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Engineering MOOCs for Future Engineers

Integrating MOOCs into Formal Learning Environments

Simon Carolan, Morgan Magnin & Jean-Marie Gilliot

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

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

1.1 ITyPA
Jean-Marie Gilliot, Tlcom Bretagne Anne-Cline 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

1.2 Connectivism

2.1 Transitions
Le MOOC et la motivation : les lves face une formation autogre. 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

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 contrasting of learning experiences

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?

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):

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.

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.

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

4. Conclusions
Student engagement Reflexive outlook Connectivism?

Expansion of partnerships Personalisation of learning experience

Simon Carolan Morgan Magnin Jean-Marie Gilliot