 index 92ee9fd..0000000 --- a/olx-example/course/problem/Label_similar_triangles_0.xml +++ /dev/null @@ -1,42 +0,0 @@ - - -

Please label the sides of the four right triangles that form the two squares, according the right triangle model given here.

- - - - - - - - - - - - - - - - - - - - -s = submission[0] -a = [{"1":"a1"},{"1":"a2"},{"1":"a3"},{"1":"a4"},{"2":"b1"},{"2":"b2"},{"2":"b3"},{"2":"b4"},{"3":"c1"},{"3":"c2"},{"3":"c3"},{"3":"c4"}] - -def cleanup(x): - x = sorted([[(str(j),str(i[j])) for j in i] for i in x]) - return sorted(x) - -s=cleanup(eval(str(s))) # DANGER! -a=cleanup(a) - -if str(s) == str(a): - correct = ['correct'] - #overall_message = str(s) + "|" + str(a) -else: - correct = ['incorrect'] - #overall_message = str(s) + "|" + str(a) - - - \ No newline at end of file diff --git a/olx-example/course/problem/Size_of_big_square_in_terms_of_parts_0.xml b/olx-example/course/problem/Size_of_big_square_in_terms_of_parts_0.xml deleted file mode 100644 index 1a88655..0000000 --- a/olx-example/course/problem/Size_of_big_square_in_terms_of_parts_0.xml +++ /dev/null @@ -1,10 +0,0 @@ - -
- -
-

What is the size of the large square as a sum of the small square and triangles?

- - - - - \ No newline at end of file diff --git a/olx-example/course/problem/Size_of_small_square_and_triangle_0.xml b/olx-example/course/problem/Size_of_small_square_and_triangle_0.xml deleted file mode 100644 index 5ae3c72..0000000 --- a/olx-example/course/problem/Size_of_small_square_and_triangle_0.xml +++ /dev/null @@ -1,15 +0,0 @@ - -
- -
-

What is the size of the small square?

- - - - -

What is the size of the triangle?

- - - - - \ No newline at end of file diff --git a/olx-example/course/problem/Size_of_square.xml b/olx-example/course/problem/Size_of_square.xml deleted file mode 100644 index 463e340..0000000 --- a/olx-example/course/problem/Size_of_square.xml +++ /dev/null @@ -1,15 +0,0 @@ - -
- -
-

What is the length of one side of the large square?

- - - - -

What is the area of the large square, in terms of your answer to the previous question?

- - - - - \ No newline at end of file diff --git a/olx-example/course/problem/res_survey.xml b/olx-example/course/problem/res_survey.xml deleted file mode 100644 index 6f6b204..0000000 --- a/olx-example/course/problem/res_survey.xml +++ /dev/null @@ -1,27 +0,0 @@ - - -

Survey: Where do we go from here?

-

Please answer as many fields as you'd like. You'll get green checkmarks even for blank responses. Feel free to change your responses as many times as you like.

-

What did you like about this exercise?

- - - - -

What could be improved?

- - - - -

Where should we go with this? More units on teaching and learning? Units as might be useful for new employees on other topics (vision, architecture, strategy, etc.)? Similar externally-facing units?

- - - - -

What were some of the strengths and weaknesses of the edX platform? How could we improve it to better leverage the strengths and to overcome the weaknesses?

- - - - diff --git a/olx-example/course/static/Hospital_B.js b/olx-example/course/static/Hospital_B.js deleted file mode 100644 index 1e20156..0000000 --- a/olx-example/course/static/Hospital_B.js +++ /dev/null @@ -1,61 +0,0 @@ - // This defines the variables shown in the sliders. - // Note that there is a possible namespace conflict with JavaScript globals - var sliders = [ - { 'human_name' : 'Middle:', - 'machine_name' : 'm', - 'min' : 0, - 'max' : 50, - 'value' : 33 - }, - { 'human_name' : 'Young:', - 'machine_name' : 'y', - 'min' : 0, - 'max' : 50, - 'value' : 50 - } - ] - - var x = 0; - var flotplot = 0; - - function plot() { - var_o = 100-var_y-var_m - total = (var_y*2+var_m*5+var_o*8)/100; - if(var_o>=0) { - $('#plot_info').text(""+var_y+"%\u00D72/1000 + "+var_m+"%\u00D75/1000 + "+var_o+"%\u00D78/1000 = "+total+"/1000 deaths per visit"); - $('#death_rate').text("Total death rate is "+total+" per thousand visits"); - } else { - $('#plot_info').text("Total of young and middle-aged people greater than 100%. Move your sliders down."); - $('#death_rate').text(''); - } - $('#old').text(var_o+"%"); - } - - function replot(event,ui) { - //alert("replot"); - for (var s in sliders) { - value = $("#"+sliders[s]["machine_name"]).slider("option","value"); - mname = sliders[s]["machine_name"]; - $("#ctr_"+mname).html(value+"%"); - window["var_"+mname] = value; - } - plot(); - } - - $(function(){ - for (var s in sliders) { - $("#applet").append($(""+sliders[s]["human_name"]+""+ - "
"+ - "
"+ - "")); - slider = $("#"+sliders[s]["machine_name"]).slider({'max':sliders[s]["max"], - 'min':sliders[s]["min"], - 'value':sliders[s]["value"], - slide:function(){replot();}, - change:function(){replot();}}); - $("#ctr_"+sliders[s]["machine_name"]).html("0"); - - } - - replot(); - }); diff --git a/olx-example/course/static/anant_code.png b/olx-example/course/static/anant_code.png deleted file mode 100644 index 4f1e60c..0000000 Binary files a/olx-example/course/static/anant_code.png and /dev/null differ diff --git a/olx-example/course/static/copystand_example.jpg b/olx-example/course/static/copystand_example.jpg deleted file mode 100644 index caf8b43..0000000 Binary files a/olx-example/course/static/copystand_example.jpg and /dev/null differ diff --git a/olx-example/course/static/dave200.jpg b/olx-example/course/static/dave200.jpg deleted file mode 100644 index b2f33fe..0000000 Binary files a/olx-example/course/static/dave200.jpg and /dev/null differ diff --git a/olx-example/course/static/pmitros.jpg b/olx-example/course/static/pmitros.jpg deleted file mode 100644 index 26d4822..0000000 Binary files a/olx-example/course/static/pmitros.jpg and /dev/null differ diff --git a/olx-example/course/static/pythagoras_dnd.png b/olx-example/course/static/pythagoras_dnd.png deleted file mode 100644 index ceb25e2..0000000 Binary files a/olx-example/course/static/pythagoras_dnd.png and /dev/null differ diff --git a/olx-example/course/static/pythagoras_size_of_square.png b/olx-example/course/static/pythagoras_size_of_square.png deleted file mode 100644 index e4a20df..0000000 Binary files a/olx-example/course/static/pythagoras_size_of_square.png and /dev/null differ diff --git a/olx-example/course/static/pythagoras_size_of_square_2.png b/olx-example/course/static/pythagoras_size_of_square_2.png deleted file mode 100644 index 241e0cc..0000000 Binary files a/olx-example/course/static/pythagoras_size_of_square_2.png and /dev/null differ diff --git a/olx-example/course/static/steve_suit.jpg b/olx-example/course/static/steve_suit.jpg deleted file mode 100644 index 4659283..0000000 Binary files a/olx-example/course/static/steve_suit.jpg and /dev/null differ diff --git a/olx-example/course/static/subs_-JqhCMiPkoA.srt.sjson b/olx-example/course/static/subs_-JqhCMiPkoA.srt.sjson deleted file mode 100644 index 8da5453..0000000 --- a/olx-example/course/static/subs_-JqhCMiPkoA.srt.sjson +++ /dev/null @@ -1,50 +0,0 @@ -{ - "start": [ - 2649, - 3870, - 7440, - 12099, - 18529, - 21910, - 26240, - 30390, - 35260, - 39700, - 42800, - 46100, - 50030, - 54360 - ], - "end": [ - 3870, - 7440, - 12099, - 18529, - 21910, - 26240, - 30390, - 35260, - 39700, - 42800, - 46100, - 50030, - 54360, - 57329 - ], - "text": [ - "so this segment", - "is the same as this segment so this is", - "a. This segment is the same as the segment", - "so it's B. This segment is the same as this segment, so it's again", - "a. This segment", - "is b and so on and so forth.", - "and then these inner segments", - "are the same as this segment, so this is C and C", - " ", - "We'll try to calculate the size of the overall box", - "this whole area", - "as a first step figure out the length", - "of one of these sides and then", - "use that to figure out this area of the box" - ] -} \ No newline at end of file diff --git a/olx-example/course/static/subs_098Y8H8A0s4.srt.sjson b/olx-example/course/static/subs_098Y8H8A0s4.srt.sjson deleted file mode 100644 index 28679c0..0000000 --- a/olx-example/course/static/subs_098Y8H8A0s4.srt.sjson +++ /dev/null @@ -1,29 +0,0 @@ -{ - "start": [ - 3629, - 5700, - 10650, - 13790, - 18039, - 32020, - 36399 - ], - "end": [ - 5700, - 10650, - 13790, - 18039, - 25039, - 36399, - 38629 - ], - "text": [ - "We have one these squares, which gives", - "c^2. We have four of these triangles, which gives", - " ", - "4*(AB/2)", - " ", - "This gives us this equation. Try to simplify this equation. Multiply out the right side,", - "and then cancel whatever terms you can" - ] -} \ No newline at end of file diff --git a/olx-example/course/static/subs_A0_yrUnTrMI.srt.sjson b/olx-example/course/static/subs_A0_yrUnTrMI.srt.sjson deleted file mode 100644 index 1e3935c..0000000 --- a/olx-example/course/static/subs_A0_yrUnTrMI.srt.sjson +++ /dev/null @@ -1,41 +0,0 @@ -{ - "start": [ - 979, - 5130, - 10440, - 14980, - 18560, - 22279, - 25699, - 30420, - 33800, - 41670, - 45470 - ], - "end": [ - 5130, - 10440, - 14980, - 18560, - 22279, - 25699, - 30420, - 33800, - 40800, - 45470, - 47410 - ], - "text": [ - "So the length of this side", - "Is just a+b, which means that the area of this box", - "is", - "(a+b)^2", - "now we're trying to figure out the area of the box in a different way", - "this time we'll look at it as", - "the area of the square in the middle plus", - "the areas of the triangles around it", - "so", - "as a first step was the area of this square", - "and what is the area for one of these triangles" - ] -} \ No newline at end of file diff --git a/olx-example/course/static/subs_CdO-fEWWTeY.srt.sjson b/olx-example/course/static/subs_CdO-fEWWTeY.srt.sjson deleted file mode 100644 index 7f7228d..0000000 --- a/olx-example/course/static/subs_CdO-fEWWTeY.srt.sjson +++ /dev/null @@ -1,281 +0,0 @@ -{ - "start": [ - 2399, - 7710, - 12669, - 17300, - 22789, - 27859, - 31140, - 35720, - 37830, - 43270, - 43820, - 44280, - 49400, - 54490, - 59710, - 68110, - 73180, - 73470, - 78710, - 82830, - 87760, - 92750, - 97740, - 101800, - 106400, - 110500, - 114140, - 119190, - 127670, - 133120, - 135590, - 136010, - 140620, - 146230, - 151519, - 156279, - 162099, - 168159, - 169590, - 173980, - 179340, - 184129, - 187719, - 193829, - 198340, - 200939, - 203139, - 208669, - 212400, - 216629, - 220529, - 227579, - 228699, - 230959, - 237379, - 243480, - 247949, - 256139, - 261459, - 261810, - 269800, - 274449, - 278560, - 283900, - 289770, - 294580, - 300389, - 305659, - 309180, - 313919, - 313949, - 314789, - 319300, - 320030, - 320770, - 321560, - 324180, - 325319, - 326460, - 333650, - 338199, - 343189, - 347229, - 350599, - 356050, - 359520, - 365060, - 369840, - 372780, - 377250, - 388020 - ], - "end": [ - 7710, - 12669, - 17300, - 22789, - 27859, - 31140, - 35720, - 37830, - 43270, - 43820, - 44280, - 49400, - 54490, - 59710, - 66710, - 73180, - 73470, - 78710, - 82830, - 87760, - 92750, - 97740, - 101800, - 106400, - 110500, - 114140, - 119190, - 126190, - 133120, - 135590, - 136010, - 140620, - 146230, - 151519, - 156279, - 162099, - 168159, - 169590, - 173980, - 179340, - 184129, - 187719, - 193829, - 198340, - 200939, - 203139, - 208669, - 212400, - 216629, - 220529, - 227529, - 228699, - 230959, - 237379, - 243480, - 247949, - 254949, - 261459, - 261810, - 268810, - 274449, - 278560, - 283900, - 289770, - 294580, - 300389, - 305659, - 309180, - 313919, - 314169, - 314789, - 319300, - 320030, - 320770, - 321560, - 324180, - 325319, - 326460, - 333460, - 338199, - 343189, - 347229, - 350599, - 356050, - 359520, - 365060, - 369840, - 372780, - 377250, - 384250, - 390270 - ], - "text": [ - "Hey everybody, Dave and Piotr here, debating once more. Today I want to talk a bit about", - "silos. And really one of the interesting things about working with Piotr is that we come from", - "very different backgrounds. His background in education is mostly based in cognitive", - "psychology, I would say. And I come from the humanities. So my idea of education of education", - "is grounded in post-modernism and Piotr's is grounded in science. So one of the things", - "that we've found is the more we work together the more we realize that the biggest problem", - "we have is that we don't mean the same thing by the words we use. So Piotr if I asked you", - "what "what's constructivism?"", - "Well, I think I would go with constructive learning. Constructivism, I think we would", - "agree on.", - "Oh, okay.", - "Constructive learning where we start to diverge a little bit, because the definition I take", - "is from a paper by Miki Chi. And I expand it a little bit because of her constructivism", - "but it's very different from your definition which is based on constructivists and constructivism", - "are the same thing. Which is very accurate in the education and the philosophy of education", - "community, my definition is a lot more narrow. So I'll ask you what you mean by constructivism", - "first.", - "Well it's one of those complex and negotiated terms, but it is more about, and actually", - "somebody in the forums put it really nicely early, is that with constructivism you're", - "working towards a solution without necessarily understanding the theories. So working through", - "a problem in an experiential kind of way is one of the ways that you can discover the", - "theory from the back end. I think that's a nice simple explanation of the way it's often", - "used in educational circles. And that's not what you mean by what you're saying.", - "So in cognitive science circles, at least the ones I've been involved in in physics", - "education research circles, they mean that basically the student figures out a concept", - "for themselves. And this can be an open ended or close ended concept. So this means that", - "the student is constructing and generating knowledge. So an example of a constructive", - "learning activity is I ask you for, let's say you don't know Pythagorean theorem, how", - "would I relate these two sides to that third one. And if you figure out the Pythagorean", - "proof for yourself, which is a very hard thing to do", - "I was going to say that's pretty tough", - "If you didn't know it already, but there are different examples where you can actually", - "do that. That would be a constructive learning activity. So it's basically figuring out information", - "for yourself. Miki Chi brings us down to levels that are very minute. So for example, I explain", - "something and you summarize it back, that summarizing she would call constructive, but", - "that's a little bit extreme, even for myself. But certainly if I walked you through a derivation,", - "I would consider that constructive, but so would Miki Chi. But I would think that would", - "probably not be considered constructivist.", - "No I don't think it would. And I think this where things get really interesting in this", - "conversation when we start talking about science because, you know, when you look at something", - "like the Cynefin framework it talks about things being simple, complicated, or complex.", - "For these things that are "simple" are at least bounded in science while if you're talking", - "about basic skills I think that the constructivist approach, as you just described with the Pythagorean", - "theorem, is going to be really difficult to use, because it's going to be really tough", - "to create something where somebody discovers the Pythagorean theorem.", - "But they can do it with scaffolding.", - "Right, and I mean in this is where I think we need to use a full suite of different approaches", - "and I think more than anything else we did with constructive learning. We just really", - "need to talk about what we mean by those things and the examples that are helpful.", - "I think one of the things that are actually key here is that if I'm talking to somebody", - "like you and I use constructive the way that a different community means it you will cringe.", - "You will literally cringe.", - "I did cringe. Several times.", - "And I submitted a paper to a conference or actually, to a journal where I used the term", - "mastery learning and I used it exactly the way the education community would use it and", - "the response I got back from the editor, who was a very smart person from a different community,", - "was that mastery takes 40,000 hours, what do you mean by mastery here? And it's very", - "common, well established term in silos, cause people in other silos to cringe.", - "Absolutely.", - "And I use the word "hint" in a crowdsourcing paper which I showed somebody in the intelligent", - "tutoring community and they said "here this was where a student gets a question wrong,", - "I present them with a response that tells them something like 'check your calculus'", - "or 'check your integration', 'check your signs', or maybe 'look up this theorem', or whatever", - "else." And there was a cringe and that person said "that's not a hint, that's a bypass",", - "that's based on programming terminology. The intelligent tutoring system is a huge community", - "that studies certain areas of education with a great deal of rigor calls this "bypass",", - "it's one of those terms that people cringe. And that makes it hard to break silos.", - "It totally does and that's the goal of the project we're doing right now is finding a", - "way to bridge the conversations between the two of us and use that as an example of different", - "fields can.", - "And the learners of the class.", - "And the learners of the class. But for us, this is a constant negotiation. Right?", - "It's hard.", - "It's hard.", - "It's actually hard.", - "But it's been good though. But it's been super useful for me.", - "Myself as well.", - "Yeah, yeah. Totally.", - "And I think that I actually ask everybody in the class to keep an open mind and understand", - "that people use terms differently. Try to understand what the person is saying, rather", - "than the language that they are using. And also try to come up with a common language,", - "so we will define many of the terms we're using here, not because we're saying this", - "definition of the term is the right one, I don't think either of us agree with that,", - "I don't agree with many of the definitions we've did, and you certainly don't. But the", - "goal is to give us a common language so we can talk about the same concepts. And in some", - "cases we will say "constructivist as per this definition or for that definition" but in", - "many cases we just want to prevent a default so we can use the same language.", - "Absolutely and create that language will be critical for success.", - "That's actually one of the hardest parts of this position is that I talk about all of", - "these communities I'm sure I'm an idiot to all of them.", - "Great thanks." - ] -} \ No newline at end of file diff --git a/olx-example/course/static/subs_LlhGxq7diSM.srt.sjson b/olx-example/course/static/subs_LlhGxq7diSM.srt.sjson deleted file mode 100644 index a9fe028..0000000 --- a/olx-example/course/static/subs_LlhGxq7diSM.srt.sjson +++ /dev/null @@ -1,68 +0,0 @@ -{ - "start": [ - 120, - 4000, - 7049, - 10860, - 15370, - 19580, - 23199, - 27220, - 31449, - 35329, - 40059, - 44230, - 47360, - 52760, - 56489, - 60160, - 63600, - 67010, - 70119, - 74490 - ], - "end": [ - 4000, - 7049, - 10860, - 15370, - 19580, - 23199, - 27220, - 31449, - 35329, - 40059, - 44230, - 47360, - 52760, - 56489, - 60160, - 63600, - 67010, - 70119, - 74490, - 79170 - ], - "text": [ - "We're going to try to derive and understand a very common theorem", - "in trigonometry.", - "It's called the Pythagorean theorem.", - "What the Pythagorean theorem allows us to do is if we have a right triangle", - "and we know the length of the two sides", - "this is of length a, this is of length b", - "be it allows us to calculate length of the third side", - "c and again this only works", - "for right triangles; if this is a right angle", - "how we do this? How do we derive this?", - "I'll give the general strategy for this proof", - "What we will took is we will take four of these triangles", - "identical to this one we will make a square out of them", - "and note that we didn't presuppose what a and b were", - "so this will work with any right triangle", - "we will try to calculate the area of the square in", - "two different ways and we will set those equal to each other", - "and we'll simplify and", - "we know that the area of a square has to be the same however it's calculated", - "so as a first step, label the lengths of all of these segments" - ] -} \ No newline at end of file diff --git a/olx-example/course/static/subs_MweN0Gmd0jY.srt.sjson b/olx-example/course/static/subs_MweN0Gmd0jY.srt.sjson deleted file mode 100644 index f78d165..0000000 --- a/olx-example/course/static/subs_MweN0Gmd0jY.srt.sjson +++ /dev/null @@ -1,65 +0,0 @@ -{ - "start": [ - 49, - 8010, - 12250, - 16059, - 19990, - 23890, - 28449, - 31910, - 36280, - 40360, - 41940, - 45440, - 50559, - 54760, - 59149, - 59890, - 63170, - 67260, - 70600 - ], - "end": [ - 7049, - 12250, - 16059, - 19990, - 23890, - 28449, - 31910, - 36280, - 40360, - 41940, - 45440, - 50559, - 54760, - 59149, - 59890, - 63170, - 67260, - 70600, - 73320 - ], - "text": [ - "If you got that correctly,", - "your final answer is", - "a^2+b^2=c^2.", - "If you messed up that derivation,", - "when you multiply this out, you get", - "a^2+b^2+2ab", - "And on this side, you get c^2+2ab", - "You cancel the '2ab' term, and you get the final answer.", - "So this is the Pythegorean Theorem. It relates the length of the two short sides of a right triangle with the length of the", - "long side, called the hypotenuse.", - "It's used all over the place. For example, if you have a city map", - "and you know that you're at one grid location", - "on that map, and you'd like to know how far it is to fly to a different grid location,", - "or you're on a boat, you'd like to know this distance, you know you have to go one over this way,", - "and two over this way,", - "indirectly but you'd like to go in a straight line", - "that's where you'd use the Pythagorean Theorem. You use it in engineering and science", - "as well throughout this class and in many other places.", - "Very powerful, simple easy-to-prove theorem." - ] -} \ No newline at end of file diff --git a/olx-example/course/static/subs_bOFAKQpXC0M.srt.sjson b/olx-example/course/static/subs_bOFAKQpXC0M.srt.sjson deleted file mode 100644 index e2fb4a4..0000000 --- a/olx-example/course/static/subs_bOFAKQpXC0M.srt.sjson +++ /dev/null @@ -1,35 +0,0 @@ -{ - "start": [ - 3709, - 5700, - 12460, - 16070, - 19380, - 22449, - 27240, - 32890, - 38809 - ], - "end": [ - 5700, - 12460, - 16070, - 19380, - 22449, - 27240, - 32890, - 38809, - 40120 - ], - "text": [ - "The area of this square.", - "is just C^2. The area of one of these triangles, if you remember", - "is", - "a*b/2. If you don't remember that", - "put two of these together into a rectangle", - "where this side is of length a, and this side is of length b, so this rectangle is of area AB.", - "and if we have just one of these triangles, it's AB/2", - "So using these two expressions, what is the area of the overall", - "big square?" - ] -} \ No newline at end of file diff --git a/olx-example/course/static/subs_yxcszTx40zM.srt.sjson b/olx-example/course/static/subs_yxcszTx40zM.srt.sjson deleted file mode 100644 index b255cb9..0000000 --- a/olx-example/course/static/subs_yxcszTx40zM.srt.sjson +++ /dev/null @@ -1,542 +0,0 @@ -{ - "start": [ - 840, - 4710, - 9080, - 13970, - 17420, - 21010, - 25810, - 29880, - 34130, - 38260, - 40290, - 45579, - 49480, - 51570, - 57800, - 58309, - 58350, - 62620, - 62760, - 68270, - 73090, - 74920, - 76380, - 77109, - 83609, - 84709, - 88099, - 90029, - 90479, - 94329, - 95329, - 96340, - 101689, - 107599, - 107639, - 107719, - 111749, - 114869, - 115219, - 120919, - 121659, - 122399, - 127649, - 131790, - 133819, - 134180, - 135959, - 136230, - 141049, - 142579, - 143810, - 148500, - 149680, - 156329, - 158799, - 161090, - 165489, - 166109, - 170659, - 173060, - 173810, - 178159, - 183640, - 185810, - 189239, - 192159, - 195409, - 200060, - 203549, - 204170, - 207599, - 211920, - 217060, - 220319, - 227969, - 235139, - 240189, - 242659, - 244200, - 248310, - 253579, - 257769, - 259949, - 260130, - 263699, - 267500, - 272120, - 272860, - 273780, - 279449, - 279949, - 284240, - 288060, - 292380, - 293810, - 299830, - 300410, - 304069, - 304509, - 308410, - 310770, - 310879, - 311319, - 315699, - 319090, - 324729, - 332490, - 335400, - 338530, - 342259, - 345919, - 346129, - 349300, - 353500, - 358300, - 364039, - 367099, - 372520, - 375470, - 376490, - 376990, - 382030, - 387810, - 393479, - 396430, - 396800, - 401590, - 409120, - 413819, - 417830, - 420129, - 425479, - 429580, - 432569, - 432729, - 433379, - 441669, - 446659, - 451039, - 457379, - 462189, - 467509, - 471389, - 476379, - 479939, - 485750, - 490629, - 494000, - 494870, - 501550, - 504759, - 505319, - 505650, - 508629, - 512729, - 517390, - 521690, - 525330, - 530320, - 533550, - 537350, - 538540, - 543290, - 547570, - 552440, - 556820, - 563230, - 563690, - 568200, - 571230, - 571970, - 572870, - 577750, - 582250, - 583310, - 586570, - 590440, - 591540 - ], - "end": [ - 4710, - 9080, - 13970, - 17420, - 21010, - 25810, - 29880, - 34130, - 38260, - 40290, - 45579, - 49480, - 51570, - 57800, - 58309, - 58559, - 62620, - 62870, - 68270, - 73090, - 74920, - 76380, - 77109, - 83609, - 84709, - 88099, - 90029, - 90479, - 94329, - 95329, - 96340, - 101689, - 107599, - 107849, - 107889, - 111749, - 114869, - 115219, - 120919, - 121659, - 122399, - 127649, - 131790, - 133819, - 134180, - 135959, - 136230, - 141049, - 142579, - 143810, - 148500, - 149680, - 156329, - 158799, - 161090, - 165489, - 166109, - 170659, - 173060, - 173810, - 178159, - 183640, - 185810, - 189239, - 192159, - 195409, - 200060, - 203549, - 204170, - 207599, - 211920, - 217060, - 220319, - 227319, - 234969, - 240189, - 242659, - 244200, - 248310, - 253579, - 257769, - 259949, - 260199, - 263699, - 267500, - 272120, - 272860, - 273780, - 279449, - 279949, - 284240, - 288060, - 292380, - 293810, - 299830, - 300410, - 304069, - 304509, - 308410, - 310770, - 311020, - 311319, - 315699, - 319090, - 324729, - 331729, - 335400, - 338530, - 342259, - 345919, - 346169, - 349300, - 353500, - 358300, - 364039, - 367099, - 372520, - 375470, - 376490, - 376990, - 382030, - 387810, - 393479, - 396430, - 396800, - 401590, - 408590, - 413819, - 417830, - 420129, - 425479, - 429580, - 432569, - 432819, - 433379, - 440379, - 446659, - 451039, - 457379, - 462189, - 467509, - 471389, - 476379, - 479939, - 485750, - 490629, - 494000, - 494870, - 501550, - 504759, - 505319, - 505650, - 508629, - 512729, - 517390, - 521690, - 525330, - 530320, - 533550, - 537350, - 538540, - 543290, - 547570, - 552440, - 556820, - 563230, - 563690, - 568200, - 571230, - 571970, - 572870, - 577750, - 582250, - 583310, - 586570, - 590440, - 591540, - 592080 - ], - "text": [ - "Hi Everybody, Dave Cormier and Piotr Mitros. We're going to talk today about remediation", - "strategies and physics. And one of the things I feel really passionate about is there's", - "a lot of work to be done trying to help people get to square one with physics and I think", - "that technology will be able to help us a bit with that. We're going to talk to Piotr", - "about some of the ideas he has about some of the ways that some of the technology can", - "be used to do that. So one of the things you're always on about is about how people have misconceptions", - "about physics and certainly you can imagine a person in this room for instance who maybe", - "has some of those misconceptions, so can you talk about what some of those misconceptions", - "look like and how, like, what experience you've had in trying to solve them and what some", - "of your ideas are about doing that.", - "So as an example of one misconception this is a common one if you're a teacher of physics", - "education research, I toss up this item, and I ask what the force on it is.", - "Hey you caught it. That's good.", - "And a lot of students have this intuition of force from their life and the concept in", - "physics means something very different.", - "Okay", - "So they think of the force as initially up, and then it stops, and then it's down.", - "Okay", - "So, it starts up and decreases over time. And in fact, the force is constant down, it.s", - "9.8 meters per second squared times the weight of the object.", - "Gravity! Is that gravity?", - "It is.", - "Yes!", - "So, one of the keys to teaching physics is to explain how to overcome these misconceptions.", - "Okay", - "And the technology has been proven effective in a number of ways to do that and there's", - "a number of ways we're exploring.", - "Okay", - "One way that has been proven very effective is to help students identify that they had", - "a misconception", - "Okay", - "So just something as simple as a student goes into a lecture and watches it, they can come", - "out hearing what they want to hear and what they think they know, rather than what's actually", - "said.", - "Right, okay.", - "So very simply assessing students on the way for their benefit, not necessarily for grades,", - "but for their benefit, they can recognize that they have a misconception.", - "Okay", - "While they have that misconception there are a number of things that can be done to address", - "that.", - "Okay", - "And here is where that kind of scale comes in very handy. So in our additional course", - "on circuits and electronics we had a discussion forum and in that discussion forum, if a student", - "had a problem they could ask a question.", - "Okay", - "And someone else would help them out.", - "Alright.", - "Over 90% of the questions got answered, the median time to answer was about 12 minutes.", - "So we got very rapid feedback.", - "That's pretty good.", - "And it turns out that that's not why the discussion forum was useful.", - "Okay", - "That is a good use for it, but a much better use is that it has a huge archive that students", - "can study of responses to student misconceptions.", - "Right, vicarious learning again from last week.", - "And students would look up existing answers.", - "Yes.", - "The number of threads that a student would read was a few hundred times greater than", - "the number of threads that a student would create.", - "Yeah, sure.", - "Much more reading going on than writing, that's part of the reason why these forums are scalable,", - "even to very large class sizes is because a student will typically see "was this question", - "already asked?" if the forum is well designed.", - "Yeah and I mean that's where the difference from the face-to-face classroom and the technology,", - "right? So maybe somebody asked that question in a face-to-face classroom, but there's no", - "way to go back to it. And that's one of the big advantages of the technology is that it", - "logs that into place and also from getting people to ask that stupid question, ya know?", - "We always say 'there's no such thing as a stupid question', even though I think sometimes", - "there are.", - "But someone out of a hundred students is likely to ask one.", - "Likely, yeah. And someone is likely is to ask a question, and think, giving more time,", - "is another advantage of the technology. Given more time, somebody can consider how they", - "want to ask that question in a way they might not feel comfortable doing so in a classroom.", - "And the answers we got, the types of remediation we had in 6.002x were fantastic, because there", - "was a 300-to-1 or 200-to-1 read-to-post ratio and because there was so many students, the", - "actual responses we got to student questions were far, far, far higher quality level than", - "the course could ever conceive of creating.", - "Yeah, yeah. That makes sense.", - "Yeah. So one of the key things here is that research is shared between the classrooms,", - "such as the discussion forums, allow us to build out this archive of interventions for", - "common misconceptions. Though one of things that you said that was interesting is that", - "in a classroom, you ask a question, there's no way to capture that.", - "Yeah", - "In fact, there appears to be ways to capture that.", - "Okay. So we've done experiments with tutoring students", - "in classrooms and helping students in blended learning settings using tablet computers which", - "captures the audio.", - "Ahhh crafty!", - "And we've been able to bring this technology to the point where instructors are comfortable", - "using it.", - "So what you're saying is, let me just walk this back, if I'm an instructor in the classroom", - "and someone has a question, I can walk over with my tablet, for instance, and let's say", - "it's mine and I can say "hey! the answer to your question is this and this and x over", - "a.. physics, physics, something"", - "Well, you probably don't say the answer, you probably say think about this, or ask a leading", - "question, but yes.", - "But as you do that, you're going to have to, are you recording the audio as well?", - "Correct", - "Oh wow. So I'm giving an answer now and it might pick up the things you write down and", - "also pick up the things you say and packages that.", - "Exactly.", - "Wow. That's really cool.", - "And if you like that, you can save it, and if you help a student that asks the same thing,", - "you can go back to this video. Now we haven't tried, we haven't closed the loop yet, capture", - "this, try this on additional students, see how much information is acquired, this is", - "very much a project in progress. Where we are right now is that we've gotten the tablets", - "to the point where the instructors are comfortable using them.", - "If you have a smartboard, you could do that. Just think, hit record on the smartboard,", - "explain the answer, draw it out, save it and submit it to this course.", - "One of things that are very critical with this is the dialogue, what the student says", - "back.", - "Sure, oh what the student says back, as well as what the facilitator does.", - "In vicarious learning, yes. What happens in vicarious learning a lot, is that, let's say", - "you design a set a course. Let's say I'm a novice, watching expert video, you explain", - "course, I'll hear what I think. If I'm watching a novice and an expert interacting, the expert", - "will say what the course is, and I'll say "yes, that's what I think" then the novice", - "will say "here's what it is" and I'll say "yeah! that's exactly what I think!" and then", - "you'll go "no" and that point is when I'll recognize, "wait, I'm saying the same as the", - "novice, I have a misconception."", - "Uh huh. That makes sense", - "So, that kind of tool capture is very helpful, but again, not critical. The point here, there's", - "sort of what we can do optimally in the future and what we can do practically today. And", - "even having very crude course captures of whatever a student needs at a given point", - "in time is much better than nothing at all.", - "Cool.", - "So another way we can be able to crowdsource this is something we've actually done in course", - "at [...] is by allowing students to contribute hints in a narrower context. So if a student", - "answers a question and this was done in a course on mechanical engineering, the student", - "answers the question and gets a wrong answer and they later got a right answer, they could", - "contribute a hint. They were give that option.", - "Ah! Okay so, if I go and I do a question on mechanical something something, I miss it,", - "I miss it, I miss it, and I finally get it then I can say "ah the thing I couldn't figure", - "out was this thing, so just do this thing, you'll get it"", - "Yes", - "That kind of thing", - "And we got about 50 hints just about every single one of the hints was from a pedagogical", - "point of view, high quality. Many of them, in a MOOC setting, about 2/3rds of our population", - "was international, many of them had spelling or grammar errors, one or two of them were", - "even in a foreign language, so that was a problem, but aside from that, they were all", - "very high quality. Most of them were not things like "you have this deep misconception, think", - "about this" most were "check your integration, you made a sine error" that kind of relatively", - "basic thing but in education the goal is to maximize the amount of time that students", - "spends on constructive struggles, where they're confused and figuring stuff out. And if they're", - "struggling with algebra, that's not actually very conducive with learning, that's a waste", - "of time and reduces your efficacy. So that was another remediation strategy, where again", - "these kind of scale, if we can share things, share problems among classrooms we may be", - "able to build very rich remediation resources.", - "Yeah, yeah, yeah.", - "Those things are why instructors are teaching a physics course with a relatively common", - "structure, could I help your students some of the time and you could help my students", - "some of the time.", - "Okay, yeah", - "And do that 24/7, I don't if that will work.", - "Well, I mean, certainly more the people you have. And I mean, the beauty of what you're", - "trying to get done is that we know for a fact is that there are thousands of physics teachers", - "trying to get this stuff done. And even if it's not "live asking questions", even just", - "having, you guys had a 12 minute response time in the course you were doing. Having", - "the ability of getting your answer back soonish, or being able to interact with somebody is", - "an awful better than what we're doing now. And it just seems that there are so many people", - "trying to get the same thing done that we should be able to leverage all these people", - "to help lots and lots more people.", - "And the number of common questions is tremendous, you get the first 12 or some questions, you've", - "addressed about half of your students. And there's that very long tail of less common", - "questions, that if you want to get up to 95% you're going to get hundreds of questions.", - "So that's where it's also interesting in combining some of these very well deep remediations", - "for the first dozen, then student contribution, or other forms of crowd source for less common", - "ones.", - "And potentially, also, out towards the more complex stuff, which isn't really about having", - "an answer, but more so about engaging with people on concepts. Then there's room for", - "that as well. All we're saying.", - "Yeah peer learning is great.", - "There's these early misconceptions that we can do and some point that leaves more room", - "for the complex discussions because we're dealing with these things once instead of", - "a hundred times.", - "Yeah, so I'm very excited about trying to do this, and trying the scale to do this,", - "we're really at the very early stages here.", - "That's great, cool. Thanks.", - "Thank you." - ] -} \ No newline at end of file diff --git a/olx-example/course/static/urlname_mapping.json b/olx-example/course/static/urlname_mapping.json deleted file mode 100644 index d73eab3..0000000 --- a/olx-example/course/static/urlname_mapping.json +++ /dev/null @@ -1,267 +0,0 @@ -{ - "Addressing_misconceptions_at_scale_0": "fbfd25ee0330435db26d76a7db805f45", - "Vicarious_Learning": "8dfbcedeb8b34accb03da1aed0efae7c", - "Intro_Open_educational_resources_0": "018c54665e25481a8e9b7c7c743cbfa7", - "Introduction_2": "d49ca1c0d7384aaead8bcc3ef306188d", - "Introduction_1": "631f47f269aa43fb8e96345324690aa0", - "Introduction_0": "f85e4c7dd1e045a68709aabf3bb5254d", - "Deliberate_practice_and_problem_based_learning": "94f47a37136f4daba1b6e2d7aac35d62", - "Size_of_big_square_in_terms_of_parts": "e637a0dd39d14c4bb51d58d750c2de8e", - "New_Unit": "e5a50b11418c45f696c430c4b7b38503", - "Mayer_s_Principles": "edcddef2a0aa49cf83633eb45e78ef35", - "Lectures_vs_videos_0": "25e0ec0e318a498787ba99dd90049dc2", - 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"Mastery_Learning_1": "602f6e378588481984bdf56cf5f6d12a", - "Mastery_Learning_0": "a446f49ee76e403c9906984652430a72" -} \ No newline at end of file diff --git a/olx-example/course/static/urlname_mapping_0.json b/olx-example/course/static/urlname_mapping_0.json deleted file mode 100644 index fe1654c..0000000 --- a/olx-example/course/static/urlname_mapping_0.json +++ /dev/null @@ -1,13 +0,0 @@ -{ - "Image_Principle": "8daf43612234468dae2c62c9bd97db72", - "Voice_Principle": "7068cbdf2f034159a95e20c08e315713", - "Segmenting_Principle": "40be71c575034c81b9a540668e93b201", - "Spatial_Contiguity_Principle": "46b3b158cbf44780959834a870d02979", - "Coherence_Principle": "748021d5724f4d58aa49f8af51a090d6", - "Modality_Principle": "86ea8a2361ed4599bfe88f6c5fd95be4", - "Signaling_Principle": "557c97a214f14ca8988030a79c3b0d16", - "Redundancy_Principle": "f6dbed7fa0f549e6b4be3a96990de6e3", - "Personalization_Principle": "51045280b5304a30bd5ee6cdb6b954de", - "Temporal_Contiguity_Principle": "11e8aaf73a43455c817ce3e7da9edf08", - "Multimedia_Principle": "a050dc8cfb9d4534829ca2313e59dcde" -} \ No newline at end of file diff --git a/olx-example/course/static/urlname_mapping_1.json b/olx-example/course/static/urlname_mapping_1.json deleted file mode 100644 index 9e26dfe..0000000 --- a/olx-example/course/static/urlname_mapping_1.json +++ /dev/null @@ -1 +0,0 @@ -{} \ No newline at end of file diff --git a/olx-example/course/static/urlname_mapping_2.json b/olx-example/course/static/urlname_mapping_2.json deleted file mode 100644 index 46022b6..0000000 --- a/olx-example/course/static/urlname_mapping_2.json +++ /dev/null @@ -1,4 +0,0 @@ -{ - "Citations_0": "0f0af3ef5ae94884a4da994cdbec0ee1", - "Citations": "1e415479e32a4c53873ef47f7b9f1dc1" -} \ No newline at end of file diff --git a/olx-example/course/static/urlname_mapping_3.json b/olx-example/course/static/urlname_mapping_3.json deleted file mode 100644 index 9e26dfe..0000000 --- a/olx-example/course/static/urlname_mapping_3.json +++ /dev/null @@ -1 +0,0 @@ -{} \ No newline at end of file diff --git a/olx-example/course/static/urlname_mapping_4.json b/olx-example/course/static/urlname_mapping_4.json deleted file mode 100644 index 9e26dfe..0000000 --- a/olx-example/course/static/urlname_mapping_4.json +++ /dev/null @@ -1 +0,0 @@ -{} \ No newline at end of file diff --git a/olx-example/course/static/urlname_mapping_5.json b/olx-example/course/static/urlname_mapping_5.json deleted file mode 100644 index 9e26dfe..0000000 --- a/olx-example/course/static/urlname_mapping_5.json +++ /dev/null @@ -1 +0,0 @@ -{} \ No newline at end of file diff --git a/olx-example/course/vertical/constructive_ora_exercise.xml b/olx-example/course/vertical/constructive_ora_exercise.xml deleted file mode 100644 index 6c836cf..0000000 --- a/olx-example/course/vertical/constructive_ora_exercise.xml +++ /dev/null @@ -1,47 +0,0 @@ - - - Optional: ORA Exercise - - - - - - Constructive Learning Sequence Exercise - -Design a constructive learning sequence about a topic of your choice. A few suggested topics: - -* Something you think new edX employees or engineers should know when on-boarding. -* An interesting area of pedagogy. -* An area of technology helpful to working with the platform. - -Sketch this out in a tool of your choice. Don't worry about the mechanics of recording videos, creating edX problems, etc. We suggest working on paper, whiteboard, or perhaps something like a Google Doc or UX mock-up tool. If you're ambitious, feel free to use Studio, but if you do, plan out the learning design before creating the module. - -For your submission, give a URL to your submission, or upload the mockups. - -Since this is optional, this is a feedback exercise. Due to the design of ORA, there is a grading rubric. This will let us know whether you submitted something. The rubric is: 0 if you submit a blank response, or are just playing around with the design of ORA. 1: Partial submission. Some thought went into a pedagogical design or the creation of a learning sequence, but it is incomplete. 2: Complete submission. A learning sequence with a mock-up of each element of the sequence. - - Content - - Was the assignment finished? We'd like to look over the finished ones. - - - - - What aspects of this response stood out to you? What did it do well? How could it improve? - I noticed that this response... - - - - diff --git a/olx-example/course/vertical/in_class_ora.xml b/olx-example/course/vertical/in_class_ora.xml deleted file mode 100644 index 691ec7c..0000000 --- a/olx-example/course/vertical/in_class_ora.xml +++ /dev/null @@ -1,16 +0,0 @@ - - - Optional Peer Review: Share your design - - - - - Were you proud of what you designed? Or perhaps you'd just like some feedback? Share your design. - - Place your design on the course wiki, upload it here, or put it anywhere else you like. Provide a link here. This is set up as an ungraded ORA problem, but peers can provide feedback, and everyone should be able to see all submissions. - What did you think about this design? What were the strengths? How could it improve? What would we need to do to add this to edX? - I noticed that this response... - - - -