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Seminario eMadrid 2015 05 22 sobre MOOCs on Campus (UAM) Ella Hamonic - Aprendiendo con MOOC en el campus, el enfoque dual de la moocXperience de Louvain

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Seminario eMadrid 2015 05 22 sobre MOOCs on Campus (UAM) Ella Hamonic - Aprendiendo con MOOC en el campus, el enfoque dual de la moocXperience de Louvain

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Seminario eMadrid 2015 05 22 sobre MOOCs on Campus (UAM) Ella Hamonic - Aprendiendo con MOOC en el campus, el enfoque dual de la moocXperience de Louvain para el aprendizaje de los estudiantes y el desarrollo de los docentes

Seminario eMadrid 2015 05 22 sobre MOOCs on Campus (UAM) Ella Hamonic - Aprendiendo con MOOC en el campus, el enfoque dual de la moocXperience de Louvain para el aprendizaje de los estudiantes y el desarrollo de los docentes

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Seminario eMadrid 2015 05 22 sobre MOOCs on Campus (UAM) Ella Hamonic - Aprendiendo con MOOC en el campus, el enfoque dual de la moocXperience de Louvain

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  2. 2. 2 Ella Hamonic Ella_Hmc MOOC project manager University of Louvain Talk for eMADRID 05/22/2015 @UAM Learning with MOOCs on campus, Louvain moocXperience dual approach.
  3. 3. TIME is a precious asset
  4. 4. How to better allocate time? By Making the mooc design experience valuable for faculty members the mooc learning and blended experience worthwhile for students
  5. 5. By blending your MOOC on campus: you are free of the duty to deliver content in class. This creates « free time » in class with your students. So what are you going to do? Let’s be creative! Transformative power of MOOC on campus
  6. 6. I have a dream
  7. 7. Let’s imagine 1st year political science students 2nd year ingeneerin g students MOOC MOOC In-person course / flipped mode SPOC/LAB
  8. 8. Let’s imagine 1st year political science students 2nd year ingeneerin g students MOOC MOOC On campus Hachkathon ? Challenge ?
  9. 9. Louvain moocXperience big picture On going MOOCs In production
  10. 10. Louvain moocXperience big picture MOOCs simultaneously blended
  11. 11. Who is learning from MOOCs? Worldwide learners Residential students Faculty members & course teams The moocXperience team & The Institute for teaching and Pedagogy (IPM) UCLouvain as an institution
  12. 12. UCLouvain is targeting residential students’ learning faculty members’ development
  13. 13. Usually MOOC scenarios are not built in a blended learning perspective It is one entity by itself You are addressing a global audience Your requirements might be a bit lower than for on- site student to make people engage more easely at the begining even if you can bring them to the same point at the end of the learning experience.
  14. 14. You may encounter criticism from colleagues in your department if you tend to lower requirements for the wider audience You have to deal with stricter grade policy on campus Any constraint of simultaneous tracks on campus and on MOOC platforms? You may have some privacy concerns using external platform
  15. 15. • Online : • Accessible videos • More complexed and advance assessments • In class: • Votes to foster engagement and collect data to be aware of students’ level of mastery • We notice better quality in questions asked by the students. Louv8x course double entrance
  16. 16. A need to design both scenarios at the same time
  17. 17. Make the two tracks complementery Intertwinned Creating interactions between both audiences
  18. 18. Needs for training and support for faculty members Using design thinking methods is one option
  19. 19. Usefull tools. MOOCamp creative methodology from FUN (France université numérique)
  20. 20. Usefull tools. Ideo design thinking tool kit for educators.
  21. 21. 2 ways to think about designing MOOC Build a digitized course Build a digital course design sensibility
  22. 22. Some Louvain’s stories…
  23. 23. Student activity : Make a visual wrap-up of the course modules through a one page diagram The activity reinforced learners’ capacity to: • Organize a list of arguments and summarize schematically a complex reality • Causes • Consequences • Solutions • Capacity to link different points of views with alternative solutions to a problem >> Content curation on a visual based activity
  24. 24. Reflect with your peers throught - peer assessment and Self assessment online Reflect inside the classroom through poster sessions (x2) Playing to a simulation serious game: LandRush
  25. 25. 17-févr 17-23 fév 26-févr 24-févr 24 fév-2 mars 5-mars 3-mars 3-9 mars 12-mars Semaine 1 21/02 Live Q&R 15h- 16h PIERRE Deadline Soumissio n Activités et Test 1 en ligne Semaine 2 28/02 Live Q&R 15h- 16h Nathalie Deadline Soumissio n Activités et Test 2 en ligne Semaine 3 7/03 Live Q&R 15h- 16h Min Deadline Soumissio n Activités et Test 3 en ligne Débriefing Semaine 1 Débriefing Semaine 2 Débriefing Semaine 3 10-mars 10-16- mars 19-mars 17/03/13 17 - 23 mars 31-mars 2-avr 31 mar - 4avril Semaine 4 14/03 Q&R 15- 16hChat Nathalie / Min Deadline Soumissio n Activités et Test 4 en ligne Semaine 5 21/03 15h-16h Live Chat Vincent Soumission Activités et test Final Feedbacks Résultats, envoi des certificats et formulaire s de feedback Débriefing Semaine 4 Débriefing Semaine 5 reprise du cours En ligne En Classs Louv3x flipped the classroom
  26. 26. Semaine 1 21/02 Live Q&R 15h- 16h PIERRE Deadline Soumissio n Activités et Test 1 en ligne Semaine 2 28/02 Live Q&R 15h- 16h Nathalie Deadline Soumissio n Activités et Test 2 en ligne Semaine 3 7/03 Live Q&R 15h- 16h Min Deadline Soumissio n Activités et Test 3 en ligne Leading professor Inviting Prof. Legrand Inviting Prof. Legrand Semaine 4 14/03 Q&R 15- 16hChat Nathalie / Min Deadline Soumissio n Activités et Test 4 en ligne Semaine 5 21/03 15h-16h Live Chat Vincent Soumission Activités et test Final Feedbacks Résultats, envoi des certificats et formulaire s de feedback Leading professor Prof. Schiffino reprise du cours on ligne In Classe Peer- teaching evaluation
  27. 27. Entire semester content with MOOC Clinical projects with local NGOs Entire semester content covered with MOOC International Human Rights by Prof. De Schutter Flipped the classroom with debates 1st iteration 1st iteration Learning by doing
  28. 28. MOOCQuality research project on early stages Focus on learning outcomes on residential students
  29. 29. @moocXperience Louvain moocxperience
  30. 30. 34 Your experience?

Editor's Notes

  • Since 2013, when UCLouvain begins the MOOC adventure partnering with edX, improving education on campus has been one major point of attention.  How do MOOCs impact the way we teach and the way we learn? To what extent those new possibilities to mediate and share knowledge can enrich on campus learning experiences? Consequently, shall we considerate MOOCs as an opportunity for faculty members to develop better teaching skills, experimenting with building collaboratively innovative learning scenarios? By integrating MOOCs into the classroom, thinking differently about how you have been teaching your course becomes a necessity if not an evidence. How to design effective, meaningful and creative interactions between teachers and learners that will support better learning? Recalling not only to active learning and inquiry methods but also to design thinking methodology has been inspiring for the Louvain moocXperience team who supports faculty members in this re-redesign process. This is from the experience of 6 MOOCs that have been held simultaneously on edX and on campus that we propose to discuss.
  • That i am going to share with you
  • Let’s imagine --- cutting edge instructional design.
  • Let’s imagine --- cutting edge instructional design.
  • Let’s come back to reality. We are a French speacking university situated in Belgium. We partenered with edX in 2013 and launched our fisrt courses in early 2014.
  • Let’s come back to reality. We are a French speacking university situated in Belgium. We partenered with edX in 2013 and launched our fisrt courses in early 2014.
  • If you think about MOOC you don’t necessery think about blended or hybrid learning.
  • no evidence only feelings.
  • International audience on campus. Core value of the course: discussion between learners.
  • Also a serious game alnd rush and MOOCs becoming a place for a research (data)
  • Cette construction pédagogique suppose un timing, un séquençage, un calendrier incluant tous les types d’activités
  • Cette construction pédagogique suppose un timing, un séquençage, un calendrier incluant tous les types d’activités
  • Workload for students. // scale for group// impact on society

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