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Engineering MOOCs for Future Engineers

Integrating MOOCs into Formal Learning Environments
Simon Carolan, Morgan Magnin & Jean-Marie Gilliot

Context – ITyPA – Connectivism 3. Experimentation – Transitions – Crossing boundaries • Exchanges • Challenges • Assessments 4. Results – Student Feedback – Empirical Study – Indications 2. Conclusions .Engineering MOOCs for Future Engineers 1.

1 ITyPA « Internet. methods and strategies for learning on the Internet ITyPA 2 Oct to Dec 2013 – 9 weeks Around 4 hours/week .1. 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.

Ecole Centrale de Nantes Christine Vaufrey. Ecole Centrale de Nantes ITyPA 2 • Simon Carolan. Ecole Centrale de Nantes • Pierre-Yves Michau.1. Télécom Bretagne Anne-Céline Grolleau. Thot Cursus Morgan Magnin.1 ITyPA • • • • Jean-Marie Gilliot. Ecole Centrale de Nantes .

1.2 Connectivism .

Toulouse 2013 Identified 3 major issues 1.2. EIAH. Students struggled to go beyond the tools towards reflexive analysis of practices Reinforcement of the hybrid structure .1 Transitions Le MOOC et la motivation : les élèves face à une formation autogérée. Atelier MOOC. Students struggle to grasp connectivism 2. Students found integration complex 3.

2. Crossing boundaries A cMOOC and its communities .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.2.2. Gamification Peer support Incentive driven Step-by-step basis Reflection of course badging Appears to have a limited impact – Novelty of badges? .

2. Link to student productions (coming soon): http://simontice.com/itypa/ .wordpress. • Students were given free choice in terms of format. tools and collaborations.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.2. • Students were encouraged to work with different group members.

Ulysse – First MOOC experience Exchanges were essential and would have appreciated more.3. Frustrated that other students did not respond to challenges.1 Student Feedback Malik – Had followed a few xMOOCs Struggled to grasp the connectivist structure. Larissa . Exchanges helped him to better understand the course. Found freedom of expression to be liberating. Exchanges had little impact on her learning experience. Could imagine all of her courses being online. . Assessment allowed him to fully apprehend connectivism.Had already followed several MOOCs.

• 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. • Consensus on praesential sessions: informative.3. useful good timing and frequency.2 Empirical study • Difficult to define objectives in the first few weeks of the course. .

3 Indications • Third praesential session successfully integrated into the eITyPA course. • Demotivational factors highlighted that will need to be addressed  connection speed  length of webinars… .3. • Important to analyse how to further maintain selfdeterministic elements.

4. Conclusions Student engagement Reflexive outlook Connectivism? Expansion of partnerships Personalisation of learning experience .

itypa2.carolan@ec-nantes.Contact Simon Carolan Morgan Magnin Jean-Marie Gilliot simon.fr www.fr .mooc.