Integrating MOOCs in Blended Courses: presented in the Workshop OER and MOOC, eLSE, Bucharest, April 2014. Full paper at http://www.scribd.com/doc/213864614/Integrating-MOOCs-in-Blended-Courses.

1. Integrating MOOCs in Blended Courses
Carmen Holotescu, Gabriela Grosseck, Vladimir Cretu, Antoanela Naaji
UPT/ Timsoft / UMUC; UVT; UPT; UVVG
eLSE: eLearning and Software for Education, Bucharest, April 2014

2. Blending MOOCs in university courses - EdX
„We are taking what we are learning and the technologies we are developing in
the large and applying them in the small to create a blended model of
education to really reinvent and reimagine what we do in the classroom.”
„. We really have to completely reimagine education, micromanaging it. Even the
infrastructure has to change. Everything has to change. We need to go from
lectures on the blackboard to online exercises, online videos. We have to
go to interactive virtual laboratories and gamification.
We have to go to completely online grading and peer interaction and
discussion boards. Everything really has to change.”
Anant Agarwal, 2013. Why massive open online courses (still) matter. A TED presentation,
ted.com/talks/anant_agarwal_why_massively_open_online_courses_still_matter.html

3. Variants of blending MOOCs in university courses

4. Web Programming, 2013-14, III CTI
• HTML/HTML5, Javascript, CSS, XML, Perl, PHP, MySQL, Ajax;
• Web2.0/Social Media (blogging, microblogging, social networks, collaborative
applications, curation/collaborative bookmarking systems, RSS feeds, mash-ups), Open
Educational Resources and Creative Commons licenses, Massive Open Online Courses.

5. announcements
modules
collaborative
exercises
learning from the
stream
multimedia
messages
opennes to (small)
OERs
polls/quiz/
comments via
SMS (f2f)
validations -
interactions
with
users/experts
/ groups
Web Programming Blended Course
Cirip: msLMS

6. Mobile learning features
• Allow students to become familiar (aware) with the MOOC phenomenon and
trends:
•the most important players/platforms/offers, types of
learning, interaction and specific pedagogies
•to be able to search and evaluate useful and quality MOOCs;
• To enlarge knowledge/topics of the course, to obtain an auxiliary support for
students’ group project development;
• Allow students to have concrete views, opinions and proposals on MOOCs
and to critically evaluate their usefulness for personal development and for
different ways of integration in formal higher education courses.
Aims of integrating MOOCs

7. Steps for MOOCs Integration
• 1.MOOCs discovery and selection - #mooc:
•openeducationeuropa.eu
•mooc-list.com
•futurelearn.com
•class-central.com
• 2.Participation in MOOCs –requirement: at least 10% of the activities
• 3.MOOCs participation evaluation: survey with 55 responders/70 students

8. MOOCs Participation Evaluation
• knew about MOOCs before the course (49%)
• followed MOOCs before the course (29%)
• will follow MOOCs after the course (100%)
• activities completed in MOOCs (66%: > 50%, 24%: 100%)
Followed MOOCs:
Coursera
(44%), Udemy
(23%), Udacity, edX,
Khan
Academy, Codecade
my, FutureLearn, bu
t also European
MOOCs found on
Open Education
Europa
In the same time
MOOCs for other
disciplines

9. A Model for MOOCs Integration

10. Thank you!
Carmen Holotescu
Twitter, Cirip: @cami13
Gabriela Grosseck
Twitter: @ggrosseck, Cirip: @gabriela