Laia Albó & Davinia Hernández-LeoUniversitat Pompeu Fabra (Barcelona, Spain)

The Online, Open and Flexible Higher Education Conference 2016

laia.albo@upf.edu / @LaiaAlbo

Albó, Laia & Hernández-Leo, D. (2016). Blended learning with MOOCs : towards supporting the learning design process. In G. Ubachs & L. Konings (Eds.), The Online, Open and Flexible Higher Education Conference 2016 (pp. 578–588). Rome (Italy): EADTU, October 2016.

Blended learning with MOOCs : towards supporting the learning design process

Please cite this work as:

Inside conference proceedings: http://conference.eadtu.eu/home/news/94-oofhec2016-proceedings

Introduction

Blended learning with MOOCs

1. To leverage all the effort of developing MOOCs by Universities.

2. To provide professors new online teaching tools and resources.

3. New learning design space.

2

Challenges

• Teachers acting as learning designersneed support during the design process.

3

Pérez-Sanagustín, M., Hilliger, I., Alario-Hoyos, C., Delgado Kloos, C., Rayyan, S., (2016). Describing MOOC-based Hybrid initiatives: The H-MOOC Framework, eMOOCs Conference 2016, Graz.

• More hybrid initiatives share practices and results.

H-MOOC framework

4

ReferencePérez-Sanagustín, M., Hilliger, I., Alario-Hoyos, C., Delgado Kloos, C., Rayyan, S., (2016). Describing MOOC-based Hybrid initiatives: The H-MOOC Framework, eMOOCs Conference 2016, Graz.

Remote Course

f2f Regular Course

H-MOOC framework + 4 models

5

ReferencePérez-Sanagustín, M., Hilliger, I., Alario-Hoyos, C., Delgado Kloos, C., Rayyan, S., (2016). Describing MOOC-based Hybrid initiatives: The H-MOOC Framework, eMOOCs Conference 2016, Graz.

MOOC as Replace-

mentMOOC as

Driver

MOOC as a Service

MOOC as an Added

Value

H-MOOC framework + 8 models

6

ReferencePérez-Sanagustín, M., Hilliger, I., Alario-Hoyos, C., Delgado Kloos, C., Rayyan, S., (2016). Describing MOOC-based Hybrid initiatives: The H-MOOC Framework, eMOOCs Conference 2016, Graz.

Canned dig. teaching with

remote tutoring

Canned dig. teaching with f2f tutoring

Remote Course

Flipped Classroom

Local Digital Prelude

f2f Regular Course

Canned teaching in f2f course

Canned teaching with remote course

Remote tutoring in

remote course

Remote tutoring with

f2f course

Context of current study

Workshop during the UCATx conference 2016:

1. Design a BL university course using MOOC(s).

2. Assuming that the MOOC(s) used are already available.

3. Provide support based on the H-MOOC framework.

7

Participants

• 24 participants.

• Connected and experienced with MOOCs.

• Interested in learning how to use MOOCs in BL - HE courses.

8

2h workshop - 7workgroups

Participants

9

0102030405060 52%

33%

5% 5% 5%

Purpose of current study

1. Emerging variations of blended learning with MOOCs.

From the higher education context.

2. Design elements to help teachers during the blended learning design process.

Including existing frameworks, models…

10

Materials

11

…

(a)

(b)

(c)

(d)

(e)

(f)

12

Procedure

Five-step workflow:

Results

13

Results

14

Results

15

Results

16

17

Providing design support from an holistic framework and models…

had an impact during the design process

Results

Models have been useful help me in redesigning or being convinced with my LD Level of agreement # %

5. Strongly agree 6 30 4. Agree 8 40 3. Neither agree nor disagree 4 20 2. Disagree 1 5 1. Strongly disagree 1 5 Mean: 3.85 out of 5 n=20 100

18

Providing design support from LDs examples of the models…

had an impact on the final designs

Results

Models selected after the step (e) Frequency Percentage Accumulated percentage

Flipped classroom (FC) 5 25 25 Local digital prelude (LDP) 4 20 45 Between FC and LDP 4 20 65 Canned teaching in f2f course 4 20 85 Remote tutoring with f2f course 1 5 90 Remote tutoring in remote course 1 5 95 Between Canned digital teaching with remote tutoring and Canned digital teaching with f2f tutoring

1 5 100

Total 20 100

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LD’s positions regarding the 8 models

Conclusions

Providing information regarding the ongoing design can:

1. Support the process of learning design Design Thinking2. Contribute to expand the knowledge of this type of

learning to professors.

20

Future work:

• Hybrid MOOC frameworks depending on the educational contexts and stakeholders.

• Case studies models.

Thank you very much for your attention!

Laia Albó & Davinia Hernández-LeoUniversitat Pompeu Fabra (Barcelona, Spain)

laia.albo@upf.edu / @LaiaAlboOctober 19th , 2016

This research is partly funded by RecerCaixa (CoT project) and the Spanish Ministry of Economy and Competitiveness under RESET (TIN2014-53199-C3-3-R) and the Maria de

Maeztu Units of Excellence Programme (MDM-2015-0502).

The Online, Open and Flexible Higher Education Conference 2016