A typology and
dimensions of a description framework
for MOOCs
Marilyne Rosselle, Pierre-André Caron, Jean Heutte
Amiens a...
Plan
• An observation
• The problem we are addressing
• Our methodology
– State of the art version
– Discussion

• Proposa...
Let’s hear an Indian tale …
rope

Hand fan

ear

tail

Solid pipe
wall

tusk

belly
pillar

branch

leg

trunk
11/02/14

M...
Characterizing the problem
• Observations OK – Inferences (inductions) KO
– Contradictory assertions - many cons-examples
...
Methodology
• Choice
– Using what is existing each time it’s possible

• State of the art
– Types of MOOCs
– Features of a...
State of the art version on
• Description frameworks for TEL devices and MOOCs
• Existing typologies for MOOCs
– cMOOC, xM...
A state of the art discussion
• We explored the limits of these Typologies &
frameworks
– Too many acronyms
– Two MOOCs of...
Introduction of our proposals
(1/2)
• 2 outline proposals
– An initial (temporary) typology
– A description framework

• ...
Introduction of our proposals
(2/2)
• For whom?
– Researchers

• With which point of view?
– To find methodological tools
...
1st Proposal : using the 6
configuration of [Hy-Sup 2012]
• Designed for blended learning in Higher Education
• 6 configur...
Our description framework at a glance…
2nd proposal : main
dimensions of a description
framework
We have chosen our main dimension
Based on theoretical framework...
Trend
• Methodology to test our proposals
– Implementing a platform using
• semantic web tools,
• metadata
• and standards...
Conclusion
• Defining 6 types of MOOCs: stage, screen, cockpit,
crew, public space & ecosystem
• Structuring features of a...
Thank you very much

11/02/14

MR, PAC & JH - eMOOC'2014

15
References and credits
• Elephant image: CC-BY-NC / brittanyhock
http://www.flickr.com/photos/thelivelygirl/
• Cited refer...
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Presentation of a typology and a description framework at EMOOC'2014 the 11th of february 2014

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Because the single acronym of MOOC (Massive Online Open Course) refers to many different realities, we need to accurately describe a MOOC.

In this context, we propose to build a description framework for MOOCs with the aim of complementing a typology of MOOCs.

We have first presented different attempts to classify MOOCs. Next, we show how they are still confusing. Then, we apply some typologies, which were efficient for Technology Enhanced Learning (TEL).

For the description framework, we have gathered properties that describe MOOCs. Then, in an abduction approach, we have structured them in eight dimensions. We have also proposed an initial typology that uses simple and concrete name for types.

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Presentation of a typology and a description framework at EMOOC'2014 the 11th of february 2014

  1. 1. A typology and dimensions of a description framework for MOOCs Marilyne Rosselle, Pierre-André Caron, Jean Heutte Amiens and Lille, North of France marilyne.rosselle@u-picardie.fr, {pierre-andre.caron,jean.heutte}@univ-lille1.fr
  2. 2. Plan • An observation • The problem we are addressing • Our methodology – State of the art version – Discussion • Proposals • A conclusion 11/02/14 MR, PAC & JH - eMOOC'2014 2
  3. 3. Let’s hear an Indian tale … rope Hand fan ear tail Solid pipe wall tusk belly pillar branch leg trunk 11/02/14 MR, PAC & JH - eMOOC'2014 3
  4. 4. Characterizing the problem • Observations OK – Inferences (inductions) KO – Contradictory assertions - many cons-examples – Different educational practices, different interaction modes , etc. • How can we describe a MOOC ? • How can we balance between comprehensiveness and relevance ? 11/02/14 MR, PAC & JH - eMOOC'2014 4
  5. 5. Methodology • Choice – Using what is existing each time it’s possible • State of the art – Types of MOOCs – Features of a MOOC • Application to four examples of MOOCs • Making Proposals • Defining how to validate them 11/02/14 MR, PAC & JH - eMOOC'2014 5
  6. 6. State of the art version on • Description frameworks for TEL devices and MOOCs • Existing typologies for MOOCs – cMOOC, xMOOC [Downes] – Content-based MOOC, Task-based MOOC (tMOOC), Network-based MOOC [Lane 2012] – cMOOC, iMOOC, xMOOC [Gilliot et al.] – TransferMOOC, MadeMOOC, SynchMOOC, aSynchMOOC, AdaptativeMOOC, GroupMOOC, MiniMOOC, ConnectivistMOOC [Clark 2013] (Yesterday : pMOOC, LMOOC, SOOC, TOOC, MOOCI, …) 11/02/14 MR, PAC & JH - eMOOC'2014 6
  7. 7. A state of the art discussion • We explored the limits of these Typologies & frameworks – Too many acronyms – Two MOOCs of the same type could be so different  None of these typologies matches our needs  Something in the state of the art for TEL convene • The frameworks – … for TEL don’t take into account social aspects – … for MOOC : what is the building principle  No pre-existing framework allows us to describe a MOOC in a satisfactory manner 11/02/14 MR, PAC & JH - eMOOC'2014 7
  8. 8. Introduction of our proposals (1/2) • 2 outline proposals – An initial (temporary) typology – A description framework • Building and validation of our Proposals – A typology: using an existing one – A description framework • Incremental building: one theoretical framework at a time • Tested on an existing MOOC, yet • Validation by applying it to other MOOCs (TBP) 11/02/14 MR, PAC & JH - eMOOC'2014 8
  9. 9. Introduction of our proposals (2/2) • For whom? – Researchers • With which point of view? – To find methodological tools – To allow to define descriptors • With what level of detail? – Not too deep, not too large Everything needn’t to be filled Extensible Framework 11/02/14 MR, PAC & JH - eMOOC'2014 9
  10. 10. 1st Proposal : using the 6 configuration of [Hy-Sup 2012] • Designed for blended learning in Higher Education • 6 configurations 1. Stage (Scene): content4. Crew: for learning focused on oriented teaching, support to faceto-face education, with mainly textual resources 2. Screen: stage with added supporting the process of knowledge construction and on interpersonal interactions 5. Public Space: learning multimedia resources 3. Cockpit: course organization oriented teaching, guided by the use of tools (and sometimes integrating relational and reflective goals) 11/02/14 centered on the opening of the training device to external resources 6. Ecosystem: learning by MR, PAC & JH - eMOOC'2014 operating a large number of technological and educational opportunities 10
  11. 11. Our description framework at a glance…
  12. 12. 2nd proposal : main dimensions of a description framework We have chosen our main dimension Based on theoretical frameworks 11/02/14 MR, PAC & JH - eMOOC'2014 12
  13. 13. Trend • Methodology to test our proposals – Implementing a platform using • semantic web tools, • metadata • and standards For researchers, who accompany MOOC designers, to describe a MOOC – Using EDM on our collection of MOOC descriptions to improve our temporary typology based on Hy-Sup configurations 11/02/14 MR, PAC & JH - eMOOC'2014 13
  14. 14. Conclusion • Defining 6 types of MOOCs: stage, screen, cockpit, crew, public space & ecosystem • Structuring features of a MOOC in 8 dimensions Should be refined based on feedbacks and contributions of researchers from diverse horizons 11/02/14 MR, PAC & JH - eMOOC'2014 14
  15. 15. Thank you very much 11/02/14 MR, PAC & JH - eMOOC'2014 15
  16. 16. References and credits • Elephant image: CC-BY-NC / brittanyhock http://www.flickr.com/photos/thelivelygirl/ • Cited references : please see the article 11/02/14 MR, PAC & JH - eMOOC'2014 16
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