Engineering MOOCs for Future Engineers: Integrating MOOCs into Formal Learning Environments
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Transcript of Engineering MOOCs for Future Engineers: Integrating MOOCs into Formal Learning Environments
Engineering MOOCs forFuture Engineers
Integrating MOOCs into Formal Learning Environments
Simon Carolan, Morgan Magnin & Jean-Marie Gilliot
Engineering MOOCs forFuture Engineers
1. Context– ITyPA
– Connectivism
2. Experimentation– Transitions
– Crossing boundaries• Exchanges• Challenges• Assessments
3. Results– Student Feedback– Empirical Study– Indications
4. Conclusions
1.1 ITyPA
« Internet, Tout y est Pour Apprendre »The Internet has everything you need for learning
Optimisation of personal learning environments through the study and integration of the uses of tools,
methods and strategies for learning on the Internet
ITyPA 2Oct to Dec 2013 – 9 weeks
Around 4 hours/week
1.1 ITyPA
• Jean-Marie Gilliot, Télécom Bretagne• Anne-Céline Grolleau, Ecole Centrale de Nantes• Christine Vaufrey, Thot Cursus• Morgan Magnin, Ecole Centrale de Nantes
ITyPA 2• Simon Carolan, Ecole Centrale de Nantes• Pierre-Yves Michau, Ecole Centrale de Nantes
1.2 Connectivism
Information SpecialistsEducators
Journalists
Retirees Marketers
HR
Students
2.1 Transitions
Le MOOC et la motivation : les élèves face à une formation autogérée.
Atelier MOOC, EIAH, Toulouse 2013
Identified 3 major issues1. Students struggle to grasp connectivism2. Students found integration complex3. Students struggled to go beyond the tools
towards reflexive analysis of practices
Reinforcement of the hybrid structure
2.2. Crossing boundaries
A cMOOC and its communities
2.2.1 Exchanges
Animated sessions for the exploration of key concepts
Student-driven sessions for the sharing and contrasting of learning experiences
2.2.2 Challenges
Encourage students to interact and to go beyond their comfort zone.
GamificationPeer support
Incentive drivenStep-by-step basis
Reflection of course badging
Appears to have a limited impact – Novelty of badges?
2.2.3 Assessment(s)Perform an analytical overview of course themes
Capitalize on community productionUnderstand positioning and scope
• Students selected one of three themes from each course sequence.
• Students were encouraged to work with different group members.
• Students were given free choice in terms of format, tools and collaborations.
Link to student productions (coming soon): http://simontice.wordpress.com/itypa/
3.1 Student FeedbackMalik – Had followed a few xMOOCsStruggled to grasp the connectivist structure.Exchanges helped him to better understand the course.Assessment allowed him to fully apprehend connectivism.
Ulysse – First MOOC experienceExchanges were essential and would have appreciated more.Frustrated that other students did not respond to challenges.Found freedom of expression to be liberating.
Larissa - Had already followed several MOOCs.Exchanges had little impact on her learning experience. Could imagine all of her courses being online.
3.2 Empirical study• Difficult to define objectives in the first few
weeks of the course. • Consensus on praesential sessions: informative,
useful good timing and frequency.• Final course project:
consolidates their awareness of the subject a hindrance for a few students
• Unanimous acknowledgment of the potential of MOOCs in their higher education cursus.
3.3 Indications• Third praesential session successfully integrated
into the eITyPA course.
• Important to analyse how to further maintain self-deterministic elements.
• Demotivational factors highlighted that will need to be addressed connection speed length of webinars…
4. Conclusions
Student engagement
Reflexive outlook
Connectivism?
Expansion of partnerships
Personalisation of learning experience
Contact
Simon CarolanMorgan Magnin
Jean-Marie Gilliot
www.itypa2.mooc.fr