Since the Massive Open Online Courses (MOOCs) phenomenon started to take off, Higher Education (HE) institutions have been facing a revolution. This revolution is challenging, not only HE business models, but also the established teaching and learning models. Although many scholars have seen MOOCs as a threat, others see in these courses an opportunity to propose and explore new models to transform residential education. These MOOC-based models propose hybrid pedagogies, such as flipped classrooms or blended learning, that benefit from the strengths of both online and face-to-face learning. However, and despite the fact that there are already studies reporting the promising results about the benefits of these MOOC-based hybrid pedagogies, the number of cases reported in the literature is still small. Moreover, more of these cases still need to be defined to help researchers, scholars, and institutional policy makers exploit the affordances of MOOC technologies, pedagogies, and formats to enhance on-campus education. Participants from the different domains and roles (students, scholars, researchers, or decision-makers) are welcome to participate in the workshop. In this workshop, we will follow up on the discussion about innovative MOOC-based models for hybrid pedagogies that has just started. The idea is to offer an open space for sharing and learning about the experiences of the different participants in order to identify the variety of models that have been investigated and propose a taxonomy of concepts that could serve as a reference to others. Contributions on any topic related with MOOC-based models for hybrid pedagogies are welcome:
Case studies on MOOC-based models for hybrid pedagogies
Theoretical approaches of MOOC-based models for hybrid pedagogies
Methodological approaches for implementing MOOC-based models for hybrid pedagogies
Metrics for measure the impact of hybrid pedagogies based on MOOCs
Challenges that institutions are facing to incorporate MOOCs as part of their curriculum in any context (Higher, Secondary or Primary Education, but also workplace learning)
Institutional approaches and policies for the integration of hybrid pedagogies based on MOOCs
The following list of questions regarding MOOC-based hybrid pedagogies might serve as a guidelines for contributors:
What MOOC-based hybrid pedagogies are more effective and for what learning contexts?
In what learning contexts (HE, vocational learning, lifelong learning…) are these MOOC-based hybrid models applicable?
How can existing MOOC-based models be replicated into different contexts?
How are these MOOC-based models blending the technology and the physical contact?
What methodological approaches and metrics should be used to measure the impact of these initiatives?
Carlos Delgado Kloos (UC3M, Spain): Introduction to the Workshop
In today’s world, declarative and procedural knowledge are free for the learning on the internet. More than ever, on-campus learning should impart strategic and expert knowledge. Our “Modeling Applied to Problem Solving” pedagogy for Newtonian Mechanics concentrates on strategic knowledge, helping students learn which concepts to apply to a given problem. Declarative and Procedural syllabus content is learned and organized as five Core Models via an online textbook, checkpoint questions, and homework. Class activities include applying the models to multi-concept multi-stage problems, discussing simple “touchstone problems”, and classifying problems by physical principle. The course generated 1.2 standard deviation improvement in the students’ ability to solve MIT final exam problems, a significant positive shift in 7 of the 9 categories in the Colorado Learning Attitudes about Science Survey, and an improvement of 0.5 standard deviation in students’ exam grades in the following physics course (in Electricity and Magnetism, not Mechanics).
5-8 minute presentations about cases on MOOC-based model for hybrid pedagogies.
Discussion in small groups about common aspects and differences between the models presented.
General discussion about taxonomies for MOOC-based models for hybrid pedagogies, implementations guidelines and methodological approaches and mechanisms for measuring their impact.
Participants are expected to produce a 2 to 4 pages document in LNCS format reporting cases of MOOC-based hybrid pedagogies in different domains (vocational training, lifelong learning, higher education or secondary education). All the submissions will go through a blind review process by, at least, two of the members of the committee. The best papers presented at the workshop as well as the ideas discussed there will be invited to send their contributions to a special issue of the IEEE Transactions on Learning Technologies journal (ISI). Papers should be submitted via Easychair until 15 June 2015 through the following URL: https://easychair.org/conferences/?conf=hybrided2015
Ho, A. D, , Chuang, I., Reich, J., Coleman, C. A., Whitehill, J., Northcutt, C. G., Williams, J. J., Hansen, J., D., Lopez, G., Petersen, R. (2015) HarvardX and MITx: Two Years of Open Online Courses Fall 2012-Summer 2014, Social Science Research Network, Extracted on March 2015 from: http://ssrn.com/abstract=2586847
Zhang, Y. (2013), Benefiting from MOOC. World Conference on Educational Multimedia, Hypermedia and Telecommunications, 2013(1): 1372-1377
Delgado Kloos, C. et al. (2015), Mixing and Blending MOOC Technologies with Face-to-Face Pedagogies, 2015 IEEE Global Engineering Education Conference (EDUCON), Tallinn, Estonia, 15-18 Mar. 2015, 933-937
Delgado Kloos, C. (2014), “Redefining Education in the Internet Age”, Keynote talk at IEEE Frontiers in Education Conference, Madrid, 22-25 Oct. 2014, http://fie2014.org/
Bruff, D. O. et al (2013), Wrapping a MOOC: Student perceptions of an experiment in blended learning. MERLOT Journal of Online Learning and Teaching, 9(2), 187-199
Soffer, T., Cohen, A. (2015), Implementation of Tel Aviv University MOOCs in academic curriculum: A pilot study. The International Review of Research in Open and Distributed Learning, 16(1).
Griffiths, R. et al. (2014), Interactive online learning on campus: Testing MOOCs and other hybrid formats in the University System of Maryland. New York: Ithaka S+R.