(1) MOOCs European Stakeholders Summit
(2) Lessons from EPFL MOOCs
ÉCOLE POLYTECHNIQUE
FÉDÉRALE DE LAUSANNE
(A) Graz University of Technology
(B) Université Catholique de Louvain
(B) Université Libre de Bruxelles
(CH) EPFL
(CH) ET...
Associations & Institutions
Corporate Actors
•
•
•
•
•
•
•
•
Cambridge
EPFL
Oxford
ETHZ
Imperial Coll London
Univ Coll London
Univ Leuven
Karolinska Inst Stockholm
Univ Edinburgh
Weiz...
•
•
•
•
•
ÉCOLE POLYTECHNIQUE
FÉDÉRALE DE LAUSANNE
Retention rates
65% show up
16% watch videos at Week 8
24’000 students
Why does EPFL engage in MOOCs?
Visibility: Enhance EPFL reputation
– Unique selling point MOOCs
Internal: Improving teachi...
0%
10%
20%
30%
40%
50%
60%
70%
14 online 7 online + 7 on campus 14 on campus no opinion
«In the future, I would prefer to ...
We do not decide who watch a MOOC
Data produced by Heather Miller & Martin Odersky
0
5
10
15
20
25
30
35
40
45
No HS Some ...






What motivates students to enroll?
Median and range across 5 post-course surveys
0%
20%
40%
60%
80%
100%
By Patrick Jermann
Data produced by Heather Miller & Martin Odersky
0
500
1000
1500
UnitedStates
RussianFederation
UnitedKingdom
Germany
Fran...
In French
0
15
30
45
60
Asia Americas Europe Africa Oceania
Proportion of students
dsp
analys…
linearopt
assignments
videos, quizzes
http://www.chipestimate.com/blogs/IPInsider/?p=458
assignments
0%
5%
10%
15%
20%
25%
30%
35%
9...
R = .51
R = .55
assignments
DataproducedbyHeatherMiller&MartinOdersky
MOOC ‘FRP SCALA’ (Odersky)
Exams ?
1. Plagiarism is massive
2. Students fear a loss of contact
3. Flipped classes are difficult to set up
4. Managing both in...
MOOCS
Over-expectations are the worst friends
of learning technologies
Better be an actor than a spectator
The École Polytechnique Fédérale de Lausanne Experience with MOOCs (Situated in the European Context)
The École Polytechnique Fédérale de Lausanne Experience with MOOCs (Situated in the European Context)
The École Polytechnique Fédérale de Lausanne Experience with MOOCs (Situated in the European Context)
The École Polytechnique Fédérale de Lausanne Experience with MOOCs (Situated in the European Context)
The École Polytechnique Fédérale de Lausanne Experience with MOOCs (Situated in the European Context)
The École Polytechnique Fédérale de Lausanne Experience with MOOCs (Situated in the European Context)
The École Polytechnique Fédérale de Lausanne Experience with MOOCs (Situated in the European Context)
The École Polytechnique Fédérale de Lausanne Experience with MOOCs (Situated in the European Context)
The École Polytechnique Fédérale de Lausanne Experience with MOOCs (Situated in the European Context)
The École Polytechnique Fédérale de Lausanne Experience with MOOCs (Situated in the European Context)
The École Polytechnique Fédérale de Lausanne Experience with MOOCs (Situated in the European Context)
The École Polytechnique Fédérale de Lausanne Experience with MOOCs (Situated in the European Context)
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The École Polytechnique Fédérale de Lausanne Experience with MOOCs (Situated in the European Context)

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By Pierre Dillenbourg (École Polytechnique Fédérale de Lausanne, EPFL, Switzerland). Pierre Dillenbourg is academic director of EPFL’s Center for Digital Education and head of the Computer-Human Interaction for Learning & Instruction Lab. He is lead organizer of EPFL’s European MOOC Summit (6-7 June 2013; see slides below), and one of the world’s leading thinkers about the nature of MOOCs and learning analytics. He started his research on learning technologies in 1984, and conducts research on MOOCs, computer-supported collaborative learning & work, learning technologies, and human-computer interaction.

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Transcript of "The École Polytechnique Fédérale de Lausanne Experience with MOOCs (Situated in the European Context)"

  1. 1. (1) MOOCs European Stakeholders Summit (2) Lessons from EPFL MOOCs
  2. 2. ÉCOLE POLYTECHNIQUE FÉDÉRALE DE LAUSANNE
  3. 3. (A) Graz University of Technology (B) Université Catholique de Louvain (B) Université Libre de Bruxelles (CH) EPFL (CH) ETHZ (CH) IDIAP (CH) IMD (CH) Université de Genève (D) Hasso-Plattner-Institut (D) IWM-KMRC (D) Ludwig Maximillians Universität (D) Technische Universität Müchen (DK) Danish Technical University (F) CNRS (F) Ecole Normale Supérieure, Lyon (F) Ecole Normale Supérieure, Ulm (F) INRIA (F) Telecom Bretagne (F) Université Pierre &Marie Curie (F) Ecole Polytechnique, Paris (FIN) Aalto University (I) Universita degli Studi di Napoli Federico (IRE) Institute of Technology in Sligo (NL) Open Universiteit (NL) Technical University Delft (NL) Technical University Eindhoven (NL) Universiteit Leiden (P) Nova University (P) Universidade Alberta (P) University of Porto (PL) Poznan Supercomp- & Networking Center (SP) UNED (SP) Universidad Carlos III de Madrid (SP) Universitat Politècnica de València (UK) Edinburgh University (UK) Open University Universities & Research Institutes
  4. 4. Associations & Institutions
  5. 5. Corporate Actors
  6. 6. • • • • • • • •
  7. 7. Cambridge EPFL Oxford ETHZ Imperial Coll London Univ Coll London Univ Leuven Karolinska Inst Stockholm Univ Edinburgh Weizmann Inst Sci Univ Zurich Hebrew Univ Jerusalem Univ Geneva Univ Helsinki Univ Bristol Univ Munich 0 5 10 15 20 25 30 35 40 45 50 20 30 40 50 60 70 80 90 100 NumberofERCgrants(6calls) FP7 EU contributions (in milion EUR) Leading European Universities: FP7 contributions vs ERC grants Where are we ?
  8. 8. • • • • • ÉCOLE POLYTECHNIQUE FÉDÉRALE DE LAUSANNE
  9. 9. Retention rates 65% show up 16% watch videos at Week 8 24’000 students
  10. 10. Why does EPFL engage in MOOCs? Visibility: Enhance EPFL reputation – Unique selling point MOOCs Internal: Improving teaching – Learning data analytics – « Flipped » classrooms Networks: collaboration opportunities – RESCIF: education for French speaking Africa – EuroTech: MOOCs for postgraduate education, with DTU, TUM, TU/e Continued Education – Potential source of revenue Citizens – Raising interest in the population
  11. 11. 0% 10% 20% 30% 40% 50% 60% 70% 14 online 7 online + 7 on campus 14 on campus no opinion «In the future, I would prefer to take this course…. » DataproducedbyHeatherMiller&MartinOdersky MOOC ‘FRP SCALA’ (Odersky) We got good news …
  12. 12. We do not decide who watch a MOOC Data produced by Heather Miller & Martin Odersky 0 5 10 15 20 25 30 35 40 45 No HS Some HS HS Some Univ Bachelor Master PhD Other Percentage PARTICIPANTS' HIGHEST DEGREES
  13. 13.      
  14. 14. What motivates students to enroll? Median and range across 5 post-course surveys 0% 20% 40% 60% 80% 100%
  15. 15. By Patrick Jermann
  16. 16. Data produced by Heather Miller & Martin Odersky 0 500 1000 1500 UnitedStates RussianFederation UnitedKingdom Germany France Poland Ukraine India Spain Switzerland Canada Sweden Netherlands Other Brazil Italy Finland Australia Belgium Argentina Norway China CzechRepublic Belarus Afghanistan Hungary Romania Austria Israel Ireland Greece Denmark Mexico Japan Croatia Portugal Singapore SouthAfrica Turkey Slovakia Bulgaria Estonia NewZealand Serbia Korea,Republicof Colombia Philippines Uruguay Iran,IslamicRepublicof Vietnam Kazakstan Taiwan,Provinceof Chile Lithuania Pakistan Slovenia MOOC ‘FRP SCALA’ (Odersky)
  17. 17. In French 0 15 30 45 60 Asia Americas Europe Africa Oceania Proportion of students dsp analys… linearopt
  18. 18. assignments videos, quizzes http://www.chipestimate.com/blogs/IPInsider/?p=458 assignments 0% 5% 10% 15% 20% 25% 30% 35% 9+ 7 or 8 6 5 4 3 On-line On-campus MOOC ‘FRP SCALA’ (Odersky)
  19. 19. R = .51 R = .55
  20. 20. assignments DataproducedbyHeatherMiller&MartinOdersky MOOC ‘FRP SCALA’ (Odersky)
  21. 21. Exams ?
  22. 22. 1. Plagiarism is massive 2. Students fear a loss of contact 3. Flipped classes are difficult to set up 4. Managing both internal & external students 5. The workload frightens teachers 6. Students criticize data owned by platforms We got problems …
  23. 23. MOOCS
  24. 24. Over-expectations are the worst friends of learning technologies
  25. 25. Better be an actor than a spectator
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