Engineering MOOCs for
Future Engineers
Integrating MOOCs into Formal
Learning Environments
Simon Carolan, Morgan Magnin & ...
Engineering MOOCs for
Future Engineers
1. Context
– ITyPA
– Connectivism

3. Results
– Student Feedback
– Empirical Study
...
1.1 ITyPA
« Internet, Tout y est Pour Apprendre »
The Internet has everything you need for learning
Optimisation of person...
1.1 ITyPA
•
•
•
•

Jean-Marie Gilliot, Télécom Bretagne
Anne-Céline Grolleau, Ecole Centrale de Nantes
Christine Vaufrey, ...
1.2 Connectivism
2.1 Transitions
Le MOOC et la motivation : les élèves face à
une formation autogérée.
Atelier MOOC, EIAH, Toulouse 2013
Id...
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 contra...
2.2.2 Challenges
Encourage students to interact and to go beyond
their comfort zone.
Gamification
Peer support
Incentive d...
2.2.3 Assessment(s)
Perform an analytical overview of course themes
Capitalize on community production
Understand position...
3.1 Student Feedback
Malik – Had followed a few xMOOCs
Struggled to grasp the connectivist structure.
Exchanges helped him...
3.2 Empirical study
• Difficult to define objectives in the first few
weeks of the course.
• Consensus on praesential sess...
3.3 Indications
• Third praesential session successfully integrated
into the eITyPA course.
• Important to analyse how to ...
4. Conclusions
Student engagement

Reflexive outlook
Connectivism?
Expansion of partnerships

Personalisation of learning ...
Contact
Simon Carolan
Morgan Magnin
Jean-Marie Gilliot
simon.carolan@ec-nantes.fr

www.itypa2.mooc.fr
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Engineering MOOCs for Future Engineers: Integrating MOOCs into Formal Learning Environments

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Presentation at the MOOC European Stakeholder Summit on MOOC ITyPA and its partnership with Centrale Nantes

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Engineering MOOCs for Future Engineers: Integrating MOOCs into Formal Learning Environments

  1. 1. Engineering MOOCs for Future Engineers Integrating MOOCs into Formal Learning Environments Simon Carolan, Morgan Magnin & Jean-Marie Gilliot
  2. 2. Engineering MOOCs for Future Engineers 1. Context – ITyPA – Connectivism 3. Results – Student Feedback – Empirical Study – Indications 2. Experimentation – Transitions – Crossing boundaries • Exchanges • Challenges • Assessments 4. Conclusions
  3. 3. 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 2 Oct to Dec 2013 – 9 weeks Around 4 hours/week
  4. 4. 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
  5. 5. 1.2 Connectivism
  6. 6. 2.1 Transitions Le MOOC et la motivation : les élèves face à une formation autogérée. Atelier MOOC, EIAH, Toulouse 2013 Identified 3 major issues 1. Students struggle to grasp connectivism 2. Students found integration complex 3. Students struggled to go beyond the tools towards reflexive analysis of practices Reinforcement of the hybrid structure
  7. 7. 2.2. Crossing boundaries A cMOOC and its communities
  8. 8. 2.2.1 Exchanges Animated sessions for the exploration of key concepts Student-driven sessions for the sharing and contrasting of learning experiences
  9. 9. 2.2.2 Challenges Encourage students to interact and to go beyond their comfort zone. Gamification Peer support Incentive driven Step-by-step basis Reflection of course badging Appears to have a limited impact – Novelty of badges?
  10. 10. 2.2.3 Assessment(s) Perform an analytical overview of course themes Capitalize on community production Understand 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/
  11. 11. 3.1 Student Feedback Malik – Had followed a few xMOOCs Struggled to grasp the connectivist structure. Exchanges helped him to better understand the course. Assessment allowed him to fully apprehend connectivism. Larissa - Had already followed several MOOCs. Exchanges had little impact on her learning experience. Could imagine all of her courses being online. Ulysse – First MOOC experience Exchanges were essential and would have appreciated more. Frustrated that other students did not respond to challenges. Found freedom of expression to be liberating.
  12. 12. 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.
  13. 13. 3.3 Indications • Third praesential session successfully integrated into the eITyPA course. • Important to analyse how to further maintain selfdeterministic elements. • Demotivational factors highlighted that will need to be addressed  connection speed  length of webinars…
  14. 14. 4. Conclusions Student engagement Reflexive outlook Connectivism? Expansion of partnerships Personalisation of learning experience
  15. 15. Contact Simon Carolan Morgan Magnin Jean-Marie Gilliot simon.carolan@ec-nantes.fr www.itypa2.mooc.fr

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