Presentation by Alessandra Tomasini in the context of ECO webinar on Socially inclusive pedagogical models for MOOCs, 27 july 2016

1. ECO
Elearning, Communication and Open-data:
Massive Mobile, Ubiquitous and Open Learning
Competitiveness and Innovation Framework Programme (CIP)
Project no.: 621127

2. ECO
Elearning, Communication and Open-data:
Massive Mobile, Ubiquitous and Open Learning
Main aims:
• To share university knowledge among citizens
• To experiment sMOOC on different contents (scientific ones like mathematic and
geomatic, and “soft” ones like soft skills or innovative didactical methodologies)
• To experiment different platforms offered by ECO portal with their peculiar tools
and features
• to offer high quality video format
Inclusive pedagogical models for MOOCs
Implementation sMOOC model in Politecnico di Milano (Italy)

3. ECO
Elearning, Communication and Open-data:
Massive Mobile, Ubiquitous and Open Learning
320.000
32.000
21.900
600
SESSIONS
COURSES REGISTRATIONS
POK REGISTRATIONS
VIDEOS

4. FROM HIGH SCHOOL
TO UNIVERSITY
FROM BACHELOR
OF SCIENCE TO
MASTER OF SCIENCE
FROM UNIVERSITY
TO JOB
FINANCIAL AND
MANAGEMENT
ACCOUNTING
MANAGING
CHANGES
ita/eng
CODING
ita
PRE-
CALCULUS
ita
MANAGING
CONFLICTS
ita/eng
WORKING IN
MULTIDISCIPLI-
NARY TEAMS
PHYSICS 1
ita
PHYSICS 2
ita
CONTEMPORARY
ARCHITECTURE
ita
MOOCS
FOR CITIZENS
FLIPPED
CLASSROOM
MOOCS
FOR TEACHERS
BETHONMATH
ita

5. ECO
Elearning, Communication and Open-data:
Massive Mobile, Ubiquitous and Open Learning
320.000
32.000
21.900
600
SESSIONS
COURSES REGISTRATIONS
POK REGISTRATIONS
VIDEOS

6. ECO
Elearning, Communication and Open-data:
Massive Mobile, Ubiquitous and Open Learning
Implementation sMOOC model in Politecnico di
Milano (Italy)
Some data
MOOC Nr.
editions
Nr. users % of users gain
certification
Main Target
typology
Introduzione alla
matematica per
l'università: Pre-
Calculus
4 3.474 5% • high school
students
• professionals,
unoccupied,
retired
Working into
Multidisciplinary Teams
2 303 21% • professionals
To Flip Or Not To Flip -
Discover the flipped
classroom
methodology
2 2.140 28% • Teachers from
secondary school
M’appare il Mondo:
dalle carte alla Terra
digitale partecipata
4 288 16% • university
students
• professionals

7. ECO
Elearning, Communication and Open-data:
Massive Mobile, Ubiquitous and Open Learning
Implementation sMOOC model in Politecnico di
Milano (Italy)
Some data
MOOC Nr. Of
replies
Definitely
negative
More
negative
than
positive
More
positive
than
negative
Definitel
y
positive
Introduzione alla
matematica per
l'università: Pre-Calculus
174 0,60% 1,47% 29,98% 67,95%
Working into
Multidisciplinary Teams
18 1,56% 0,00% 30,83% 67,61%
To Flip Or Not To Flip -
Discover the flipped
classroom methodology
274 0,00% 1,27% 32,20% 66,53%
M’appare il Mondo:
dalle carte alla Terra
digitale partecipata
34 0,00% 9,00% 67,55% 22,55%

8. • 3 different paths the user can choose to follow the MOOC
• Course structure and contents organized on the base of Kolb’s Experiential Learning
Cycle
• Different video format: interviews, storytelling of case studies
• Peer to peer activity proposed through Google drive
• Project work activity
• “Social” approach also during design phase

9. ECO
Elearning, Communication and Open-data:
Massive Mobile, Ubiquitous and Open Learning
Implementation sMOOC model in Politecnico di
Milano (Italy) – Flipped Classroom MOOC
The course structure is
built around Kolb’s
Experiential Learning
Cycle:
- experiences coming
from different
International scenarios
- reflection on the main
features of each of them
- abstract
conceptualization,
guided by an
international expert of
flipped classroom
- active
experimentation with
tools and suggestions
coming from other
international
experiences.

10. ECO
Elearning, Communication and Open-data:
Massive Mobile, Ubiquitous and Open Learning
Implementation sMOOC model in Politecnico di
Milano (Italy) - Flipped Classroom MOOC
Users can took part to
“production” activity designing
their own Flipped Classroom
projects to be shared in
Google drive.
This activity has been
imagined as a reciprocal
teaching experience with no
formal and mandatory
assessment but let them free
to explore projects and be
inspired by them.

11. ECO
Elearning, Communication and Open-data:
Massive Mobile, Ubiquitous and Open Learning
• Attractive video format can really improve the learning experience of users, making
them more engaged and involved
• Level of active participation in MOOC can be influenced by target and content
typology
• The ECO “social” MOOC pedagogical approach is flexible and complete enough for
being adaptable and effective in different contexts and with different online
environments
• MOOCs are, from this perspective, a concrete “educational resource”, also for the
design team in itself, since it fosters teachers and instructional designers to rethink
their role in this specific context, their contribution to the design activities and their
ability to learn from each other while reaching a better-shared result.
• Thus, this is not only a shared design experience: it becomes a reciprocal teaching
experience, which is a high objective in the evolution of our academic scenario, and
is consistent with the growing need of internationalization of our Universities.
Implementation sMOOC model in Politecnico di
Milano (Italy) - Conclusions

12. ECO
Elearning, Communication and Open-data:
Massive Mobile, Ubiquitous and Open Learning
Thanks for your attention!
Alessandra Tomasini
Servizio METID - Politecnico di Milano
Piazza Leonardo da Vinci, 32
20133 MILANO (ITALY)
e-mail: alessandra.tomasini@polimi.it
http://www.metid.polimi.it