Blended learning with MOOCs: towards supporting the learning design process
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Laia Albó & Davinia Hernández-Leo Universitat Pompeu Fabra (Barcelona, Spain) The Online, Open and Flexible Higher Education Conference 2016 [email protected] / @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 lease cite this work as: nference proceedings: http:// conference.eadtu.eu/home/news/94-oofhec2016-pro
Transcript of Blended learning with MOOCs: towards supporting the learning design process
Laia Albó & Davinia Hernández-LeoUniversitat Pompeu Fabra (Barcelona, Spain)
The Online, Open and Flexible Higher Education Conference 2016
[email protected] / @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.
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Challenges
• Teachers acting as learning designersneed support during the design process.
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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
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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
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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
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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.
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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…
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Materials
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…
(a)
(b)
(c)
(d)
(e)
(f)
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Procedure
Five-step workflow:
Results
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Results
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Results
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Results
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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
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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.
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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)
[email protected] / @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
