Seminario eMadrid 2015 05 22 sobre MOOCs on Campus (UAM) Ella Hamonic - Aprendiendo con MOOC en el campus, el enfoque dual de la moocXperience de Louvain
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Seminario eMadrid 2015 05 22 sobre MOOCs on Campus (UAM) Ella Hamonic - Aprendiendo con MOOC en el campus, el enfoque dual de la moocXperience de Louvain
2. 2
Ella Hamonic Ella_Hmc
MOOC project manager
University of Louvain
Talk for eMADRID
05/22/2015 @UAM
Learning with MOOCs on campus, Louvain
moocXperience dual approach.
4. How to better allocate time?
By Making
the mooc design experience valuable for faculty
members
the mooc learning and blended experience
worthwhile for students
5.
6. By blending your MOOC on campus: you are free of
the duty to deliver content in class.
This creates « free time » in class with your students.
So what are you going to do? Let’s be creative!
Transformative power of MOOC
on campus
12. Who is learning from MOOCs?
Worldwide learners
Residential students
Faculty members & course teams
The moocXperience team & The Institute for
teaching and Pedagogy (IPM)
UCLouvain as an institution
14. Usually MOOC scenarios are not built
in a blended learning perspective
It is one entity by itself
You are addressing a global audience
Your requirements might be a bit lower than for on-
site student to make people engage more easely at
the begining even if you can bring them to the same
point at the end of the learning experience.
15. You may encounter criticism from colleagues in your
department if you tend to lower requirements for
the wider audience
You have to deal with stricter grade policy on campus
Any constraint of simultaneous
tracks on campus and on MOOC
platforms?
You may have some privacy concerns using external
platform
16. • Online :
• Accessible videos
• More complexed and advance assessments
• In class:
• Votes to foster engagement and collect data to be
aware of students’ level of mastery
• We notice better quality in questions asked by the
students.
Louv8x course
double entrance
17. A need to design both scenarios
at the same time
18. Make the two tracks
complementery
Intertwinned
Creating interactions between
both audiences
19. Needs for training and support for
faculty members
Using design thinking methods is one
option
25. Student activity : Make a visual wrap-up of the course
modules through a one page diagram
The activity reinforced learners’ capacity to:
• Organize a list of arguments and summarize schematically a complex
reality
• Causes
• Consequences
• Solutions
• Capacity to link different points of views with alternative solutions to a
problem
>> Content curation on a visual
based activity
26.
27. Reflect with your peers throught - peer
assessment and Self assessment online
Reflect inside the classroom through poster sessions (x2)
Playing to a simulation serious game: LandRush
28. 17-févr 17-23 fév 26-févr 24-févr
24 fév-2
mars 5-mars 3-mars 3-9 mars 12-mars
Semaine 1
21/02 Live
Q&R 15h-
16h
PIERRE
Deadline
Soumissio
n Activités
et Test 1
en ligne
Semaine 2
28/02 Live
Q&R 15h-
16h
Nathalie
Deadline
Soumissio
n Activités
et Test 2
en ligne
Semaine 3
7/03 Live
Q&R 15h-
16h Min
Deadline
Soumissio
n Activités
et Test 3
en ligne
Débriefing
Semaine 1
Débriefing
Semaine 2
Débriefing
Semaine 3
10-mars
10-16-
mars 19-mars 17/03/13
17 - 23
mars 31-mars 2-avr
31 mar -
4avril
Semaine 4
14/03
Q&R 15-
16hChat
Nathalie /
Min
Deadline
Soumissio
n Activités
et Test 4
en ligne
Semaine 5
21/03
15h-16h
Live Chat
Vincent Soumission Activités
et test Final
Feedbacks
Résultats,
envoi des
certificats
et
formulaire
s de
feedback
Débriefing
Semaine 4
Débriefing
Semaine 5 reprise du
cours
En ligne
En Classs
Louv3x flipped the
classroom
29. Semaine 1
21/02 Live
Q&R 15h-
16h
PIERRE
Deadline
Soumissio
n Activités
et Test 1
en ligne
Semaine 2
28/02 Live
Q&R 15h-
16h
Nathalie
Deadline
Soumissio
n Activités
et Test 2
en ligne
Semaine 3
7/03 Live
Q&R 15h-
16h Min
Deadline
Soumissio
n Activités
et Test 3
en ligne
Leading
professor
Inviting
Prof.
Legrand
Inviting Prof.
Legrand
Semaine 4
14/03
Q&R 15-
16hChat
Nathalie /
Min
Deadline
Soumissio
n Activités
et Test 4
en ligne
Semaine 5
21/03
15h-16h
Live Chat
Vincent Soumission Activités
et test Final
Feedbacks
Résultats,
envoi des
certificats
et
formulaire
s de
feedback
Leading
professor
Prof.
Schiffino reprise du
cours
on ligne
In Classe
Peer-
teaching
evaluation
30. Entire semester content with MOOC
Clinical projects with local NGOs
Entire semester content covered with MOOC
International Human Rights by
Prof. De Schutter
Flipped the classroom with debates
1st
iteration
1st
iteration
Learning
by doing
Since 2013, when UCLouvain begins the MOOC adventure partnering with edX, improving education on campus has been one major point of attention. How do MOOCs impact the way we teach and the way we learn? To what extent those new possibilities to mediate and share knowledge can enrich on campus learning experiences? Consequently, shall we considerate MOOCs as an opportunity for faculty members to develop better teaching skills, experimenting with building collaboratively innovative learning scenarios? By integrating MOOCs into the classroom, thinking differently about how you have been teaching your course becomes a necessity if not an evidence. How to design effective, meaningful and creative interactions between teachers and learners that will support better learning? Recalling not only to active learning and inquiry methods but also to design thinking methodology has been inspiring for the Louvain moocXperience team who supports faculty members in this re-redesign process. This is from the experience of 6 MOOCs that have been held simultaneously on edX and on campus that we propose to discuss.
Let’s come back to reality. We are a French speacking university situated in Belgium. We partenered with edX in 2013 and launched our fisrt courses in early 2014.
Let’s come back to reality. We are a French speacking university situated in Belgium. We partenered with edX in 2013 and launched our fisrt courses in early 2014.
If you think about MOOC you don’t necessery think about blended or hybrid learning.
no evidence only feelings.
International audience on campus. Core value of the course: discussion between learners.
Also a serious game alnd rush and MOOCs becoming a place for a research (data)
Cette construction pédagogique suppose un timing, un séquençage, un calendrier incluant tous les types d’activités
Cette construction pédagogique suppose un timing, un séquençage, un calendrier incluant tous les types d’activités
Workload for students. // scale for group// impact on society