This is a feedback on the experience of creating a SPOC: Small, Private, Online Course, at EMLYON Business School. -> what kind of pedagogy I used -> how did I create the online videos -> what did the students think of it -> what lessons I learned -> what are the next steps, towards a MOOC

1. Creating a Small, Private, Online
Course (SPOC) for Msc Students at
EMLYON Business School
Lessons learned
April 19, 2015
By Clément Levallois, Assist. Prof.
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2. Clement Levallois
Outline
1. Context: a new course at EMLYON Business School
2. Pedagogy of the course
3. Tools used
4. Feedback received
5. How it felt
6. Lessons learned
7. Next steps: towards a MOOC!

3. Clement Levallois
1. Context
- New course approved in May/June 2014, to be created during the
summer for September 2014.
- Evolution of technologies at EMLYON (iCampus platform -> ???)
- New strategy (EMLYON encourages blended courses, MOOCs…)
- Personal history: a course I find fundamental for students!
=> Why not creating this course as a blended course from the start?

4. Clement Levallois
2. Pedagogy: one typical session
+ 2 x 25 minutes videos avail. one week
before the class
+ 1 online quizz with 3 free-form
questions
+ Links for further reading
• Work in groups on a case related to
the topic of the week
OR tutorial on a software
OR presentation by a speaker
online
In-
class

5. Clement Levallois
2. Tools used
• Online platform: Canvas by Instructure (free)
• Video hosting: Youtube (unlisted videos)
• Slide hosting: Slideshare (free)
• Video editing: Lightworks (free)
• Video recording:
– My personal mobile phone video capture (Samsung S2)
– A powerful laptop by EMLYON for video editing
– Sound equipment I bought
– My living room

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Resulting video on Youtube:
https://www.youtube.com/watch?v=oplp6JL8d4Q

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Video Recording (1 take = 45 min)
Audio Recording
(simultaneous with video rec.)
Uploading (1h)
Video + Audio synch and editing
(1 take = 2 hours)

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How it looks for the students on www.canvas.instructure.com

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Number of web pages clicked by the 45 students + observers
(the course ended early December)
Completion rates for “open answer” quizzes (one per week).
Red: missing assignment
Yellow: late assignment
Note: the last quizz (on the right) was not mandatory.

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4. Feedback from students

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13. Clement Levallois
Some critical verbatims
“Interesting course overall, but I would have appreciated to learn more technical things, maybe
instead of the general cases we worked on during the in-class sessions.”
“Les slides du cours de Clément Levallois étaient intéressantes et complètes. Cependant, vu
qu'elles étaient fournies en amont, les 3h de cours paraissaient inutiles. Nous les avons passé à
vaguement réfléchir et trouver des pseudo idées sur des thèmes à chaque fois différents, sans
rien creuser et sans data ! »
“Very interesting course but i would have expect more technical works at the end.”
“The content of the online course is interesting but I really didn't like the in-class sessions. I would
have preferred either just a MOOC or a real in-class lesson but the brainstorming seemed a loss
of time to me.”

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5. How it felt

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• Doing the videos: like writing a textbook
– It is dreadful but you do it just once and it makes life easier
for the next years
• Actual fun in the face to face sessions
– Feels weird to walk in the classroom without a slide deck!
– No students dozing off, they tend to work more
– Rediscovery of a variety of in-class pedagogical activities,
since the lecturing has already taken place

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5. Lessons learned

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On the pedagogy
1. Reintroducing a stronger role of the lecturer during in-class sessions
-> tutorials, hands-on exercises, debrief on the videos…
-> students appreciate not to be thrown directly and autonomously into applied
cases, following an online lecture.
2. Shortening the in-class lectures
-> Because the 1st edition of the course was actually too long (3h in class + online
lectures > 5 ECTS).
-> With a better designed in-class experience, the content to deliver will fit in a
shorter session.
3. Keeping the online side pretty much as it is
-> even if it is very tempting to transform the weekly “open answer” quizzes into
MCQ, because they take so long to grade…

18. Clement Levallois
On the tools
1. Shifting to Screencast-o-Matic to record the videos
Because with a good webcam and a good mic, the quality
should be as good as my home-made solution, and much less
time intensive to edit.
2. Finding a better place to record videos
I need better lighting! But I also need flexibility to book the
place!
3. Shifting from Canvas to D2L, the new LMS for
EMLYON
Which will be easy, it is just copy pasting the content.

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5. Next steps: towards a MOOC

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• Lessons learned from the SPOC can apply to MOOCs
• Plan for a course for PreMaster students (400+) and a
MOOC in parallel for Sept 2015:
->
https://exploreyourdata.wordpress.com/2015/02/17/tow
ards-a-mooc-creating-mobile-apps-for-entrepreneurs/
• ~ 75% online videos, ~ 25% conferences or in class
tutorials

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Plans to make video
recording less time
intensive:
-> using Screencast O’
Matic
http://www.screencast
-o-matic.com/
-> in a dedicated
studio at EMLYON
(see test video using
this setup on the next
slide)

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Test on using Screencast-O-Matic:
http://youtu.be/3m3ayFT_YVw

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Thanks
• Contact: levallois@em-lyon.com
• Twitter: @seinecle
• Website: www.clementlevallois.net