Engineering MOOCs forFuture Engineers

Integrating MOOCs into Formal Learning Environments

Simon Carolan, Morgan Magnin & Jean-Marie Gilliot

Engineering MOOCs forFuture Engineers

1. Context– ITyPA

– Connectivism

2. Experimentation– Transitions

– Crossing boundaries• Exchanges• Challenges• Assessments

3. Results– Student Feedback– Empirical Study– Indications

4. Conclusions

1.1 ITyPA

« Internet, Tout y est Pour Apprendre »The Internet has everything you need for learning

Optimisation of personal learning environments through the study and integration of the uses of tools,

methods and strategies for learning on the Internet

ITyPA 2Oct to Dec 2013 – 9 weeks

Around 4 hours/week

1.1 ITyPA

• Jean-Marie Gilliot, Télécom Bretagne• Anne-Céline Grolleau, Ecole Centrale de Nantes• Christine Vaufrey, Thot Cursus• Morgan Magnin, Ecole Centrale de Nantes

ITyPA 2• Simon Carolan, Ecole Centrale de Nantes• Pierre-Yves Michau, Ecole Centrale de Nantes

1.2 Connectivism

Information SpecialistsEducators

Journalists

Retirees Marketers

HR

Students

2.1 Transitions

Le MOOC et la motivation : les élèves face à une formation autogérée.

Atelier MOOC, EIAH, Toulouse 2013

Identified 3 major issues1. Students struggle to grasp connectivism2. Students found integration complex3. Students struggled to go beyond the tools

towards reflexive analysis of practices

Reinforcement of the hybrid structure

2.2. Crossing boundaries

A cMOOC and its communities

2.2.1 Exchanges

Animated sessions for the exploration of key concepts

Student-driven sessions for the sharing and contrasting of learning experiences

2.2.2 Challenges

Encourage students to interact and to go beyond their comfort zone.

GamificationPeer support

Incentive drivenStep-by-step basis

Reflection of course badging

Appears to have a limited impact – Novelty of badges?

2.2.3 Assessment(s)Perform an analytical overview of course themes

Capitalize on community productionUnderstand positioning and scope

• Students selected one of three themes from each course sequence.

• Students were encouraged to work with different group members.

• Students were given free choice in terms of format, tools and collaborations.

Link to student productions (coming soon): http://simontice.wordpress.com/itypa/

3.1 Student FeedbackMalik – Had followed a few xMOOCsStruggled to grasp the connectivist structure.Exchanges helped him to better understand the course.Assessment allowed him to fully apprehend connectivism.

Ulysse – First MOOC experienceExchanges were essential and would have appreciated more.Frustrated that other students did not respond to challenges.Found freedom of expression to be liberating.

Larissa - Had already followed several MOOCs.Exchanges had little impact on her learning experience. Could imagine all of her courses being online.

3.2 Empirical study• Difficult to define objectives in the first few

weeks of the course. • Consensus on praesential sessions: informative,

useful good timing and frequency.• Final course project:

consolidates their awareness of the subject a hindrance for a few students

• Unanimous acknowledgment of the potential of MOOCs in their higher education cursus.

3.3 Indications• Third praesential session successfully integrated

into the eITyPA course.

• Important to analyse how to further maintain self-deterministic elements.

• Demotivational factors highlighted that will need to be addressed connection speed length of webinars…

4. Conclusions

Student engagement

Reflexive outlook

Connectivism?

Expansion of partnerships

Personalisation of learning experience

Contact

Simon CarolanMorgan Magnin

Jean-Marie Gilliot

simon.carolan@ec-nantes.fr

www.itypa2.mooc.fr